The Reality of Employing Student-Centred Learning Strategies in Psychology Course from the Teachers’ Perspective in Kuwait

Abed Al-Rahman Shamekh Ayed Snaitan Al-Ershaidy

doi:10.7176/rhss/10-22-01

Abstract

The present study aimed to explore the reality of employing student-centred learning strategies in psychology course from the teachers’ perspective in Kuwait. Those strategies are represented in the problem-based and project-based strategies. The researcher selected a purposive sample that consists from 40 female and male teachers who teach psychology course. Those teachers were selected from 40 schools located in Al-Farwaniyah, Kuwait. Questionnaire forms were distributed to those teachers. All the forms were retrieved and deemed valid for analysis. SPSS software was employed for having the data analysed. It was found that the extent of employing the student-centred learning strategies (i.e. problem-based and project-based strategies) in psychology course from the teachers’ perspective in Kuwait in high. The researcher recommends conducting studies about the effectiveness of employing student-centred learning strategies in other courses in Kuwiat. Keywords : Student-centred strategies, psychology¸ Kuwait, teachers, reality. DOI: 10.7176/RHSS/10-22-01 Publication date: November 30 th 2020

Highlights

Much attention has been given to the teaching and learning strategies employed in psychology courses
That means that this study fills a gap in the research related to teaching psychology course. -This study provides officials in the Kuwaiti Ministry of education with information about the instructional strategies employed by teachers for teaching psychology
I let students work on project in groups 4.16 0.25 High 4

Summary

Introduction

Much attention has been given to the teaching and learning strategies employed in psychology courses. The studentcentred strategies refer to the strategies in which students shall be constructing knowledge by themselves instead of having a teacher transmitting knowledge directly to them. They involve learning by doing (i.e. the student shall learn through applying the things he/she has learnt). Through such strategies, the teacher shall serve as a facilitator of knowledge. The teacher shall serve as a facilitator of knowledge The effectiveness of such strategies are affected by the students’ engagement and motivation levels. It is affected by the teachers’ performance as a guide (Krishnan, 2015)

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Conclusion