Learner-centred Approach in Teaching and Learning in Secondary schools: A Case study of Gulu High School, Uganda
Abstract
The study investigated the learner-centred approach in teaching and learning at Gulu High School, Uganda. The data was collected through a case study design using a mixed-method approach. The population of the study comprised 30 learners, 6 teachers, 1 Headteacher, 1 deputy Headteacher and 2 officials from the Ministry of Education. The teachers, school administrators and officials from the Ministry of Education were selected using a purposive sampling technique and the learners via simple random sampling. The participants chosen have adequate knowledge of the research under study. The findings indicated that the Learner-centred Approach promotes the active participation of learners, promotes knowledge exchange through respective brainstorming sessions and allows teachers to detect the strengths and weaknesses of individual students. The results also revealed that adequate instructional materials improve the student's concept of mastery as they motivate and arouse a student’s desire to learn. Learners’ knowledge experience is validated, content of instruction is relevant to the learner’s needs and interests. The study identified that the Learner-centred approach in teaching and learning in secondary schools is affected by inadequate instructional materials, introverted learners; introverted learners cannot achieve the desired learning outcomes, limited time for presentation of work, and inadequate time to monitor different groups. The study recommends that the government collaborates with the National Curriculum Development Centre to provide more adequate reading materials and laboratory equipment to enhance the Learner-centred approach in secondary schools
Downloads
References
Abdullah (2010), The Use of Dice Game to Improve Students Interest in Simple Past Tense at the Eighth Grades Students in MTs. Negeri02 Semarang in the Academic Year of 2011/2012”. Thesis. Semarang: English Education Department of Languages and Art Education IKIP PGRI Semarang.
Adebule, S.., & Ayoola, O. (2016). Impact of Instructional Materials on Students’ Academic Performance in Mathematics in Secondary Schools in Ekiti State, Nigeria. Research Journal of Educational Studies and Review, 2(1), 1–4.
Afdhila, Dwi.2013.” Teaching Descriptive Paragraph Through Clustering Technique (A Classroom Action Research at Eighth Grades Students of SMP Islam SudirmanTengaran in Academic Year of 2013/2014)” Skripsi.Salatiga: English Department of Educational Faculty State Institute of Islamic Studies (Stain) Salatiga.
Agun, I &Okunrotifa, P (1977). Educational Technology in Nigerian Teacher Education. NERDDC Press, Lagos.
Anderson, L. W. (2004). Increasing teacher effectiveness. (2nd ed.). Paris: International Institute for Educational Planning.
Bansberg, B. (2003): Applying the learner-centred principles to the special case of literacy. Theory into Practice, 42(2), 142-147.
Balogun, D. A., Okon, S.E., Musaazi, J.C.S, Thankur, A.S. (1981). Principles and Practices of Practice of Education. Lagos, Macmillan Nigeria Publishers Ltd.
Benson, 2003, Teaching and Reasoning Autonomy. Routledge, Taylor and Francis. 2park Square, Milton Park, Abingdon, Oxon, Ox14 4R. New York. NY 10017, USA
Boyle, B., & While, D. (2004). A Longitudinal Study of Teacher Change: What Makes Professional Development Effective? Curriculum Journal, 15, 45- 68. https://doi.org/10.1080/1026716032000189471
Bush, T., &Saye, J. (2000), Implementation and evaluation of a student-centered learning unit: A case study. Educational Technology, Research and Development, 48(3), 79-91.
Bizimana, B. &Orodho, J. A., (2014). Teaching and Learning Resource Availability and Teachers’ Effective Classroom Management and Content Delivery in Secondary Schools in Huye District, Rwanda. Journal of Education and Practice, Vol 5 (9), 111-122.
Busingye, J.D. &Najjuma, R. (2015). Do Learning and Teaching Materials Influence Learning Outcomes Amidst High Enrolments? Lessons from Uganda's Universal Primary Education, Africa Education Review, Vol 12 (1), 109-126,
Charles, K., Khaing, T., & Song, Z. (2023). Factors Affecting the Implementation of Competency-Based Curriculum in Secondary Schools in Uganda: A Systematic Literature Review, North American Academic Research, 6(9), 84–102. https://doi.org/10.5281/zenodo.10058421
Creswell, W. J., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative and Mixed Methods Approaches. In Journal of Chemical Information and Modeling (Vol. 53, Issue 9).
Fink, L. D. (2002). Active learning, Retrieved from: http://www.hcc.hawaii.eduTsang-(2002).
Guloba, M., Wokadala, J. &Bategeka, L. (2010). Do teachers method and availability of teaching resources influence pupils’ performance: Evidence from four districts in Uganda. Economics Policy Research Centre, Uganda. Research Series 77
Junyent, M., Mulà, Í. and Fonolleda, M. (eds.), 2018, The Quality of Higher Education in Andorra and the Sustainable Development Goals: A Proposal for Quality Assessment Standards and Guidelines (Andorra la Vella, The Andorran Quality Assurance Agency for Higher Education (AQUA)). http://bit.ly/2SpoKm5 (accessed 05/07/2019).
Kidega, C., Song., Ugochinyere, I. C., James, O. A.& Ndikubwimana, F (2024), Confronting challenges facing teachers in implementing competency-based curriculum in Uganda: A case study of secondary schools in Gulu City. East African Journal of Education Studies, 7(2), 112- 129. https://doi.org/10.37284/eajes.7.2.1891
Kohonen, V. (1992), experiential language learning: Second language learning as cooperative learner education. In D. Nunan (Ed.), Collaborative language learning and teaching (pp. 17-32). Cambridge: Cambridge University Press.
Komba, S. C. (2015). Reflections on the Implementation of Competence Based Curriculum in Tanzanian Secondary Schools. Journal of Education and Learning, 4(2), 73–80.
Makunja, G. (2016). Challenges Facing Teachers in Implementing Competence-Based Curriculum in Tanzania: The Case of Community Secondary Schoolsin Morogoro Municipality. International Journal of Education and Social Science.
Mascolo, M. F. (2009). Beyond Student-Centered and Teacher-Centered Pedagogy: Teaching and Learning as Guided Participation. Pedagogy and the Human Sciences, 1 (1), 3-27. Retrieved from https://scholarworks.merrimack.edu/phs/vol1/iss1/6
Maša, Đ., & Mila, B. (2017). Parental Involvement as an Important Factor for Successful Education. .C. e. p. s Journal, 7(3).
Michael, I. (2015). Factors Leading to Poor Performance in Mathematics Subject in Kibaha Secondary Schools. The Open University of Tanzania, Dar es.
Msuya, A. A. (2016). Facilitators and Learners’ Perceptions on the Implementation of Competence Based Curricula in Adult Education. Master’s thesis, The Open University of Tanzania.
Mwangi, G. M. (2014). Influence of Learner-Centred Strategies on Students’ Biology Performance in Kenya Certificate of Secondary Education in Kinangop Sub-County, Nyandarua County, Kenya. University of Nairobi.
Ministry of Education and Sports (2016). The Education and Sports Sector Annual Performance Report (ESAPR) (FY 2014/15). Kampala, the Government of Uganda.
Musaazi, J.C.S. (1982). The Theory and Practice of Educational Administration: Oxford: Macmillan Publishers Ltd.
Mutilifa, S. I. T., &Kapenda, H. M. (2017). Does Learner-Centred Approach Improve High School Learn-ers’ Understanding of Acids and Bases To-pic? A Case of Two Selected Secondary Schools in Ohangwena Region, Namibia. Creative Education, 8, 1260-1274.https://doi.org/10.4236/ce.2017.
Nannyonjo, H. (2007). Education Inputs in Uganda: An Analysis of Factors Influencing Learning Achievements in Grade Six, Working paper 98. Washington D.C, World Bank
Obeka, N. O. (2020). Use of instructional media as determinant of students’ achievement and attitudes in English language. International Journal of English Language and Linguistics Research, 8(2), 76–90.
Okwara, M.O., Shiundu, J. O. &Indoshi, F. C. (2009). Towards a Model of Integrated English Language Curriculum for Secondary Schools in Kenya, Educational Research and Review. Retrieved from http://academicjournals.org on 3rd September 2017
Owolabi, O. T., & Adedayo, J. O. (2012). Effect of Teacher’s Qualification on the Performance of Senior Secondary School Physics Students: Implication on Technology in Nigeria. English Language Teaching, 5(6). https://doi.org/:10.5539/elt.v5n6p72.
(UNEB, 2019), Statement on Release of the 2019 UACE Examination Results
Parrish, B. (2020), Placing learners at the Centre of Teaching. Adult learners, professional development. Insights, Research and Linguistics: Cambridge University Press https://www.cambridge.org/elt/blog/2020/01/07/betsy-parrish-learner-centred-teaching/
Reigeluth, C. M. (2011). An instructional theory for the post-industrial age. Educational Technology, 51(5), 25–29.
Schweinfurt, M. (2011). Learner-centred education in developing country contexts: From solution to problem? Contexts: From solution to problem? International Journal of Educational Development, 31, 425-432.
(Ssekamwa, 2019. Teacher-Centered vs. Student-Centered: An Examination of Student Teachers’ Perceptions about Pedagogical Practices at Uganda’s Makerere University. Cultural and Pedagogical Inquiry, Summer 2019, 11(2), pp. 16-40 ISSN 1916-3460 © 2019 University of Alberta http://ejournals.library.ualberta.ca/index.php/cpi/index
Warming, R. and Frydenberg, P., 2017, Principal in Own Learning – Student Centred Learning Viewed Through the Eyes of an External Quality Assurance Agency. EQAF Paper. http://bit.ly/2LJ6XFl (accessed 05/07/2019).
Yilmaz, K. (2008). Social studies teachers‟ views of learner-centered instructor. European Journal of Teacher Education, 31(1), 35–53.
Copyright (c) 2024 Kidega Charles, Ibeakamma Chinazaekpere Ugochinyere, Ibrahim Mariam Rajabu, Saul Machava, Mapalilo George Frank, Awila George
This work is licensed under a Creative Commons Attribution 4.0 International License.
