Assessing the Practice and Challenges of Student-Centered Learning Approach; The Case of Mi’eso Secondary School Grade Ten in Focus

Tokuma Adugna Gonfa

doi:doi:10.11648/j.sjedu.20231106.12

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Assessing the Practice and Challenges of Student-Centered Learning Approach; The Case of Mi’eso Secondary School Grade Ten in Focus

Tokuma Adugna Gonfa

Published in Science Journal of Education (Volume 11, Issue 6)

Received: 27 October 2023 Accepted: 13 November 2023 Published: 21 November 2023

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Abstract

The purpose of this study was to assess the practice and challenges of student-centered approaches to learning. To this end, Mi’esso secondary school, which is found in West Hararghe Zone, Mi’esso Woreda, was selected. The participants of the study were four EFL teachers and 195 students in grade ten. A descriptive research design was used to conduct this study, and simple random sampling techniques for students and availability sampling were used for EFL teachers. Instruments used to collect data were a questionnaire, an observation checklist, and an interview. Then the data were analyzed through frequency and percentage score for quantitative data, and data obtained through observation and interview were analyzed qualitatively. The findings of the study revealed that the majority of EFL teachers had used traditional approaches or teacher- centered language learning method. The commonly stated factors for the low level of practicing student-centered approach were: most teachers have a tendency to use traditional methods/ lecture methods, there is lack of interest to practice leaner centered approach, large classroom size and poor classroom condition and another factor that affect leaner centered approach, and teachers and students have problems to implement leaner centered approach though they believe that it helped them. Finally, recommendations were forwarded based on the major findings of the study. Accordingly, it is suggested that for EFL teachers: For effective practice of learner -centered approach in the EFL classes, teachers should perceive the importance of learner centered approach, teachers should use and practice learner centered approach in their EFL classes, so EFL teachers should practice learner centered approach using various teaching aids in the EFL classes, EFL teachers should continue to motivate, encourage, give attention for student-centered and support students’ participation in the classroom. Students should: practice student-centered approach of learning in the classroom, and should participate actively in the classroom. Ministry of education: should give training for Teachers, should arrange the classroom condition. For other researchers: Since the student-centered approach is not implemented in this study, then it is recommended for other researchers to undergo further research in studying the assessment of student-centered approaches of leaning in English language classroom.

Published in	Science Journal of Education (Volume 11, Issue 6)
DOI	10.11648/j.sjedu.20231106.12
Page(s)	183-193
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2023. Published by Science Publishing Group

Keywords

Assessing, Practice, Challenges, Student-Centered, Learning Approach

References

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[5]	Brown, J. K. (2008). Student-Centered Instruction: Involving Students in Their Own Education. Music Educators Journal, 95 (4).
[6]	Cannon, R. (2000). Guide to support the implementation of the Learning and Teaching Plan Year 2000. Australia: The University of Adelaide.
[7]	Derebassa, D. (2006). Tension Between Traditional and Modern Teaching Approaches in Ethiopian Primary schools. Journal of International Cooperation in Ethiopia Vol. 9 No. 1 P. 123-140.
[8]	Lemma Dadi (2006). Application of Learner –Centered Method in Government School second Cycle Primary School of East Shoa Zone. MA Thesis: A. A. U (Un Published).
[9]	Leu, E. (1998). Designing Integrated Curriculum Metrics for Primary Education: A paper Presented at The Workshop in Oromia Education Bureau (Unpublished).
[10]	McCombs, B. & Whistler, J. (1997). The learner-centered classroom and school: Strategies for increasing student motivation and achievement. San Francisco: Jossey-Bass Publishers.
[11]	McInerney, D. M., & McInerney, V. (2002). Educational psychology: Constructing learning (3rded.). New York: Prentice Hall.
[12]	MoE (2000). The education and training policy and implementation, Addis Abeba: ministry of education
[13]	Morrison, J. (2006). Attributes of stem education: The student, the school, the classroom.
[14]	Neuman W. Lawrence (2007). The Basics of Social Research: Quantitative and Qualitative Principles, Pearson Education, Second Edition
[15]	Peter, S. et al. (2000). Problem Based Learning: Case Studies Experience and Practice, London Kogan page.
[16]	Rogers, C. (1983). As a teacher, can I be myself? Ohio: Charles E. Merrill Publishing Company.
[17]	Selinger, H. W. and shohamy. E. (1989). Second Language Research Methods. Oxford University Press.
[18]	Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. San Francisco: Jossey-Bass Publishers.

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APA Style

Gonfa, T. A. (2023). Assessing the Practice and Challenges of Student-Centered Learning Approach; The Case of Mi’eso Secondary School Grade Ten in Focus. Science Journal of Education, 11(6), 183-193. https://doi.org/10.11648/j.sjedu.20231106.12

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ACS Style

Gonfa, T. A. Assessing the Practice and Challenges of Student-Centered Learning Approach; The Case of Mi’eso Secondary School Grade Ten in Focus. Sci. J. Educ. 2023, 11(6), 183-193. doi: 10.11648/j.sjedu.20231106.12

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AMA Style

Gonfa TA. Assessing the Practice and Challenges of Student-Centered Learning Approach; The Case of Mi’eso Secondary School Grade Ten in Focus. Sci J Educ. 2023;11(6):183-193. doi: 10.11648/j.sjedu.20231106.12

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@article{10.11648/j.sjedu.20231106.12,
  author = {Tokuma Adugna Gonfa},
  title = {Assessing the Practice and Challenges of Student-Centered Learning Approach; The Case of Mi’eso Secondary School Grade Ten in Focus},
  journal = {Science Journal of Education},
  volume = {11},
  number = {6},
  pages = {183-193},
  doi = {10.11648/j.sjedu.20231106.12},
  url = {https://doi.org/10.11648/j.sjedu.20231106.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20231106.12},
  abstract = {The purpose of this study was to assess the practice and challenges of student-centered approaches to learning. To this end, Mi’esso secondary school, which is found in West Hararghe Zone, Mi’esso Woreda, was selected. The participants of the study were four EFL teachers and 195 students in grade ten. A descriptive research design was used to conduct this study, and simple random sampling techniques for students and availability sampling were used for EFL teachers. Instruments used to collect data were a questionnaire, an observation checklist, and an interview. Then the data were analyzed through frequency and percentage score for quantitative data, and data obtained through observation and interview were analyzed qualitatively. The findings of the study revealed that the majority of EFL teachers had used traditional approaches or teacher- centered language learning method. The commonly stated factors for the low level of practicing student-centered approach were: most teachers have a tendency to use traditional methods/ lecture methods, there is lack of interest to practice leaner centered approach, large classroom size and poor classroom condition and another factor that affect leaner centered approach, and teachers and students have problems to implement leaner centered approach though they believe that it helped them. Finally, recommendations were forwarded based on the major findings of the study. Accordingly, it is suggested that for EFL teachers: For effective practice of learner -centered approach in the EFL classes, teachers should perceive the importance of learner centered approach, teachers should use and practice learner centered approach in their EFL classes, so EFL teachers should practice learner centered approach using various teaching aids in the EFL classes, EFL teachers should continue to motivate, encourage, give attention for student-centered and support students’ participation in the classroom. Students should: practice student-centered approach of learning in the classroom, and should participate actively in the classroom. Ministry of education: should give training for Teachers, should arrange the classroom condition. For other researchers: Since the student-centered approach is not implemented in this study, then it is recommended for other researchers to undergo further research in studying the assessment of student-centered approaches of leaning in English language classroom.
},
 year = {2023}
}

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TY  - JOUR
T1  - Assessing the Practice and Challenges of Student-Centered Learning Approach; The Case of Mi’eso Secondary School Grade Ten in Focus
AU  - Tokuma Adugna Gonfa
Y1  - 2023/11/21
PY  - 2023
N1  - https://doi.org/10.11648/j.sjedu.20231106.12
DO  - 10.11648/j.sjedu.20231106.12
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 183
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PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20231106.12
AB  - The purpose of this study was to assess the practice and challenges of student-centered approaches to learning. To this end, Mi’esso secondary school, which is found in West Hararghe Zone, Mi’esso Woreda, was selected. The participants of the study were four EFL teachers and 195 students in grade ten. A descriptive research design was used to conduct this study, and simple random sampling techniques for students and availability sampling were used for EFL teachers. Instruments used to collect data were a questionnaire, an observation checklist, and an interview. Then the data were analyzed through frequency and percentage score for quantitative data, and data obtained through observation and interview were analyzed qualitatively. The findings of the study revealed that the majority of EFL teachers had used traditional approaches or teacher- centered language learning method. The commonly stated factors for the low level of practicing student-centered approach were: most teachers have a tendency to use traditional methods/ lecture methods, there is lack of interest to practice leaner centered approach, large classroom size and poor classroom condition and another factor that affect leaner centered approach, and teachers and students have problems to implement leaner centered approach though they believe that it helped them. Finally, recommendations were forwarded based on the major findings of the study. Accordingly, it is suggested that for EFL teachers: For effective practice of learner -centered approach in the EFL classes, teachers should perceive the importance of learner centered approach, teachers should use and practice learner centered approach in their EFL classes, so EFL teachers should practice learner centered approach using various teaching aids in the EFL classes, EFL teachers should continue to motivate, encourage, give attention for student-centered and support students’ participation in the classroom. Students should: practice student-centered approach of learning in the classroom, and should participate actively in the classroom. Ministry of education: should give training for Teachers, should arrange the classroom condition. For other researchers: Since the student-centered approach is not implemented in this study, then it is recommended for other researchers to undergo further research in studying the assessment of student-centered approaches of leaning in English language classroom.

VL  - 11
IS  - 6
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Tokuma Adugna Gonfa

Department of English Language and Literature, Oda Bultum University, Chiro, Ethiopia

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Gonfa, T. A. (2023). Assessing the Practice and Challenges of Student-Centered Learning Approach; The Case of Mi’eso Secondary School Grade Ten in Focus. Science Journal of Education, 11(6), 183-193. https://doi.org/10.11648/j.sjedu.20231106.12

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ACS Style

Gonfa, T. A. Assessing the Practice and Challenges of Student-Centered Learning Approach; The Case of Mi’eso Secondary School Grade Ten in Focus. Sci. J. Educ. 2023, 11(6), 183-193. doi: 10.11648/j.sjedu.20231106.12

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AMA Style

Gonfa TA. Assessing the Practice and Challenges of Student-Centered Learning Approach; The Case of Mi’eso Secondary School Grade Ten in Focus. Sci J Educ. 2023;11(6):183-193. doi: 10.11648/j.sjedu.20231106.12

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@article{10.11648/j.sjedu.20231106.12,
  author = {Tokuma Adugna Gonfa},
  title = {Assessing the Practice and Challenges of Student-Centered Learning Approach; The Case of Mi’eso Secondary School Grade Ten in Focus},
  journal = {Science Journal of Education},
  volume = {11},
  number = {6},
  pages = {183-193},
  doi = {10.11648/j.sjedu.20231106.12},
  url = {https://doi.org/10.11648/j.sjedu.20231106.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20231106.12},
  abstract = {The purpose of this study was to assess the practice and challenges of student-centered approaches to learning. To this end, Mi’esso secondary school, which is found in West Hararghe Zone, Mi’esso Woreda, was selected. The participants of the study were four EFL teachers and 195 students in grade ten. A descriptive research design was used to conduct this study, and simple random sampling techniques for students and availability sampling were used for EFL teachers. Instruments used to collect data were a questionnaire, an observation checklist, and an interview. Then the data were analyzed through frequency and percentage score for quantitative data, and data obtained through observation and interview were analyzed qualitatively. The findings of the study revealed that the majority of EFL teachers had used traditional approaches or teacher- centered language learning method. The commonly stated factors for the low level of practicing student-centered approach were: most teachers have a tendency to use traditional methods/ lecture methods, there is lack of interest to practice leaner centered approach, large classroom size and poor classroom condition and another factor that affect leaner centered approach, and teachers and students have problems to implement leaner centered approach though they believe that it helped them. Finally, recommendations were forwarded based on the major findings of the study. Accordingly, it is suggested that for EFL teachers: For effective practice of learner -centered approach in the EFL classes, teachers should perceive the importance of learner centered approach, teachers should use and practice learner centered approach in their EFL classes, so EFL teachers should practice learner centered approach using various teaching aids in the EFL classes, EFL teachers should continue to motivate, encourage, give attention for student-centered and support students’ participation in the classroom. Students should: practice student-centered approach of learning in the classroom, and should participate actively in the classroom. Ministry of education: should give training for Teachers, should arrange the classroom condition. For other researchers: Since the student-centered approach is not implemented in this study, then it is recommended for other researchers to undergo further research in studying the assessment of student-centered approaches of leaning in English language classroom.
},
 year = {2023}
}

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TY  - JOUR
T1  - Assessing the Practice and Challenges of Student-Centered Learning Approach; The Case of Mi’eso Secondary School Grade Ten in Focus
AU  - Tokuma Adugna Gonfa
Y1  - 2023/11/21
PY  - 2023
N1  - https://doi.org/10.11648/j.sjedu.20231106.12
DO  - 10.11648/j.sjedu.20231106.12
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 183
EP  - 193
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20231106.12
AB  - The purpose of this study was to assess the practice and challenges of student-centered approaches to learning. To this end, Mi’esso secondary school, which is found in West Hararghe Zone, Mi’esso Woreda, was selected. The participants of the study were four EFL teachers and 195 students in grade ten. A descriptive research design was used to conduct this study, and simple random sampling techniques for students and availability sampling were used for EFL teachers. Instruments used to collect data were a questionnaire, an observation checklist, and an interview. Then the data were analyzed through frequency and percentage score for quantitative data, and data obtained through observation and interview were analyzed qualitatively. The findings of the study revealed that the majority of EFL teachers had used traditional approaches or teacher- centered language learning method. The commonly stated factors for the low level of practicing student-centered approach were: most teachers have a tendency to use traditional methods/ lecture methods, there is lack of interest to practice leaner centered approach, large classroom size and poor classroom condition and another factor that affect leaner centered approach, and teachers and students have problems to implement leaner centered approach though they believe that it helped them. Finally, recommendations were forwarded based on the major findings of the study. Accordingly, it is suggested that for EFL teachers: For effective practice of learner -centered approach in the EFL classes, teachers should perceive the importance of learner centered approach, teachers should use and practice learner centered approach in their EFL classes, so EFL teachers should practice learner centered approach using various teaching aids in the EFL classes, EFL teachers should continue to motivate, encourage, give attention for student-centered and support students’ participation in the classroom. Students should: practice student-centered approach of learning in the classroom, and should participate actively in the classroom. Ministry of education: should give training for Teachers, should arrange the classroom condition. For other researchers: Since the student-centered approach is not implemented in this study, then it is recommended for other researchers to undergo further research in studying the assessment of student-centered approaches of leaning in English language classroom.

VL  - 11
IS  - 6
ER  -

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