STUDENTS PERCEPTION ON ACTIVE LEARNING: PRACTICAL IMPLICATIONS

The intention of educational authorities in different level is to implement active learning in Educational institutions including higher education institutions. Consequently, the need for this research was to examine the Practice and challenges of active learning: practical implications in Gambella University. The objective of researcher to undertake this research was to identify whether his on the right track in his teaching and to examine the practice and challenges of active learning practical implication. In order to achieve the objectives of the action research, the researcher has collected primary data directly from the class students to obtain tangible data from respondents. The researcher used questionnaire to collect quantitative data from 30 students which incorporates 50% of the class. The researcher was used both close-ended and open-ended questionnaire for this study. Since there is no previous research study conducted concerning the practices and challenges of active learning in the under consideration, the proportion of a target population was taken from 3rd year management department students. The finding depicts that most of students are not interested in active learning method, Students are in high satisfaction in their existing entrepreneurship learning, The respondents are very interesting in individual learning rather than group or cooperative learning, Most of students are interested in lecture method learning maximum number of students were agree that the existing lecture speed of presentation was fast, More than half of the respondents were agree that the existing way of teaching entrepreneurship was understandable. And Maximum number of students were agreed that the existing evaluation technique can measure students’ performance.


Introduction
The purpose of this action research is to determine how students have positive perception in active learning and how it affects students' achievement in an entrepreneurship class. Action research an appropriate paradigm for improving everyday classroom practice. Business educators work in their Http://www.granthaalayah.com ©International Journal of Research -GRANTHAALAYAH [201] own environments, with their own students, implementing their own pedagogies with the challenge and responsibility to improve their own teaching and learning practices. Basically, improving teachers current practice and at the same time improving their understanding and contribution to theory can help dissolve the differentiation between teaching and students achievement. Stephen Corey (1953, p70) profoundly states: "We are convinced that the disposition to stud the consequences of our own teaching is more likely to change and improve our practices than is reading about what someone else has discovered of his teaching." On the other hand, Action research allows business educators to learn about themselves, their students, and their colleagues in a meaningful way intent of improving their teaching. Systematically incorporating critical reflection along with professional conversations with colleagues in the form of an action research project can be a significant type of professional development (Ferrance, 2000).
Action research treats our own observations and thinking as data which must be made available for analysis and interpretation not only for our first-person inquiry but also for our colleagues involved in the second-person inquiry. Therefore, detailed and prompt recording of our personal observations and thoughts of classroom events and experiences is critical for facilitating our own personal learning, as well as, to form the collaborative basis for self-reflection.
Faculty/researchers should explicitly consider the learning theory their pedagogies are intended to implement and evaluate their learning outcomes in light of that particular theoretical framework. Revised intervention strategies should then be based on multiple viewpoints, interpretations, and evidence as well as theory. Thus, action research is an appropriate paradigm for enhancing our current teaching in addition to having the potential to contribute to the scholarship of teaching and learning. The establishment of Gambella University in 2014 was a new chapter in the history of the Gambella Region. In the subsequent months, the independent Gambella University regulation had been ratified by the Federal Minister Council, Article Number 317/06; soon after, Five Hundred Fourteen students were assigned so as to study into one Faculty, one college and thirteen departments.
Even though Gambella University is at its infancy stage, it is growing fast. Currently the University runs thirteen undergraduate programs which are divided in to Agriculture and Natural Resource College and Business and Economics faculty. For a time being it has one campus at Gambella town. The University has the vision of "envisaging one of the recognized academic and research centers in Africa by 2030".

Introduction
The main objective of this action research is to assess the practices and challenges of active learning in 3 rd year management department: In this study, the researcher was employed descriptive methods that engaged the quantitative and qualitative data gathering and interpretation. This chapter includes types of research, sources of data, data collection methods, sampling design, sampling techniques, data analysis methods and confidentiality.

Types of Research
The researcher was used both qualitative and quantitative methods of research. Because, the research was focused on both qualitative and quantitative research approach that suits for the purpose of analysis and for interpretation of data in order to answer the research questions and to attain the research objectives through expressing to the qualitative data as well as measured and explained.

Sources of Data
The source of data was primary sources. In order to achieve the objectives of the action research, the researcher has collected primary data directly from the class students to obtain tangible data from respondents.

Methodology
For data collection and analysis both qualitative and quantitative methods were employed and various techniques such as questionnaire survey, semi-structured interview, Focus Group Discussion (FGD), researcher used two types of questionnaires designed and filled by students, Focus group discussions were also held with 10 students (5 top achievers and 5 lower achievers).

Questionnaire
The researcher used questionnaire to collect quantitative data from 30 students which incorporates 50% of the class. The researcher was used both close-ended and open-ended questionnaire for this study.

Population and Sample Size
Since there is no previous research study conducted concerning the practices and challenges of active learning in the under consideration, the proportion of a target study area was taken from 3rd year management department students which consists of 59 students class size.

Sampling Technique
The research was descriptive type. Thus, non-probability sampling such as purposive sampling was used to select the respondents. Then, it was applied for the students learning in the class.

Methods of Data Analysis
The information that was gathered, from primary data was analyzed and presented in different forms. The researcher analyzes, describe, discuss, code and qualify the primary data using tables, frequency and percentages to make interpretation logical.

Introduction
The previous chapter deals with research methodology and design. This chapter dedicated to data presentation, analysis and interpretation.
The topic provides data analysis and assessment collected from questionnaire. The purpose of data analysis is to assess the practices and challenges of active learning in 3 rd year management department; under this analysis the perception of the students in the class under consideration was analyised. The questionnaire was physically distributed to 30 management department students. Out of 30 questionnaires 27 were completed and collected. As a result the response rate 90%. As shown in table 2 above from, respondent of 24, 3 were mails and female respectively which depicts that the number of males take the majority of respondents.          interesting in individual learning. From this one can understand that the teacher has to do more to enhance awareness of the students.  Table 7: above reveal that most of the respondents (85.2%) were not willing in group or cooperative learning. By the same token respondents point out that doing activities with other class members might consume their time if they use to do their activities in group.  Table 8 shows that most of the respondents (77.8%) are very interested in individual learning which is opposite to group or cooperative learning. The reason behind is that some students are not contributing in the activities as a result only few students are carrying out the given activities.  Table 9 describes that almost three forth of the respondents (77.8%) are agree in lecture learning method while 22.2% of the respondents shows that they are very agree in lecture method learning. This idea indicates that most of the students interest is just being passive learner in the class.     Table 11: indicates that among the respondents 40.7% of the respondents were agree that the current teaching speed of presentation was fast. This shows that there is a need to slow-dawn the speed of current lecture.    Table 13 indicates that 51.9 % of the respondents were agree that the existing evaluation method can measure students' performance but insignificant (3.7%) of the respondents were strongly disagree that the evaluation methods does not measure students' performance. Therefore, the existing evaluation method was interesting and acceptable by most of the students. So that the lecturer has to keep performing as per the previous way of evaluatin his students.

Concussion
The intention of the researcher is to implement active learning in the classroom. Consequently, the need for this research was to examine the Practice and challenges of active learning: practical implications in Gambella University. The objective of researcher to undertake this research was to identify whether his on the right track in his teaching in line with the method he use in class room Http://www.granthaalayah.com ©International Journal of Research -GRANTHAALAYAH [208] and to examine the practice and challenges of active learning practical implication. In order to achieve the objectives of the research, the researcher has collected primary data directly from the class students to obtain tangible data from respondents. Hence, per the response obtained from respondents the result shows the following realities.
• Even though the almost all the educational authorities and specialists in the field belive in active learning most of students are not interested in active learning method. Rather they are interested lecture method and to perform individually. • Students are highly satisfied in their existing entrepreneurship teaching learning practice.
Because their instructor use to teach mixed method (both lecture and active teaching learning method). • The respondents were very interested in individual learning rather than group or cooperative learning. Their reason was that some students could not play any role in active learning and are dependent on others and this results more work load on those students who are actively participating in group work. • Most of students are interested in lecture method learning maximum number of students were agree that the existing lecture speed of presentation was fast. Hence, the teacher need to improve his lecture speed. • More than half of the respondents were agree that the existing way of teaching entrepreneurship was understandable. • Most number of students were approved that the existing evaluation technique can measure students' performance in terms of the three learning domains(cognitive, affective and psychomotor domains).