Teacher’s and students’ Perceptions of Active Learning in High Schools in Afghanistan

With the rapid development of technology, method of the teaching to involve students in learning has also changed. These changes do require the teachers to act as a facilitator or a mentor in the class, and students to be actively involved in the learning. This study aims to investigate the perceptions of Afghan teachers and students regarding the effectiveness and implementation of the principles of the active learning approach. Moreover, the study also investigates the problems perceived by the teachers while implementing active learning in Afghan schools. A quantitative research design is used in order to collect the date from the students. The data of the study were collected from 93 school teachers and 98 students through a questionnaire adopted from (Sahar 2014). The data were analysed through SPSS for the mean of descriptive statistics. The findings of the study show that the teachers are using active learning and they consider active learning as an effective way, the teacher also supports the students who take responsibility for their learning. Furthermore, the teachers are providing a positive learning environment for the students where the students ask questions of each other’s, In addition to that, all teachers had positive attitudes towards the use of the active learning techniques. The majority of the students agree that they can learn more effectively and efficiently through active learning compared to lectures. Besides that, the students also agreed that their teachers are using active learning methods and they have good knowledge of active learning.