Enhancin g Act ive Learn ing throu gh Teac her s’ P eer and

sel f Re flec tions in Sele cte d Pri ma ry School s in

Ethio pia

Res earch T eam

Asmaru Berihun, Ministry of Education

Adane Tesera, Bahir Dar University
Daniel Desta, Addis Ababa university

Africa- Asia University Dialogue for Basic Education Development

Center for the Study of International Cooperation in Education CICE

Hiroshima University

13 March 2006
 Africa- Asia University Dialogue for Basic Education Development
Center for the Study of International Cooperation in Education CICE Hiroshima University

Enhancing Active Learning through Teachers’ Peer and

self Reflections in Selected Primary Schools in Ethiopia

Background

Providing quality primary education for all school age children by the
year 2015 is a commitment of many countries. To achieve this goal
special emphasis has been given to the question of access in quite
many cases. The commitment to achieve the goal is not limited to
provision of access. It is also a concern for quality education. The
Ethiopian Education system with the New Education and Training Policy
(TGE, 1994) and consecutive Education Sector Development Programs
(ESDP I and ll) has made significant efforts to creating access to
thousands of children. Consequently, the primary enrollment has
increased dramatically. However, the quality of students’ learning has
been a challenge.
The problem of quality in primary education has become a serious
concern of the government, educators and teachers.
The problems in quality could be related to input factors like student-
teacher ratio, student-text book ratio, teachers’ qualification, etc.
However, of the most important factors that may be responsible to
learning quality could relate to the way the teaching-learning process
occurs, the extent to which teachers examine their own practice of
teaching, how much school supervision is directed towards helping
them improve instruction and making the learning process active and
learner centered are some to mention. Accordingly, the quality of the
teaching learning process can be improved can be improved by a
multiple of interventions. Along wit those input factors, teachers can be

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assisted to improve their practices through school based – collegial and

collaborative supervision. Involving teachers in action research can
also be another important means of improving teaching and learning.
In
this respect, teachers can also be supported through peer assessment
based feedback. Most important complementary move to peer
assessment is self-reflection of once practice as a measure of
improving the quality if teaching and learning. This is based on the
assumption that the more teachers make their classrooms and their
teaching practices open to peer observation and assessment, the
better the lesson they obtain to improve their practice and thus,
improved student learning. Student centered learning would encourage
active participation in their lessons which in turn would have positive
contributions to develop abilities for creative thinking, problem solving
and relating learning to real life experiences thereby achieving the
envisaged goal of schooling. This can be more consolidated when a
teacher is ready to engage in a continuous professional reflection on
his/her own practice. Moreover, peer assessment would further
enhance the professional development of teachers which have greater
contribution to active learning and quality education.

The present study focuses on making an intervention to enhance

active learning through the employment of teachers’ peer assessment
and personal reflections of their lessons.

Statement of the problem

Despite the strong criticisms on the conventional teacher based

approach in education, the teaching leaning process in most schools in
Ethiopia has persisted to be teacher dominated. Most classes are
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characterized by a situation where students are made to listen to their

teachers and copy notes from the blackboard. Learning by doing,
problem solving, cooperative learning and group approaches are
limited. Consequently, there is a widely shared concern that the quality
of learning in schools is very low.

The Education Sector Development Program III (2005) underlines that

the education system faces serious problems pertaining to teacher
qualification, shortage of text books, and high student-teacher ratio.
The dropout rate has been high. The survival rate at grade 5 is only
about 55 per cent. In addition to this, there is a wide gender gap of
18% favoring boys. Moreover, research findings, Pauline and et al,
1997; a study by Women’s Affairs Department, 2000, indicate lower
participation of girls in class activities. Studies also indicate that
teachers do not encourage girls’ participation in their classes. These
situations have lead to a serious concern among educators and the
ministry of education about quality of education.

The Ministry of Education has reacted to this situation in different

ways. The Ministry in its Education Sector development program III (ESDPIII
20005/20006/- 2010/2011) document indicates the following main points as part of
quality enhancement endeavors:
• In the School Improvement Program among the major focus areas student –
centered learning, professional development and collaboration and quality of
instructional program.
• Improvising teachers professional capability in continuous professional
development
• Strengthening Cluster based local in service training mainly focus on active
learning methodology action research, etc.

• Strengthening In-school-supervision so that experienced, skilled and innovative

teachers can share their experiences and coach the inexperienced teachers. It
further indicates that the content of pre-service and in-service teachers training
programs will be revised to enable teachers acquire and develop appropriate
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pedagogical skills that are academically sound, child friendly, and gender
sensitive together with individual life skills which takes into account the current
HIV crises.

To this end, this study is timely and will have positive contribution to the
implementation the policy statement in to action (ESDPIII August 2005 MOE).

Concerning active learning, the extent teachers understand the

concept and the skills they have to implement it are essential
conditions. Moreover, the quality and amount of feed back teachers
get on their own teaching, the extent of their readiness to accept
constructive comments of their peers on their teaching are issues that
are subject for investigation. Moreover, the practice of self reflection
and making continuous effort to improve once own work (teaching) is
not visible in the schools. Hence, this study is designed to assess the
role of teachers’ peer assessment and self reflections in enhancing
active learning in selected primary schools in Ethiopia. The study also
attempts to develop workable mechanisms for self reflection and peer
assessment practices in order to enhance active learning.

Research questions
1. What is the teachers conception of active learning?
2. To what extent are the students actively involved in the learning
process? Are there differences between boys and girls in class
participation?

3. What role do teachers’ peer assessment and self-reflections play

in improving teachers’ instructional skills to enhance active
learning?

Objectives

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The study is aimed at:

• identifying the gap between teachers’ perception of active
learning and their practice
• introducing peer assessment and self reflection practices among
teachers in primary schools
• developing workable mechanisms for self reflection and peer
assessment practices in order to enhance active learning in
schools

Review of Related Literature

Active learning

The theoretical framework of the proposed research is grounded in the

constructivist’s perspective and assumptions about learning. Active
learning, one of the main concepts in this research, refers to a situation
where "learners construct their own reality or at least interpret it based
upon their perceptions of experiences. Active learning environments
simply mean students taking an active role in their learning, and
instructors moving beyond teacher-centered “instruction,” coming to
see themselves along with their students as part of a learning
community. The instructor provides collaborative learning experiences,
encouraging multiple perspectives in problem solving. Such diversity
allows learners to develop new ideas and understanding in
conversations and increase retention. Broadly speaking, active
learning refers to a methodology that requires the learner to take
responsibility for his or her learning through active participation in
learning activities. In this methodology, students are engaged in
higher-order thinking skills as analysis, synthesis and evaluation to
build, test and revise their knowledge. Gagnon and Collay have
summarized six important elements: Situation, Groupings, Bridge,
Questions, Exhibit, and Reflections as central for active learning.

1. Situation: that enable children solve problems, answering

questions, create metaphors, make decisions, draw conclusions, or
set goals. This situation should include what you expect the
students to do and how students will make their own meaning. The
work of Duckworth (1987) describes situations to engage students
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in having their own wonderful ideas about science, Steffe and

Ambrosio (1995) use situations for students to explain in math, and
Fosnot (1996) provides similar examples from writing and art.

2. Groupings: depending on the teacher’s expectations and the types

of resources students are provided. Schmuck and Schmuck (1988)
introduced group process dynamics to classrooms, and heterogeneous
groupings are common to the cooperative learning work of Johnson and
Johnson (1975) or Slavin (1980a). The materials category is often
included in lesson plans.

3. Bridge: between what they already know and what they might
learn by explaining the situation. This might involve such things as
giving them a simple problem to solve, having a whole class
discussion, playing a game, or making lists. This has some grounding
in the set induction described by Gagne (1970), the anticipatory set of
Madeline Hunter (1982) and the advanced organizer of Ausubel (1978).

4. Questions: guiding questions to be used to introduce the situation,

to arrange the groupings, to set up the bridge, to keep active learning
going, to prompt exhibits, and to encourage reflections. There is
precedence in Bloom's (1956) taxonomy of educational objectives in
the cognitive domain which led to higher level thinking questions,
Sanders' (1966) work on kinds of classroom questions, and Flanders'
(1970) work describing classroom questioning strategies.

5. Exhibit: involves having students make an exhibit for others of

whatever record they made to record their thinking as they were
explaining the situation. The work of Theodore Sizer (1973) and the
coalition for essential schools includes an exhibition as part of the
learning process. The passages of the Jefferson County Open School in
Colorado and the validations of the St. Paul Open School in Minnesota
put into practice authentic assessment approaches from a variety of
sources including Wiggins (1995). Documentation from Engel (1994),
portfolios from Carini (1986), and alternative assessment from the
North Dakota Study Group on Evaluation led by Perrone (1988)
encouraged teachers to move from testing memorization of
information to demonstration of student learning.

6. Reflections: students' reflections of what they thought about while

explaining the situation and then saw the exhibits from others. We see
earlier work in Hunter's (1982) description of "transfer," the work of
Schon (1987) about reflective practice of teachers, which also applies
to student learning, reflection about learning through journaling as
described by Cooper (1991), and Brookfield's (1986) work on critical
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reflection. These precedents provide a theoretical framework for a

constructivist learning design.

Teacher Self- and Peer reflection and Active learning

Reflective practice is a vehicle that allows teachers the ability to

explore, contemplate, and analyze experiences in the classroom.
Reflecting on experiences helps individuals improve their actions and
professional practice (Kolb, 1984; Schön,1983). According to Osterman
and Kottkamp (1993, p. 19), “reflective practice is a means by which
practitioners can develop a greater level of self-awareness about the
nature and impact of their performance.” This awareness of one’s
performance makes individuals think about and mull over their
experiences, classroom activities, and assignments, leading to
improved practice.

Teachers use reflection to facilitate their own learning as well as for the
facilitation of students’ learning. According to Sch ö n (1983, 1987),
reflective practice is the integration of theory and practice, a critical
process in refining one’s artistry or craft in a specific discipline and
bringing to the conscious level those practices that are implicit. Schön
further describes the reflective practitioner as not just skillful or
competent, but thoughtful, wise, and contemplative. Two types of
reflection facilitate professionals’ learning: reflection-in-action and
reflection-on-action (Schön, 1983, 1987). Reflection-in-action occurs
during the activity; the activity is reshaped while in progress.
Reflection-on-action occurs either following an activity or when an
activity is interrupted, a retrospective thinking about an experience.
According to Kottkamp (1990), reflection-on-action takes place after an
activity and an analysis with the potential assistance of others.
Reflection-on-action brings about an understanding of practice and is a
way practitioners may learn from their experience (Clarke, James, &
Kelly, 19960)
Schön (1991) identified three stages or levels of reflection: conscious
reflection, criticism, and action. Boud et al. (1985) presented a four-
stage model of reflection: analyze, interpret information, prepare an
evaluation report, and prepare an action plan. The four-stage model
focused on the behaviors, ideas, and feelings that comprise
experience. Atkins and Murphy (1993) conducted a literature review of
educational theorists that analyzed processes of reflection. Based on
the commonalities of the authors cited, Atkins and Murphy developed a
three-stage reflective process that included awareness, critical
analysis, and reflection.
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Peters (1991) described a four-step process called DATA: describe,

analyze, theorize, and act. In the first step, the critical aspect of
practice was described. The second step included the identification of
assumptions that supported practitioners’ current approaches and
underlying beliefs, rules, and motives governing teaching and learning.
In the third step, practitioners theorized about alternative ways to
approach learning, taking theory developed from the previous step,
and creating a new theory. In the fourth step, the practitioner tested
the new theory. Success of this process would occur only through
additional thought and reflection.

The reflective cycle by Rodgers (2002) encompassed Dewey’s (1933)

conception of reflective thought. Rodgers illustrates reflection as a
cyclical process comprised of four phases:

1. Presence in experience: learning to see

2. Description of experience: learning to describe and differentiate
3. Analysis of experience: learning to think from multiple
perspectives and form multiple explanations
4. Experimentation: learning to take intelligent action

According to Rodgers, practitioners move forward and backward

through the reflective cycle, especially between description and
analysis.

. Teachers reflect because they want to improve their teaching

experiences and the learning experiences for students. A number of
researchers state the importance of reflective practice. As a result of
engaging in a reflective process, individuals acquire knowledge and
understanding (Clarke et al., 1996; Schön, 1983), learn from their
experiences (Kolb, 1984; Schön, 1983), apply knowledge to practice
while being coached by professionals in the discipline (Schön, 1996),
and explore assumptions they bring to the workplace (Brookfield,
1995). As reflective practitioners, teachers gain a deeper
understanding of their teaching approaches and effectiveness as
teachers.

The critical self reflection of teachers would be enhanced by peer

observation and reflection. Conducting observations on peer classes
and engaging in critical conversations is another important tool in
promoting active learning. When discussing events teachers have
experienced, colleagues describe what has happened benefits the
teacher being observed; and at the same time they examine their own
experiences and check, reframe, and broaden their own theories of
practice. Reflection within one’s classroom is the first step of the
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reflection process but should not be the final step. When teachers
discuss their experiences with others, the reflection process enhances
their own individual practice (Bruner, 1990).

Summative evaluation rarely provides sufficient information to

teachers for
improving teaching. In recent years, in fact, time-honored practices of
faculty evaluation have been rather harshly criticized.

In response to this, scholars have recommended that --assessment

specifically designed to improve teaching--be put into place alongside,
but apart from, summative evaluation. Other scholars have suggested
that formative peer-assessment, a process in which work
collaboratively to assess each others' teaching and to assist one
another in efforts to strengthen teaching, be developed and
implemented. Collaborative peer review probably should include
opportunities to teachers to learn how to teach more effectively, to
practice new teaching techniques and approaches, to get regular
feedback on their classroom performance, and to receive coaching
from colleagues (Menges 1985). The thrust, thus, is developmental
rather than judgmental.
A number of methods have been employed in formative peer
evaluation. They include direct classroom observation,, evaluation of
course materials, an assessment of the academic work of his
students, and analysis of teaching portfolio .The following have been
identified as events occurring during delivery that should be focused at
.by knowledgeable colleagues.

1.Physical factors
2. The procedures used by the teacher in conducting the class;
3. The teacher's use of language to inform, explain, persuade, and
motivate
4. The roles played by teacher and students as they interact;
5. The relationship of what is occurring in a particular class to other
classes,
6. The outcomes of teaching, as reflected in student learning methods
(1987).

Scholars have suggested that a number of personal and institutional

benefits might be realized from teachers participation in the formative
peer evaluation of teaching. These include improvement teaching,
teachers’ morale, collegiality and student learning.

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Methodology

Research design

Both Qualitative and Quantitative approaches shall be employed for

conducting the study. A total of six primary schools (2 urban and four
rural) shall be selected from Amhara and Oromia regions for purpose of
convenience. In each of the six schools, one section shall be selected
from grades 4 and 7 in each school. A total of 12 sections, with 6 male
and 6 female teachers teaching science subjects shall be involved.

Instruments
Observations, interviews, questionnaires and focus group discussions
shall be used to collect data. One pre-intervention observation and
three post intervention observations will be conducted in each of the
12 sections. General school observation shall also be conducted. The
principals of the six schools shall be interviewed on the overall
situation of the school. Two interviews shall be conducted with each of
the 12 teachers. The first interview shall be conducted before the
intervention whereas the second interview takes place after the
intervention. One focus group discussion each consisting of 7 members
shall be conducted in each school. Moreover, one focus group
discussion of parents (community members) shall be conducted in
each school. In each school, twenty teachers and 50 students shall be
involved in completing questionnaires. The questionnaires aim at
collecting data regarding teachers’ conception of active learning, self
reflection as well as peer reflection. Students’ questionnaire shall be
administered twice i.e.; before and after the intervention activities.
Students’ questionnaires focus on gathering data concerning how
active learning takes place in their respective classrooms. Relevant
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documents and reports on the subject under investigation shall also be

consulted.

Procedures
The study shall follow the following procedures concerning the data
collection and implementation of intervention.

1. Selecting 8 schools from four larger regions

2. Visiting the schools and conducting consultative discussions with
teachers and principals
3. Developing interview schedules, observation checklists,
questionnaires, etc;
4. Translating instruments in to local languages
5. Developing manuals for field work
6. Piloting and selecting teachers whose classrooms shall be
observed and interventions shall be made
7. Conducting class and school observations I (pre-
intervention); Conducting interviews (teachers, principals);
Conducting focus group discussions of teachers
8. Identifying training needs/gaps
9. Developing training materials
10.Selecting and training teachers that conduct peer assessment
11.Conducting peer class observation I
12.Organizing reflections meeting I
13.Conducting peer class observation II
14.Organizing reflections meeting II
15.Conducting peer class observation III
16.Organizing reflections meeting III
17.Post-intervention interview with teachers

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 Africa- Asia University Dialogue for Basic Education Development
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Data Analysis
Appropriate statistical package shall be employed for the analysis of
quantitative data. The qualitative data shall be analyzed by using
themes and categories for making comparisons and contrast.

Work Plan

This project shall be conducted in six phases in about two years period

Phase I (April 2006-September 2006)

– Discussions with the Ministry of Education, JICA country
office, UNESCO national office, and conducting Kick-off
meeting(s) involving different stakeholders
– Review of related literature and developing conceptual
framework of the study
– School visits and preliminary consultative discussions

Phase II (October 2006-December 206)

– Developing research instruments
– Developing training materials
– Translating instruments in to local languages
– Piloting of instruments

Phase III (January 2007- June 2007)

– Conducting class observation I (pre-intervention)
– Conducting training of teachers on active learning, self
reflections and peer assessment
– Conducting peer class observation I and organizing
reflection meeting I

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 Africa- Asia University Dialogue for Basic Education Development
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– Conducting peer class observation II and organizing

reflection meeting II
– Conducting peer class observation III and organizing
reflection meeting III

Phase IV (July 2007- October 2007)

– Analysis and writing draft report

Phase V (November- December 2007)

– Discussion of preliminary findings at school level and
gathering comments; integrating the comments
– Workshop/conference
– Writing final report
Phase VI (January-February 2008)
– Developing action plan to scale up the intervention
activities

Expected Outcome of the Project

This research project has been designed with aim of addressing issues
related quality of teaching and learning in selected primary schools in
Ethiopian. Specifically, the research project attempts to investigate in
to the conditions of active learning and seek mechanisms to promote it
through self and peer reflections of teachers. The findings of the study
shall have multiple of outcomes.

• Primary school teachers shall develop clear conceptions about

active learning and its implementation in the classroom.
• Teachers shall appreciate and employ peer and self reflection
practices in their teaching.

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• Students (both boys and girls) shall have improved participation

in class activities; and hence better learning.
• The positive outcomes of the project shall be replicated in other
schools.
• School-University and policy makers links and interactions shall
be enhanced towards development of basic education
• The Asia-Africa Universities network and dialogue in promoting
basic education shall be strengthened

References

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critics. Review of Educational Research, 48, 251-259.

Bloom, Benjamin. (Ed.). (1956). Taxonomy of educational objectives.

Handbook I: Cognitive domain. New York: David McKay.

Brookfield, Stephen. (1986) Understanding and facilitating adult

learning. San Francisco: Jossey-Bass.
Cooper, Joanne. (1991) Telling our own stories: The reading and writing
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Noddings, N.) New York: Teachers College Press.

Duckworth, Eleanor. (1987) The having of wonderful ideas. New York:

Teachers College Press.
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Engel, Brenda. (1994) Portfolio assessment and the new paradigm:

New instruments and new places. The Educational Forum, 59 (Fall, 94)
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Flanders, N. (1970) Analyzing teacher behavior. Reading, MA: Addison-
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Ministry of Education ( 2005) ESDPIII. Addis Ababa

Fosnot, Catherine. (1996) Constructivism: Theory, perspectives, and

practice. New York: Teachers College Press.

Gagne, Robert. (1970) The conditions of learning. New York: Holt,

Rinehart, and Winston. .
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Perrone, Vito. (1988). Alternative assessment. Alexandria, VA: ASCD
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Slavin, R. E. (1980a). Cooperative Learning. Review of educational
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