Obstacles of Using Active Learning Strategies by Science Teachers in Primary Schools

Abstract

The aim of this research is to identify the obstacles of using active learning strategies by science teachers in primary schools.To achieve this aim, the researcher adopted the descriptive methodology and prepared a questionnaire that included 28 items, which was applied to a sample of 72 science teachers in Baquba District, Diyala Governorate, by utilizing a random selection method. Data was statistically analyzed to gain the results. The findings showed that the most noticeable obstacle faced by science teachers was adherence to lesson schedules and school day regulations, which ranked first with a mean score of 3.76 and a percentage of 75.2%. Meanwhile, the items related to the lack of willingness to change and participating in active learning, and overcrowded classrooms were in the last rank, with a mean score of 3.08 and a percentage of 61.6%. Based on these findings, the researcher recommended the need to train teachers on how to use active learning strategies during presenting lessons and to hold training workshops focused on employing active learning methods in the teaching process, with an emphasis on practical aspects. The researcher also suggested conducting educational research on active learning, addressing the extent to which teachers use active learning strategies in different subjects and across various educational stages.