Teachers’ Perception Toward the Implementation of Students Centered Method in Comparison to Teachers Centered Method in the Secondary School in Riau Province (original) (raw)

English Teachers' Conceptual Knowledge and Pedagogical Practices on Student-Centered Learning in Primary Schools in Denpasar Municipality

Jurnal Pendidikan Bahasa Inggris Indonesia, 2019

This study aims at (1) describing the conceptual pedagogical knowledge of the English teachers in public elementary schools in Denpasar municipality on child-centered learning, (2) describing the pedagogical practices of the English teachers in public elementary schools in Denpasar municipality on child-centered learning, and (3) describing the relation of English teachers’ conceptual pedagogical knowledge and pedagogical practices in the context of child-centered learning in public elementary schools in Denpasar municipality. The subjects who are under investigation in the study are three English primary teachers from three public primary schools in Denpasar municipality. The type of this study is embedded mixed method which was adapted from Creswell (2012). The instruments used to collect the data in this study are observation sheet, questionnaire, and interview guide. The result of the questionnaire shows that the Teachers have very strong concept on child-centered learning as th...

The Investigation of the Attitudes of Teachers towards Using Student Centered Teaching Methods and Techniques

Universal Journal of Educational Research, 2019

The importance given to student-centered teaching methods and techniques is increasing as a reflection of the constructivist approach. This study was conducted with the aim of determining the attitude of teachers working in secondary schools to use student centered teaching methods and techniques and compare it based on the gender, subject, seniority year, and school type variables. The survey method was used in the study. The population of the research is 409 subject teachers who work in the central schools of one city located in the Blacksea Region of the Turkey in the 2017-2018 academic year. 10 middle school were selected using random sampling. 135 teachers participating in the research voluntarily. The data related to the study were obtained by attitude scale for using student centered teaching methods and techniques. Findings indicated that teachers' attitudes towards using student-centered teaching methods and techniques do not change according to gender, school type and seniority year variables. However, according to the subject variable, there was a significant difference in the given importance sub-dimension when there was no meaningful difference in resistance, cost-benefit, positive effects sub-dimensions and scale-wide differences. Further studies should investigate why teachers' attitudes towards using student centered teaching methods and techniques are high in skills lessons than verbal and numerical lessons.

Teachers' Adoptation Level of Student Centered Education Approach

Journal of Education and Practice, 2016

The aim of this study is to identify how far the student centered education approach is applied in the primary, middle and high schools in Duzce. Explanatory design which is one type of mixed research methods and “sequential mixed methods sampling” were used in the study. 685 teachers constitute the research sample of the quantitative phase of the study and 13 teachers constitute the research sample of the qualitative phase of the study. The quantitative data were collected using “Student Centered Education Scale” and the qualitative data of the study were collected by semi-structured interview form. Mann Whitney U test was applied to determine if the level of adaptation of student centered education approach vary in terms of gender. Kruskal Wallis test was performed so as to see whether teachers’ adaptation level of student centered education approach vary in terms of seniority and the type of school (primary, middle and high school) they work at. Qualitative data were analyzed by ...

Compare and Contrast Teacher- centred and Pupils- centred method of Teaching

The student at University, College or Tertiary Institution finds a better chance to decide the method that the Instructor or facilitator can utilize to best suit the learning need. On the other hand, the classroom pupil at a primary/secondary school - where teaching is primarily the teacher's preserve - has no liberty to determine what learning approaches best accommodates his/her interests. In either cases, teacher centered and student centered approaches to delivery of lessons ave their own advantages and disadvantages. The success of these both is contextual. Therefore, this paper attempts to show in comparison and contrast of the two most utilized methods of teaching. It does not pin point the best of the two. It is currently believed that the teacher is no longer the custodian of knowledge. And the learner is no empty container to deposit this said knowledge. Find the best teaching method that suits your learners to acquire the knowledge and develop their personal interests while confined to the inter-plays of formal school systems.

Teachers’ Attitudes and Beliefs Towards the Use of Student-Centred Learning in English Language Classes

Proceedings of the ICECRS, 2017

This study was conducted to examine teachers’ attitudes and beliefs towards the use of Student-Centred Learning in English language classes. In addition, it also sought to examine the extent of student-centred learning practices amongst primary school teachers have on their students’ performance in the English language. A survey was carried out to collect data from 147 primary school English language teachers in Perlis. The questionnaires were used to determine the teachers’ beliefsand attitudes towards student-centred learning and to measure the extent teachers practice or attempt to practice student-centred learning in their classrooms. The results for March Test and mid-term examinations were also collected from 346 respondents of Year Five students to determine the relationship between student-centred learning practices and the students’ achievement. The findings of this research showed that there were positive attitudes of the English language teachers towards student-centred l...

The Use of Learner Centered Techniques in the Teaching of English Language in Selected Secondary Schools of Lundazi District

International Journal of Humanities, Social Sciences and Education, 2018

The teaching of English language in the secondary schools of Zambia is usually text based. Teachers graduate from different colleges and universities with diplomas and degrees and go to teach the secondary school learners. The purpose of this study was to assess the usage of learner centred techniques in the teaching of English language in the secondary schools of Lundazi district. The objectives of the study were to: establish how children were learning English using learner centred techniques and identify the challenges in using the learner centred activities in the secondary schools of Lundazi. The study used a mixed methods design and adopted concurrent triangulation on a population of 99 respondents. 72 respondents were pupils, 24 were teachers of English while 4 were heads of departments for languages in the secondary schools. Focus group discussions were used to collect data from 32 learners and 24 teachers while 39 answered a likert scaled questionnaire and 4 heads of departments were interviewed. Microsoft excel was used to analyse quantitative data while thematic analysis was used to analyse qualitative data. The findings revealed that teachers were not interested in teaching using learner centred techniques hence they used a limited number of learner centred activities. Despite this, pupils were interested in learning English using the learner centred activities. Challenges included inadequate teaching and learning material, over enrolment, rushing to cover the whole syllabus and teaching to make children pass examinations. The study recommended that teachers should use the continuing professional development meetings to share fully the process of teaching English language using learner centred techniques in the secondary schools. Government should control enrolment in secondary schools so that quality learning can be realized through teaching English using learner centred techniques.

Investigating Teachers’ Views of Student-Centred Learning Approach

International Education Studies, 2014

Conventional learning is based on low levels of students' participation where students are rarely expected to ask questions or to challenge the theories of the academic. A paradigm shift in curriculum has resulted in implementing student-centred learning (SCL) approach, putting students as the centre of the learning process. This mode of presentation has been implemented in the Malaysian classroom context. However, the shift in focus on learning from the conventional to the SCL has presented Malaysian educators with some challenges especially to move away from the 'chalk and talk' method of teaching used for decades in most classrooms in secondary schools. This study explores teachers' views of SCL approach through individual in-depth interviews. Various themes emerged from the interviews. The findings provides evidence that teachers who exposed students to some elements of SCL, saw students actively engaged in the learning process, aware of their own responsibilities, sense of autonomy inlearning and learned from their experiences. However, there were some challenges and constraints faced by teachers in implementing SCL approach.

Challenges of Implementing Student-centered Strategies in Classrooms

This paper focuses on the major challenges teachers and students face in implementing student-centered method in English classes. Classroom management is an essential component to the classroom learning environment. This paper has focused on a variety of classroom management approaches; specifically teacher-centered versus student centered classroom management techniques. This paper also evaluates how can teachers effectively manage a classroom with a wide range of learning abilities and styles, in a student-centered way, was proposed. To answer this question, a study involving a variety of teachers in Agazi preparatory school in Adigrat Ethiopia was conducted. Each teacher participated in an anonymous survey to collect data about the teacher's classroom management approach and how it affects student behavior. This research showed that most of the students were not interested to learn through student-centered method due to different factors, such as sense of fear, lack of interest and confidence and mother tongue influence. To minimize the problems, teachers should create different techniques to make students participants and encourage the learners to use English in teaching and learning process.

Tracing the Effects of Students’ Centered Teachers’ Pedagogical Approaches on Learners’ Educational Gains: Case of Public Sector Secondary Schools

Problems of Psychology in the 21st Century, 2020

Applications of teachers’ pedagogical approaches for learners’ educational gains have been remained one of the educational debates since ago. Teachers transfer chunk of information among students through implementing techniques to strengthen teaching learning process. Relevance of ground-breaking instructional strategies put concrete effect on students’ entire academic success. Present quantitative research was conducted to explore the effect of teachers’ usage of students’ centered teachers’ pedagogical approaches on students’ educational gains. Researchers adopted ex-post-fact research design on sample of 800 respondents; 400 urban and 400 rural students randomly selected from public sector secondary schools of District Kasur Punjab-Province of Pakistan. Data were collected by administering self-constructed questionnaire mode of 5-point Likert type options. Validity of the instrument was confirmed from experts and Cronbach’s Alpha was applied to ensure instrument’s reliability sco...

The Effect of Teacher-Centeredness Method vs. Learner-Centeredness Method on Reading Comprehension among Iranian EFL Learners

English Language Teaching, 2017

The present study was an attempt to investigate the effect of teacher-centered method versus learner-centered method on reading comprehension of the Iranian EFL learners. In order to do the current research, 120 Iranian EFL learners were selected from Mehrvarz Language Institute located in Tehran, Iran. In order to conduct the research, some steps were taken-administration of the QOPT, administration of the (pretest), the research treatment and administration of the posttest. To analyze the raw data of the research, independent samples t-test by the use of SPSS was applied for inferential statistics. The results revealed that learner-centered and teacher-centered groups had positive results on the improvement of Iranian EFL learners' reading comprehension performance. However, it was concluded that learner-centered instruction was more effective than teacher-centered instruction in improving Iranian EFL learners' reading comprehension performance. The findings of the present...