Active learning approaches in mathematics education at universities in Ethiopia: The discrepancies between policy and practice

This article aims to examine the extent to which active learning approaches are implemented in mathematics classrooms in selected Ethiopian universities. Constructivist learning theories are used as conceptual framework. In a mixed-methods sequential explanatory design, four universities in one state are purposefully selected. In the quantitative phase, 84 lecturers completed questionnaires. The qualitative approach included observation of 16 lessons, and interviews with eight lecturers and four department heads. The study found that, although the application of active learning is emphasised in Ethiopian policies, traditional lecture methods dominate most classrooms. Obstacles that practitioners experienced are identified and recommendations made. The significance of the study lies in the fact that it highlights discrepancies between policy and practice. UV/UFS.