ARSI UNIVERSITY

SCHOOL OF POST- GRADUATE STUDIES

COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCES
DEPARTMENT OF EDUCATIONAL LEADERSHIP AND MANAGEMENT
PROGRAM: MA

THESIS PROPOSAL

Title: Factors affecting the implementation of Student-centered learning approach in

secondary schools of South Chilalo Zone in Arsi.

Advisor: Dr. Birhanu Moges

By
Abay Tesfaye

January/2018, Asella, Ethiopia

 APPROVAL SHEET
ARSI UNIVERISTY
SCHOOL OF GRADUATE STUDIES
Department of Educational Leadership and Management

As thesis research advisor, I hereby certify that I have read and evaluated this thesis proposal
prepared under our guidance, by Abay Tesfaye , entitled “Factors affecting the implementation
of student-centered learning approach in secondary school of south chilalo Arsi sub-zone ”. I
recommend that it be submitted as fulfilling the thesis proposal requirement.

Birhanu Moges (PhD) ________________________ ___________________

Name of major Advisor Signature Date

Temesgen Abiyo(PhD) ___________________________ ____________________

Head of Department Signature Date
 Table of contents
Contents page
Table of contents-------------------------------------------------------------------------------- i
Table of contents (continued) ----------------------------------------------------------------- ii
CHAPTER ONE
1. INTRODUCTION-------------------------- --------------------------------------------------1
1.1. Background of the study--------------------------------------------------------------------1
1.2. Statement of the problem ------------------------------------------------------------------2
1.3 objectives of the study ----------------------------------------------------------------------3
1.3.1. General objective of the study
1.3.2. Specific objective of the study
1.4. Significant of the study ------------------------------------------------------------------- 3
1.5. Delimitation of the study ------------------------------------------------------------------4
1.6. Operational definition of key terms ------------------------------------------------------4
CHAPTER TWO
2. LITERATURE REVIEW ------------------------------------------------------------------5
2.1. Theories of student-centered learning approach-------------------------------------5, 6
CHAPTER THREE
3. RESEARCH METHODOLOGY ------------------------------------------------------- 7
3.1. Research design -------------------------------------------------------------------------- 7
3.2. Description of the study Area -----------------------------------------------------------7
3.3. Data source sources ----------------------------------------------------------------------- 7
3.3.1. Primary data sources ---------------------------------------------------------------- 8
3.3.2. Secondary data sources ------------------------------------------------------------- 8
3.4. Research Method -------------------------------------------------------------------------- 8
3.5. Population, sample size and sampling techniques---------------------------------- 8, 9
i

3.5.1 The population of the study

 3.5.2. Sampling technique and Sample size ------------------------------------------- 9
3.6. Data collection instruments
3.6.1. Questionnaires ---------------------------------------------------------------------- 11
3.6.2. Interviews -------------------------------------------------------------------------- 11
3.6.3. Observation ------------------------------------------------------------------------ 11
3.7. Data gathering procedure --------------------------------------------------------------- 11
3.8. Pilot Test -----------------------------------------------------------------------------------11
3.9. Methods of data analysis ---------------------------------------------------------------- 12
3.10. Work plan ------------------------------------------------------------------------------- 13
3.11 Budget Breakdown ---------------------------------------------------------------------- 14
3.8.3. Reference---------------------------------------------------------------------------------15

ii

CHAPTER ONE
 1. INTRODUCTION

This section includes, the background of the study, the statement of problem, objectives of
the study, the significance, the scope and operational definition of key term of the study will
be considered and presented in this section.

1.1. Background of the study

 Education is mainly recognized as fundamental key for development in both

developing and developed countries in this world. In education institution the main
activities are teaching and learning process. There are various teaching and learning
strategies (techniques) in the process. One of these strategies is student-centered
learning approach.

The Concept of Learner-centered Learning Approach

What is student-centered learning approach? SCL refers to a wide variety of educational

programs, learning experiences, instructional approaches, academic-support strategies that
are intended to address the distinct learning needs, interests, aspirations or cultural
backgrounds of students and group of students. Student-centered learning is based on the
philosophy that the student is at the heart of the learning process (Machemer & Crawford,
2007; Lea, Stephenson, & Troy, 2003).

This is a notion which underlies all attempts at applying the SCL approach. Whilst this
means that the student is the focal point of the process, the role of the teacher remains
paramount, particularly when one considers that students are not all the same.
According to Collins and O’Brien (2003), SCL is an instructional approach in which students
influence the Content, activities, materials, and pace of learning. This learning approach
places the student in the center of the learning process.
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By definition, the SCL experience is not a passive one, as it is based on the premise that
‘student passivity does not support or enhance…learning’ and that it is precisely “active
learning” which helps students to learn independently (Machemer & Crawford, 2007).

Some education reformers, researchers and educators have sought to define SCL with greater
precision and characters of the strategy that advocate the students. Nicolo (1993), the effects
of cooperative learning and the learning cycle on student sense of control were examined.
The student-centered learning approach took the form of group discussion and active
reflections in Katz’s study (1981). Students learned the material with the teacher, analyzed
the material provided by the teacher; conducted interviews, classroom observations and
writing tasks; had discussions; analyzed, synthesized, and evaluated related information
(Ogawa, 2001). Students were responsible for their learning; they used activity sheets, note
guides, the syllabus and the assessment structure (Wilkinson, Trae gust, Leggett & Glasson,
1988). Students worked on hands-on team projects, were responsible for their own learning;
teacher assumed a facilitator role (Akers, 1999).
 Teaching and learning is “personalized”, meaning that it addresses the distinct
learning needs, interests, aspirations, or cultural background of individual students.
 Students advance in their education when they demonstrate they have learned the
knowledge and skills they are expected to learn.
 Students have the flexibility to learn “anytime and anywhere,” meaning that student
learning can take place outside of traditional classroom and school-based setting, such
as through work-study programs or online courses, or during non-traditional times,
such as nights and weekends.
 Students are given opportunities to make choices and decisions about their own
learning and contribute to the design of learning experiences.
In our country Ethiopia the education sector attempts to implement the SCL approach
in teaching and learning classroom in the last decade. Although the government tries
to implement this strategy, there are different implementation challenges in the
classroom.

2
Why this study is going to conduct? Because, in Arsi Zone , where this study will be chosen
as its site, there are no researchers that have been conducted especially on student-centered
learning approach in secondary schools of south chilalo Arsi sub-zone.

Thus, the researcher intended to assess and identify factors (challenges) that impede its
implementation.
The main objective of the study is to investigate factors affecting the implementation
of student-centered learning approach in the classroom teaching and learning process.

1.2. Statement of the problem

Effective content delivery strategy is evaluated at end by the improvement of student

achievement in teaching and learning classroom. The major reason why the study will be
conducted is to investigate and identify the problems of implementing the student-centered
learning approach and will recommend on the solutions of the problems. In our country the
education curriculum is designed to implement this approach which is believed that active
learning strategy in all institutions (from primary level to higher education).(Ethiopian
education and Training policy, (MoE,1994:12) Although the curriculum is designed, still the
teachers and students is implementing the traditional teaching and learning approach which is
teacher-centered technique that enhance lecture style. The other researchers indicated the
importance and the meaning of student-centered learning approach. The concept of student-
centered learning was used in the writing of educational scholars, researchers and journalists,
as far back as the early 1900s (Chall, 2000) In general, the teacher-centered approach is more
formal, focusing on established standards for each grade level, in which the entire class is
moved through the curriculum by teacher led activities (Chall, 2000). In contrast, the student
centered approach attempts to follow student interests as much as possible, integrating
materials across subject areas. The teacher is seen as a facilitator of learning where students
are permitted to move around freely, use of time is flexible rather than structured, and
evaluation compares learners to themselves rather than to peers, with a de-emphasis on
formal testing (Chall, 2000).
3
Because of these reasons as a researcher I am intrinsically motivated to investigate the
problems with the teachers, students and educational leaders (principals, Vice-principals and
supervisors).

Apart from this, as far as the researcher’s knowledge is concerned, in places like Arsi Zone ,
where this study will be chosen as its site, there are no researchers that have been conducted
especially student-centered learning approach in secondary schools of south chilalo Arsi
zone. Thus, the researcher intended to assess and identify factors (challenges) that impede its
implementation.

Research Questions

This research paper will use current literature to answer the following basic questions.
1. What are the factors that affect the implementation of student-centered learning
approach in the secondary School of south chilalo zone in Arsi Zone?
2. What are the perception of teachers and students towards the implementation of
student-centered learning approach of secondary School of south chilalo zone in Arsi
Zone?
3. What are the strategies help to enhance the implementation of student-centered
learning approach in the secondary school of South chilalo zone in Arsi?
4. How are the school leaders` support teachers and students in promoting student-
centered in the secondary school of south chilalo zone in Arsi?
1.3. Objectives of the study
1.3.1 General Objective

The main objective of this study is to investigate factors affecting the implementation of
student-centered learning approach in secondary schools of South Chilalo Zone in Arsi.

4
1.3.2. Specific Objectives of the study

In conducting this research, the researcher attempts to meet the following specific objectives:
 To identify factors affecting the implementation of student-centered learning
approach in the secondary schools of the context area.(student-related factors,
teacher-related factors and school-related factors)
 To explain the perceptions of teachers and students towards the implementation of
student-centered learning approach in secondary schools of south chilalo zone
Arsi.
 To examine the strategies those enhance the implementation of student-centered
learning approach in selected secondary schools of south chilalo zone in Arsi.
 To assess the school principals` and supervisors` support for teachers and students
in implementing student-centered learning approach in secondary schools in
South Chilalo Zone in Arsi.

1.3. The Significance of the study

The findings of this study will be useful for secondary schools` teachers, principals,
supervisors, students and parents. The study will initiate the professionals (teachers,
principals and supervisors) how secondary schools must be organized and provide ideas on
some situations that leads to resolve the problem.
Furthermore, it will help the other researchers as a framework who wants to conduct further
study on the area of the implementation of Student-centered learning approach in secondary
schools.
In secondary schools if there is effective learning and teaching strategies the most useful
body is student next the parents lastly the wide society or the government will become useful
because secondary education level is where students have got the opportunities for their
different interests in field of study and job opportunities. Therefore, all the above bodies will
be used from the result of this study as indicated in each description.

5
1.5. Delimitation of the study

The research will be delimited to the study area in Arsi Zone, Arsi Zone has four Sub- zones
and one sub-zone contains five (5) districts and the researcher will be restricted to one sub-
division of Arsi Zone that is South Chilalo Arsi Zone which contains five districts and one
City Administration namely Munessa, Digelu & Tijo, Lemmu Bilbilo, Shirka, Honkolo
Wabe and Bekoji City Administration. Because, there are lack of financial resource,
shortage of time and problem of the transportation access; thus the study is confined to
investigate factors affecting the implementation student-centered learning approach in
secondary schools in Arsi particularly in South Chilalo Zone secondary schools.
Furthermore, the study will be delimited to the implementation of student-centered learning
approach in order to make the research manageable.

1.6. Operational Definition of Key Terms

Researcher will use different words in different contexts. To understand the researcher`s
intention the operational definition of key terms is very important. The following key terms
are defined as the researcher will use in the contexts.
 Framework – guidelines/reference.
 Confined- restricted/bounded.
 Student-centered learning approach – is a learner
participative approach that they engaged individually or in
group to do the classroom activities.
 Enhance – promote, develop, improve
 School leaders – principals, vice-principals and
supervisors

6
CHAPTER TWO
2. REVIEW LITERATURE

In this section literature related to student-centered learning approach is reviewed. In detail

the chapter discusses theories, definition, perceptions and views about student-centered and
how it is implemented will clearly described. The review of literature provides the historical
background for the development of learner-centered teaching and the factors that have over
time influenced the shifting paradigm from behaviorism to constructivism. The crevasse
between teacher-centered and learner-centered teaching practices has become deepened with
the advent of researchers such as Weimer (2002) who have attempted to shift away from the
lecture as a mode of teaching to focus on learner-centered strategies that increase student
learning.
Weimer’s (2002) learner-centered model for teaching practices incorporates five key
changes: balance of power in the classroom, function of content in the course, role of the
teacher, shared responsibility for learning, and the processes and purposes of evaluation.

2.1. Theories of student-centered learning approach

For decades the student-centered learning and teaching approach, with its conceptual
framework based on the constructivism theory (Confer, 2000; Cuban, 2006) has been
popular among many educators. Teachers at various grade levels have been applying the
student-centered learning and teaching for a variety of reasons to increase student-centered
participation (Kelly, 1986) to develop a confidence in students. Dandoulakis ,1986)to faster
the intellectual development of the students(Burke,1983),to enable students to build multiple
historical perspectives (ogawa 2001).to improve students’ understanding of historical ideas
and concepts(stout,2004),to shift the learning responsibility to students (passman,2000)and
so forth.

7
Student centered learning /teaching/methods were even integrated in to an institution wide
first year college curriculum (Haruta and Stevenson, 1999)

The instructional goal in student–centered classrooms, based on constructivist principles of

learning, is to create a learning environment where knowledge is co-constructed by the
teacher and students rather than transmitted directly by the teacher. Brophy (1999) explains
that in these classrooms students are expected to “strive to make sense of what they are
learning by relating it to prior knowledge and by discussing it with others” (p. 49). The class
acts as “a learning community that constructs shared understanding” (Brophy, 1999, p.
49).To complement this shift in instructional approach, some school reformers and
researchers propose a shift in classroom management approach. For example, Rogers and
Freiberg (1999) suggest that such a shift requires teachers to adopt a person-centered, rather
than a teacher-centered, orientation toward classroom management, which features shared
leadership, community building, and a balance between the needs of teachers and students.
Brophy (2006) argues that “a management system that orients students toward passivity and
compliance with rigid rules undercuts the potential effects of an instructional system that is
designed to emphasize active learning, higher order thinking, and the social construction of
knowledge” (p. 40). Similarly, McCaslin and Good (1992, 1998) warn that efforts to promote
constructivist learning and teaching have “created an oxymoron: a curriculum that urges
problem solving and critical thinking and a management system that requires compliance and
narrow obedience” (1992, p. 12).
Weimer’s (2002) five elements of learner-centered education; shared power between teacher
and student, content as a means to knowledge; teacher as facilitator; shared responsibility for
learning; and promotion of learning though evaluation, provides a foundation inclusive of
students’ developmental needs, and is well suited for teacher preparation. In teacher
education there should be modeling of student-centered learning in the collegiate content area
courses (Avard, 2009).
Charlton (2006), Lecture uses real-time, face-to-face performance in a social setting.
Students can focus and recall more content when done is a social/group setting than when
they work alone. Lecture can be more than a passive exercise. 8
Note taking in a lecture session forces the student to process the spoken word. Students
memorize, abbreviate, restructure, and rearrange the delivered content in a visual format.
Differences between a teacher-centered learning approach and a student-centered learning
approach
Teacher-centered Student-centered
 No individual accountability Individual accountability
 Responsible only for self Responsible for each other
 Only task emphasized Task and maintenance emphasized
 Passively receive information and instruction Actively involved in one`s own
learning
From the teacher and in learning processes of peers

Discipline Comparison in Teacher–Centered and

Student-Centered Classrooms
Teacher–Centered
Student–Centered
Teacher is the sole leader Leadership is shared
Management is a form of oversight Management is a form of guidance
Teacher takes responsibility for all the paperwork Students are facilitators for the operations of th
and organization classroom
Discipline comes from the teacher Discipline comes from the self
A few students are the teacher’s helpers All students have the opportunity to become an
integral part of the management of the classroom
Teacher makes the rules and posts them for all Rules are developed by the teacher and students in
students the form of a constitution or compact
Consequences are fixed for all students Consequences reflect individual differences
Rewards are mostly extrinsic Rewards are mostly intrinsic
Students are allowed limited responsibilities Students share in classroom responsibilities
Few members of the community enter the classroom Partnerships are formed with business an
community groups to enrich and broaden the learning
opportunities for students

CHAPTER THREE
3. RESEARCH METHODOLOGY
 3.1. Research Design

The general objective of the study is investigating factors affecting the implementation of
student-centered learning approach in secondary schools (9-10) in Arsi South Chilalo Zone.
Since the main objective of the study is this the researcher will be selected to employ the
descriptive survey research design. Because it helps to describe the main factors that affect
the implementation of student-centered learning approach within secondary schools. In
addition, descriptive survey research design helps to elaborate the current status of variables
of interest. As a result of this the researcher will be selected to use the descriptive survey
research design.

3.2. Description of the study Area

Arsi Zone has major four zones sub-divisions with capital city of Asella. Those are
Arbaguggu, East chilalo, South chilalo and West chilalo zones. South chilalo zone is located
in Arsi Zone. Recently, it has 26 districts and two Administrative towns (Oromia Finance
and Economic Development, 2009). Its relief and topography is characterized by an area of
great physiographic diversities like mountain ranges, massifs and high plateaus, the low
plateaus and associated low lands and low land which is less than 1500 meters (Oromia
Finance and Economic Development, 2009). These sub-divisions namely East Chilalo Arsi
Zone, South Chilalo Arsi Zone, Arbaguggu and Ticho Arsi zone. My study will be planned to
take place in South Chilalo Arsi Zone which has six (6) districts including Bekoji City
Administration. The districts are Lemmu Bilbilo, Honkolo Wabe, Shirka, Munessa, Digelu &
Tijo and Bekoji City Administration.

10

2.3. Data Sources

The researcher will use both primary and secondary sources of data.
2.3.1. Primary Data

The primary data sources will be generated from students, teachers, principals and
supervisors. This data sources will help the researcher to gather actual, reliable, relevant,
adequate and accurate data to develop the main idea of the research. The primary data will be
gathered by using questionnaires and interviews. In order to successfully accomplish this
study, the researcher will give more attention /focus on the primary data.

2.3.2. Secondary Data

The secondary data sources will be obtained from the schools teachers` document like lesson
plan, annual plan, students` mark records and schools principals` and supervisors`
supervision checklist, Schedule, support etc. The observation of the document help to get the
information whether their plan, checklist, assessment methods contain student-centered
learning approach or not. And also help to get the information how the school principals and
supervisors support the teachers and students on the implementation of student-centered
learning approach from the evidences such as training given on the issue, peer support,
cooperation, sharing good experiences. The researcher will use an available secondary data
as much as possible.

2.4. Research Method

The approach/method that researcher will use in conducting his research is a mixed approach.

11
Because of the researcher afraid of it to use only one of them to get adequate data about the
problem and hence the researcher will attempt to use a mixed approach to support one
another to get sufficient information about the issue. A mixed approach is very important to
obtain enough data when one of the methods (Quantitative or Qualitative) supply insufficient
information based on nature of the problem. Thus, the data gathered from the questionnaires
 will be analyzed quantitatively. Whereas, the data gathered from the interviews and
observation will be analyzed qualitatively.

2.5. Population, Sampling Technique and Sample

2.5.1. Population
As described earlier under the description of study area, the study will cover one sub-zone
that is South Chilalo Arsi Zone which has five districts and one Administrative town. These
districts and City Administration have twenty two (19) secondary schools in general.
Table: 1
No. Districts No. of secondary Schools in Selected Schools %
the districts

1 Lemmu Bilbilo 5 3 60
2 Honkolo Wabe 2 2 100
3 Shirka 3 2 66
4 Digelu & Tijo 3 1(pilot test) 33
5 Bekoji City Adm. 1 1(pilot test) 100
6 Munessa 5 1 20
Total 19 10 52.6

12

The following table will indicate population of the study within all secondary schools in the
study area. Table 2

District Selected s. No. students No. Teachers Principals &

schools supervisor
 Male

Female

Male

Female

Male

Female
Total

Total

Total
Sirbo 141 152 293 11 4 15 2 - 2
L/Bilbilo Meraro 320 256 576 15 6 21 2 - 2
Lemmu 129 105 234 14 5 19 2 - 2
Honkolo Wabe Siltana 480 436 916 38 9 47 3 - 3
Mechitu 155 107 262 9 4 13 2 - 2
Shirka 735 492 1227 61 7 68 4 - 4
Shirka
Gado Guna 237 145 38 2 20 2 22 2 - 2
Munessa Ego 130 128 258 16 3 19 3 - 3
Total population 8 2327 1821 4148 252 52 304 20 - 2
0

2.5.2. Sampling Techniques

Sampling technique is a technique in which a subgroup of the population is selected to

answer the survey questions; information will be collected help to generalize the entire
population of interest. The researcher will use probability sampling design (simple random)
and non-probability sampling (availability). Because the objective of the study is to examine
factors affecting the implementation of student-centered learning approach in secondary
schools and large number of sample in which the researcher will use the simple random
sampling technique and availability sampling technique. 13
Because the number of principals and supervisor are very few, thus the researcher will plan
to use the availability sampling technique to get deep information about the issue.

2.5.3 Sample size

The researcher will use the availability and simple random sampling techniques to select the
sample. The sample size will be selected based on the target population with nearly balanced
percentages.
 Therefore, the researcher will very careful on the issue. From the four sub-zones the
researcher will select the South Chilalo Arsi zone which has six districts including one city
Administration. The following table will indicates the sample size of the study.

Table 3. Description of sample size

Items Population Sample % Sampling Techniques
Districts 6 4 66.6 random sampling
Secondary Schools 19 8 42.1 Simple random sampling
Secondary school students 4148 913 22 Simple random sampling
Secondary School Teachers 375 120 32 Simple random sampling
Secondary school Principals 19 19 100 Availability sampling
Secondary School 3 3 100 Availability sampling
Supervisors
Total 4576 1067 25.72 --

2.6. Data Collection Tools/instruments

The instruments the researcher will plan to use are questionnaires, interviews and
observation.

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2.6.1. Questionnaires

Questionnaires will be used to gather data from students, teachers and school leaders. Most
of the close ended terms will be formulated to get deep and adequate data from teachers as
Likert scale (1=strongly disagree, 2=disagree, 3= Undecided, 4= agree and 5= strongly agree)
will be used to identify the teachers` attitude on the issue. In addition, close ended and open-
ended questionnaires will be prepared for students also with limited alternatives to get
sufficient information. Questionnaires will be designed in close ended and open ended items.
Open ended questions will be given to teachers, principals and supervisors to elaborate the
issue in depth.
2.6.2. Interviews

In addition to the questionnaires interview questions will be employed as data collection tool
to get adequate information from the respondents.
Especially, Interview will be used for schools` principals to get more information for the
study.

2.6.3. Observation

The researcher will design the observation checklist to collect the data from the natural
setting of the schools. To know and to understand the schools` past actions or teaching and
learning process and how to prepare and use lesson plan within the classroom. Therefore, the
observation will be very crucial as an instrument.

2.7. Data Gathering procedure

The researcher will adopt three steps in collecting the data for the study. First, to get relevant
and adequate data for the topic design the questionnaires distribute and collect. 15
Second, the Interview will be take place with the school teachers, principals and supervisors.
At end, the observation will be conducted in document analysis about their work evidences.
Finally, the collected data will be analyzed.

2.8. Pilot Test

The data gathering tools are designed on the bases of review of related literature. The
questionnaires and interview questions will be developed and analyzed in line with the basic
questions of the study. In order to maintain the validity and reliability of the questionnaires,
pilot test will be made at Bekoji Secondary School and Sagure secondary School with 8
department head teachers (academic staff) and 8 non-academic staff (principals and
supervisors) will be participated in pilot test. Then, the final dispatched questionnaires will
be collected and examined by experts of education, language and experienced teachers in
order to check the errors related to language structure, ideas, content, and other might be of
technical skill gap of the study.

2.9. Methods of Data Analysis

Based on the nature of research questions to address and to treat the variables the following
statistical tools will be used.
Both quantitative and qualitative data analysis methods will be used in order to answer the
research questions. The qualitative data will be analyzed and interpreted in words. The data
that will be collected through close ended questions from all respondents will be analyzed
quantitatively by stating value of each item and their percentages.

16
2.10. Ethical Consideration

 In the research work consideration will be given to ethical issues, like

 Getting willingness of the research participant for collecting data from
Respondents,
 Try to create co-operation
 keeping their name and place of work, and
 Informing before conducting observation and document analysis.
 17
2.10. WORK PLAN
Table 4: Table of work plan
January(2018)

March(2018)

May(2018)

June(2018)

July(2018)
December(2017)

February(2018)

April (2018)
November(2017)

No Activities

1 Proposal writing X
Submitting first draft for
2 advisors X
3 Submitting proposal for
department and proposal X
 defense
4 Preparing questionnaires X
5 Thesis writing X X X X X
Thesis submission for
6 department and defense X

18
2.11 BUDGET BREAKDOWNS

Table 5.1.Stationery Materials with estimated cost

Unit Total
No. Item Unit Quantity
price(Br) price(Br)
1 Printing paper Ream 1 200.00 200.00
2 Photo copy paper Ream 1 200.00 200.00
3 Pen No 5 5.00 25.00
5 Note book No 1 65.00 65.00
6 Compact disc (RW) No 1 35.00 35.00
7 Flash disk 8 GB No 1 250.00 250.00
Sub-total 775.00
Personnel Costs
Table 5.2 Estimated personnel expense cost
 Total
№ of № of Pay/day(
No Title Role Purpose expense
person days Br)
(Br)
Data collection
and analyzing 1 15 179.00 2685.00
1 Per diem Researcher
Literature review 1 8 179.00 1432.00
Paper submission 1 10 179.00 1790.00
2 Per diem Data
collector Collecting data 6 5 123.00 3198.00
3
Fee Advisors Advising 1 - -
4 Fee Examiners Examination 2 - -
Sub total 15194.00
Reference
Donald M. Taylor (2000). International Journal of Education Development. Kyrgyzstan.
Ambelu Tebabal (2010). The effect of student-centered approach in improving Graphical
Interpretation skills and conceptual understanding of kinematical motion. Bahir Dar
University. Ethiopia.
F. Wayne Weatley (professor) (2007). National Forum of Teacher Education Journal
Volume 17, number 3. Virginia.
Amie P. Westberg (2014). The Impact and effectiveness of student-centered classroom
structure. Bemidji, Minnesota, U.S.A.
Adula Bekele & Kassahun Melesse (2010). Ethiopian Journal of Education, volume 5,
number 2. Ethiopia.
Tesfaye Asale(2014).Assessing the impact of large class size on the implementation of
student-centered learning approach in English classroom. Haramaya University.
Philip J. Parisi (2009). Undergraduate attitude towards student-centered learning. Capella
University.
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