A Mixed Methods Study of Practices and Challenges in the O Class Early Childhood Education Program in Rural Government Primary Schools in Gubalafo Woreda North Wollo Ethiopia

Abstract Early Childhood Care and Education (ECCE) is fundamental to lifelong learning and human development. Ethiopia introduced the O-Class program as a one-year pre-primary modality for six-year-old children in rural areas lacking kindergarten access. Despite policy commitments, the program’s implementation quality and effectiveness remain critically under-researched. This study employed a convergent parallel mixed-methods design to examine the practices and challenges of O-Class education in two government primary schools in Gubalafo Woreda, North Wollo Administrative Zone, Ethiopia. Quantitative data were collected through a structured classroom observation checklist (n = 40 observations) and a teacher self-assessment questionnaire (n = 25). Qualitative data were gathered via semi-structured interviews (n = 20), non-participant observation field notes, and document analysis. Quantitative findings revealed that teacher-centered pedagogy dominated instructional time (M = 78.4%, SD = 9.2), while play-based activities accounted for a mean of only 14.6% (SD = 6.8) of observed sessions. Curriculum implementation fidelity was low (M = 2.31 on a 5-point scale, SD = 0.87), and assessment practices relied heavily on written examinations (M = 4.12, SD = 0.73). Qualitative findings corroborated and illuminated these patterns, revealing systemic deficits in teacher training, material resources, and administrative support. Integration of data through joint display analysis demonstrated that the challenges are interconnected and mutually reinforcing. The study concludes that O-Class education in the study area falls substantially short of national standards and recommends dedicated funding, specialized teacher preparation, developmentally appropriate assessment reform, and strengthened stakeholder engagement. These findings offer empirically grounded insights for policy and practice aimed at elevating rural ECCE quality in Ethiopia and comparable contexts.