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This article explores the practice of learner-centered methodology in upper primary school of Ethiopia and the major obstacles for the effective use of such methods in the classroom. Data were collected from upper primary school teachers, school principals, and students through observation, interview and focus group discussion from the sample schools in the country. The results of the study revealed that even though it is not adequate, upper primary school teachers try to employee learnerdoi:10.4314/ejesc.v4i2.51672 fatcat:je4i4n5blrb4thkndw7f2hyc7m