Vol. 5, Issue 3, Part D (2019)

Abstract
There has been a rapid growth in enrollments and gender parity in the primary schools of Bangladesh but the quality of primary education could not reach at a satisfactory level. The national assessment of primary education indicated that the poor performance of children of grade 3 and 5 which gives us a picture of the quality of primary education in Bangladesh especially in languages and mathematics. Thus the quality teaching-learning alone can play an important role in achieving overall quality of primary education. The purpose of this study was to explore the present situation of teaching- learning activities at classroom in the primary schools based on classroom observation along with the perceptions of teachers and students. A random sample of teachers and students from Government Primary Schools participated in the study. Classes were also observed for realizing actual teaching-learning situations. Data were collected using structured interview questionnaires and classroom observation schedule. Both qualitative and quantitative methods were used for analyses of data. The findings revealed that most of the teachers used traditional teaching methods. Activity-based learning was absent in the classrooms and students did not get individual help from teachers. A large number of students could not be able to solve homework alone given by the teachers. Many teachers even did not check the homework and give feedback to their students. The teachers were overloaded with classes and interaction between teachers and students found in a minimum level. Use of modern technology such as multimedia, internet, digital content as teaching aids was very limited. Many teachers did not have any subject based training and same teacher have to teach different subjects. The study indicated specific recommendations to enhance the quality of teaching-learning at primary level.