EFFECTS OF A STUDENT-CENTERED TEACHING APPROACH ON BASIC SCIENCE PERFORMANCE STUDENTS IN JUNIOR SECONDARY SCHOOL
Abstract
The effects of a student-centered approach to teaching on the performance of basic science junior secondary school students were investigated in this study. The study’s total population is 200 randomly selected secondary school staff from Uyo, Akwa Ibom state. The researcher collected data using questionnaires as the instrument.
Descriptive This study used a survey research design. The study included 133 respondents who included principals, vice principals, senior staff, and junior staff. The collected data was organized into tables and analyzed using simple percentages and frequencies.
chapter One
Introduction
1.1The Study’s Background
Traditional attitudes and methods based on rote learning are one of the fundamental problems we face today. Such engaging teaching methods that put students in the spotlight should be preferred over traditional teacher-centered educational methods and techniques. Through these methods, students should be forced to learn how to learn (ùenol, Bal, & Yldrm, 2007).
A knowledgeable person used to be the one who knew everything or who stored knowledge produced by others in his mind. As a result, training in previous centuries was regarded as transferring stored knowledge, cultural values, and vital skills to new generations.
Today, a knowledgeable person is one who is aware of knowledge, knows how to obtain it, learns the knowledge he obtained by putting meaning to it, and is capable of producing new knowledge from the knowledge he obtained and applying it to problem solving.
The student-centered approach aims to train children according to their own nature rather than what adults want, claiming that the child will be more creative and free (Gür, 2006). Student-centered learning is the organization of learning lives around students’ interests, knowledge, and needs. It aims to teach students how to explore their learning characteristics and how to learn in this process (Saban, 2004)
The notion that student-centered instruction is one method for increasing engagement and closing the racial achievement gap has resulted in a shift to student-centered instruction in science subjects, in which instruction focuses on students’ active participation (Newble & Cannon, 2000). However, little research has been conducted on the effects of student-centered instruction on student engagement in science subjects.
This means that the precise dynamics of the effects of student-centered instruction are unknown and may vary depending on demographic characteristics. African-Americans, for example, may differ from their white peers in how they experience or participate in student-centered science subjects instruction.
For some African-American students, student-centered science subjects instruction may foster a sense of empowerment that reduces the racial stereotype threat – the activation of negative stereotypes that has been shown to have a negative effect on academic performance (Steele, 1997).
Such empowerment, in turn, may lead to increased instruction. In contrast, the focus on the student in student-centered instruction may amplify stereotype threat, leading to African American students engaging less in order to avoid conforming to the stereotype.
Statement Of The problem
The student-centered approach aims to train children according to their own nature rather than what adults want, claiming that the child will be more creative and free (Gür, 2006). Student-centered learning is the organization of learning lives around students’ interests, knowledge, and needs. According to research on supportive educational materials conducted in Nigeria, there is a gap in the teaching and learning approaches used in Nigerian schools.
According to Mafumiko (2006), the traditional teacher-centered ‘chalk and talk’ teaching method continues to dominate most lessons. Similarly, Osaki (1999) claims that most teachers lack the ability to promote student-centered teaching and learning procedures in science subjects.
Despite the gaps identified in teaching approaches, research efforts to improve teaching and learning in Nigeria appear insufficient. Nonetheless, the few existing research projects have focused on Science rather than Social Science. The current study addressed the gap by conducting basic science research.
As a result, the goal of this study was to improve basic science teaching and learning by creating an innovative instructional scenario based on the learner-centered approach in teaching field research techniques in secondary schools. If the new approach and material are successfully implemented and adopted, the students’ interaction, discussion, and presentation will improve their performance and motivation in learning basic science subjects.
The study’s objective
The study’s objectives are as follows:
To determine the impact of a student-centered teaching approach on basic science performance. Students in Junior Secondary School
To determine the significance of the difference between the pre and post-test scores of the test group using student-centered teaching approaches and the control group using teacher-centered teaching approaches.
To determine whether the student-centered approach aims to train children according to their nature rather than what adults want.
Hypotheses for research
The researcher developed the following research hypotheses in order to successfully complete the study:
H0: There is no effect of a student-centered approach to teaching on basic science performance. Students in Junior Secondary School
H1: A student-centered approach to teaching has an effect on basic science performance. Students in Junior Secondary School
H02: There is no significant difference in pre and post-test scores between the test group that used student-centered teaching approaches and the control group that used teacher-centered teaching approaches.
H2: There is a significant difference between the pre and post-test scores of the test group that used student-centered teaching approaches and the control group that used teacher-centered teaching approaches.
The study’s importance
The study will be extremely useful to students, teachers, and policymakers. The study will provide a clear picture of the effects of a student-centered approach to teaching on the performance of junior secondary students in basic science. The study will also be used as a resource for other researchers who will be working on a similar topic.
The study’s scope and limitations
The study’s scope includes the effects of a student-centered approach to teaching on the performance of junior secondary school students in basic science. The researcher comes across a constraint that limits the scope of the study;
a) RESEARCH MATERIAL AVAILABILITY: The researcher’s research material is insufficient, limiting the scope of the study.
b) TIME: The study’s time frame does not allow for broader coverage because the researcher must balance other academic activities and examinations with the study.
Term definitions:
centered strategy Student-centered learning is personalized, engaging, competency-based, and non-classroom-based. Students take greater responsibility for their learning and support one another’s progress, ensuring that every student acquires the skills required to succeed and contribute to society.
Teaching: a teacher’s occupation, profession, or work.
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EFFECTS OF A STUDENT-CENTERED TEACHING APPROACH ON BASIC SCIENCE PERFORMANCE STUDENTS IN JUNIOR SECONDARY SCHOOL