Challenges in Implementing the Problem-Based Learning Model at Lideta Primary School. In the case of Banja District, Amhara Regional State, Ethiopia.

Authors

  • Ayalew Muluye Melsew , Kefelegn Getahun, Wudu Melese Tarekegne

Keywords:

problem based learning; problem based learning challenges, primary school Teachers

Abstract

This study explored the challenges of implementing a Problem-Based Learning (PBL) model among students at Lideta Primary School in the Banja District of the Amhara region, Ethiopia. A quantitative approach was employed, collecting data via a rating scale from 35 teachers. The findings revealed significant obstacles to PBL implementation, with a Mean Challenge Rating (MCR) of 43.91. Key challenges included students' and teachers' unpreparedness for PBL, insufficient classroom time, lack of experience, resource demands, and increased workload for teachers. The study recommends that various stakeholders, including government entities and NGOs, collaborate to address these challenges. Specifically, it suggests enhancing PBL implementation through teacher training,
improving access to essential technologies like computers and the internet, and funding programs to advance environmental education

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References

Amhara Education Bureau. (2023). Education statistics yearbook of Amhara Regional State. Bahir Dar, Ethiopia.

Asgedom, A. T. (2019). Implementation of active learning in Ethiopian primary schools: Challenges and prospects. Journal of Educational Research and Development, 7(2), 125-140.

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Published

2025-04-30

How to Cite

Ayalew Muluye Melsew , Kefelegn Getahun, Wudu Melese Tarekegne. (2025). Challenges in Implementing the Problem-Based Learning Model at Lideta Primary School. In the case of Banja District, Amhara Regional State, Ethiopia. Pegem Journal of Education and Instruction, 15(4), 195–205. Retrieved from https://pegegog.net/index.php/pegegog/article/view/3966

Issue

Vol. 15 No. 4 (2025): CURRENT ISSUE

Section

Article

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