The Common Social Studies Class Room Teaching-Learning Methods in Middle-Level Schools of Addis Ababa: The case of Yeka Sub-City

Abstract

The main objective of this study was to investigate the common social studies classroom teaching-learning methods in middle-level schools.  To accomplish this goal both primary and secondary data sources were utilized. Concurrent mixed method of data analysis was employed. Key informant interview, Focus Group Discussion, survey and personal observations were employed to gather primary data. A simple random sampling method was applied to selct a sample of 319 students. In addition, 16 subject teachers were engaged through Key Informant Interview and Focus Group Discussion. The survey result indicates the presence of notable gaps in the teaching methodologies. The moderate mean scores across various aspects of class room teaching learning execution often falls short of engaging students in meaningful learning experiences. The study further identify the practice of various assessments based on a ratio of 60% continuous assessment and 40% summative assessment despite the domination of  factual mastery over students' abilities in critical thinking, including analysis, synthesis, evaluation, and application.  Thus, enhancing teachers’ trainings,   increase of instructional time and resource allocation and promoting active learning practices are recommended as remedies.