Investigating the application of active learning methods among primary and secondary school teachers

Abstract

This paper presents the results of a questionnaire survey which inquired about primary and secondary school teachers’ (n=182) use of different learning organisational- and teaching methods. There was a particular focus on active learning, its judgement, and the difficulties of spreading it as perceived by teachers. The survey took place in schools in four cities in the Southern Great Plain region. The 43-item paper-based questionnaire consists of four sections, each with good reliability (Cronbach’s alpha: 0.86-0.92). Data were analysed and compared by school type, in humanities/sciences subsamples based on teachers’ subjects, and in three subsamples based on professional experience. Results show that the teachers included in the study consider teaching objectives related to active learning to be important, but that there are differences in the use of active learning methods across the subsamples. In primary schools, individual-, pair- and group work are more common and active learning methods are more widespread. Computer-assisted learning, inquiry-based learning, and student experimentation are more frequently used by teachers who teach sciences, and mainly by those at the beginning of their careers. Among the difficulties related to active learning, teachers in both types of schools highlighted the lack of curricular support, the appropriate teaching materials and teaching support materials, as well as time constraints and large class sizes. The least perceived problem is methodological uncertainty. Those with the least professional experience have the most methodological difficulties, but those who have been in the profession for more than 20 years are often uncertain about the use of active learning methods. Participation in training has a positive impact on the use of active learning methods.