Student-centered Learning Approach Research Articles

Designing and Evaluating an Outcome-Based Education Model: A Case Study at Angeli Gilbert Christian Academy

This research paper explores the implementation of OBE (Outcome-Based Education) in the context of disparate educational institutions, including the case of AGCA (Angeli Gilbert Christian Academy). This study uses a qualitative research method (in-depth interviews and thematic analysis), which examines how OBE complies with Spady’s five pillars (Paradigm, purposes, philosophy, principle, and outcome of significance) and its effect on the student learning outcomes. The study’s responses were gathered from teachers (15) and parents (15) through Zoom meetings, allowing for a deeper understanding of the OBE and its implementation in AGCA. This analysis highlights the crucial importance of OBE in the creation of student-centered learning approaches that are targeted to meet educational objectives, and that contribute to the formation of a favorable learning environment. The implementation of the OBE manual is proposed, and it will be tailored to fit the purpose and objectives of AGCA, which will guide the curriculum, instruction, and assessment alignment. In general, the study underscores that understanding and integrating OBE principles can help enhance education’s quality and relevance. OBE implementation of AGCA has been successful, gathering positive feedback from parents and educators. This research also indicates some adjustments to the AGCA structure, involving changes to the vision and mission statements as well as to the program with a focus on the OBE manual. Future research could consider integration effectiveness, longitudinal surveys of alumni, and comparative analogy of informing other educational reform strategies for students.

Determinants of Satisfaction of Learning among Nursing Students of Nepal

Background: Learner satisfaction and its importance is acknowledged globally in nursing education. The institutions are striving to develop settings that prioritize not only comprehensive and relevant curricula but also student satisfaction and well-being. Objectives: To assess determinants of satisfaction of learning among nursing students in Nepal. Methods: A descriptive cross-sectional study was conducted among 293 nursing students from Purbanchal University in Bagmati Province, Nepal. The data was gathered utilizing a Student Survey Outcome tool. The data was analyzed using descriptive statistics and the chi-square test was utilized to determine the association between the level of satisfaction with learning and socio-demographic factors. Results: The findings of the study revealed that 1.4% of the participants were not satisfied with the learning, 5.8% were satisfied and 92.8% were highly satisfied with learning. The level of learning satisfaction was significantly associated with the educational status of the father, the occupation of the mother, and the nursing background (p<0.05). Conclusion: The study concludes that nursing students have a high level of learning satisfaction. Nursing colleges can focus on student-centred learning approaches to further enhance the learning satisfaction of students.

Exploring Students’ and Teachers’ Perceptions of Student-Centered Learning in a Community College, England – United Kingdom

Purpose: Student-centered learning technique is no longer a new pedagogical approach to classroom teaching. Its use as a teaching technique is now a universal move in teaching and learning practices. This study explores students’ and teachers’ perception on the effectiveness of student-centered teaching/learning approach on the learning practices of students in a selected community college in a metropolitan city of England. Several literatures were also explored in order to get indepth knowledge into the conceptual and empirical framework of the subject matter. Methodology: This research was a case study, thereby the research method was a mixed method research. Questionnaire was used to collect the quantitative data, while interview was used to collect the qualitative data. The study found that a number of factors influence how positively student-centered learning approaches affect students' learning practices. Findings: The findings revealed cooperative approach, which consists of various types of group tasks, motivating factors like independence and opinion exchange, and teaching/learning instruments like debates, discussions, presentations, etc. Unique contribution to theory, policy and practice: This study demonstrates that the development of cooperation and collaboration is one of the key outcomes of a student-centered learning method. Students are more able to view one another as complements rather than rivals. Student achievement in the classroom is supported by student-centered learning, which is another essential aspect. Through various exercises, students may increase their scores, which makes it simple for them to reach their desired grade.

The Contribution of Christian Religious Education (CRE) in Achieving Sustainable Development Goals (SDGs) Through a Problem Based Learning Approach - 4A Cycle Model

Sustainable Development Goals (SDGs) has been an important focus and a common goal for all humanity. Degradation of nature is a concern and responsibility for all areas of life, including education, which is a fundamental factor in developing the quality of human life. In this regard, the aim of this research is to provide some ideas for Christian Religious Education (CRE) at the higher education level in supporting the achievement of the SDGs. This research was conducted by in a qualitative descriptive method. As findings, it is found that the contribution of CRE can be made through Student Centered Learning approach, Inquiry model - problem based learning. This approach is carried out through learning practical matters with stages of achieving targets, which are referred to as the 4A cycle model (Awareness, Action Plan, Actualization and Assimilation).

Assessing Students’ Learning Readiness Toward Student-Centered Learning

This research examined the readiness of English Education students at Esa Unggul University towards the student-centered learning (SCL) approach, focusing on three main aspects of learning readiness: physical, mental, and cognitive. With the increasing adoption of SCL in educational settings, understanding students' readiness across these dimensions was crucial for its effective implementation. Through a qualitative descriptive analysis, this study employed questionnaires and interviews with 43 freshmen to explore their readiness. The research methodology integrated a purposive sampling technique, aiming to gather in-depth insights from participants with direct experience in SCL environments. Findings revealed a moderate level of overall readiness, with variances across the three examined aspects. Physically, students felt somewhat prepared, particularly in terms of self-assessment capabilities, albeit less so for cooperative learning. Mentally, a general trend towards moderate agreement was observed, with strengths in reflective practices and collaborative skills. Cognitive readiness highlighted a strong inclination towards engaging in authentic learning tasks yet revealed gaps in connecting new learning with prior knowledge. These insights suggested that while there was a foundational readiness for SCL, targeted interventions were needed to bridge identified gaps, particularly in learning autonomy and prior knowledge connections. The study concluded that enhancing student readiness for SCL required a multifaceted approach, addressing the pedagogical and environmental factors influencing physical, mental, and cognitive readiness.

Exploring Students’ Reactions and Preferences in Learning CTU552 Philosophy and Current Issues: A Qualitative Study

The educational paradigm these days has changed with the increasing interest in student-centred learning (SCL) approaches. Hence, students’ learning experiences must be highlighted to facilitate them in achieving effective learning outcomes. The focus of this study was on Philosophy and Current Issues because this course is considered less favoured among students and more difficult compared to other courses, but it is compulsory for all students in higher institutions. Thus, this study aimed to identify UiTM Johor Branch students’ reactions and to explore their preferences in learning CTU552 Philosophy and Current Issues. In this qualitative study, primary data were collected using questionnaires with open-ended questions that required respondents to self-record their answers via a Google form. Questionnaires were distributed to students in UiTM Johor Branch, who registered for this course for two semesters. The period of study included the October 2022 to February 2023 semester and the March to July 2023 semester. This study collected 157 answers from students involved in this survey. This study found that the respondents enjoyed learning CTU552 because of the attractive methods of delivery, the instructor’s personality, the good environment, the life practices, and the provision of new knowledge. There were several challenges in learning this subject because of difficulty, but most respondents were attracted to the uniqueness of the philosophies that were able to explain current issues. This study also found that the respondents preferred simple and understandable explanations, and a fun and stress-free environment, with the inclusion of attractive activities, such as quizzes, games, and additional materials. In conclusion, it is important to highlight these students’ reactions and preferences to ensure an effective learning session.

Situations that prompt teachers in problem-based curricula to reflect on their beliefs, identity and mission

Teachers have different perceptions of how to enhance student learning. Whereas some take a teacher-centred perspective, others lean more towards a student-centred approach. Many studies in higher education have invoked Korthagen’s onion model (2014) to explain how teachers’ perspectives can impact their teaching practices. Spanning six interrelated layers, this model contains both outer (environment, behaviour, competencies) and inner (beliefs, identity, and mission) aspects. Focusing essentially on teachers’ outer aspects, previous studies have paid scant attention to how particular situations affect teachers’ inner aspects and, consequently, how teachers perceive student-centred learning. In this descriptive qualitative study, we explored situations that encouraged or discouraged teachers to embrace student-centred beliefs, identities and missions. We held three focus-group discussions with 18 teachers from two Indonesian medical schools, performing a thematic analysis of the data thus obtained. We found that certain situations made teachers reflect on their inner aspects, which either favourably or adversely affected their acceptance of a student-centred learning approach. Teachers’ outer aspects (i.e. their prior problem-based teaching and learning experiences, learning situations from their own training as well as clinical duties) strongly interacted with their inner aspects, thereby shaping their teaching perspectives. Understanding how specific situations can influence teachers’ inner aspects might help institutions to design faculty development programmes that address teachers’ specific educational needs.

Pola Manejemen Kelas Guru Sekolah Dasar Di Kota Surabaya Terhadap Persoalan Motivasi Belajar Siswa Rendah

Learning in elementary schools involves various challenges and problems, especially those related to students' developmental characteristics. Teachers are expected to be able to design and implement learning that is appropriate to students' cognitive, social and emotional development. Students' learning motivation in elementary schools can be a serious obstacle, affecting the achievement of learning outcomes. Classroom management is considered the key to creating an effective learning atmosphere and motivating students. This research aims to determine the classroom management patterns implemented by elementary school teachers in the city of Surabaya regarding the problem of low student learning motivation. This research is qualitative research with a multi case study type, using the Explanatory Survey method. The informants consisted of 23 elementary school teachers in the city of Surabaya, selected using a cluster random sampling technique. Data collection was carried out through interviews, and data analysis was carried out descriptively qualitatively. The research results show that the main obstacle in learning is students' passivity and noise which is triggered by low learning motivation. Some teachers apply a Student-Centered Learning (SCL) approach to overcome this problem, placing students as active subjects. Classroom rules, learning contracts, and inspirational stories are considered effective classroom management strategies. Teachers also provide interactive feedback and emphasize an emotional approach to increase students' sensitivity.

Instructor versus Classmate Feedback in Written Tasks

This study, conducted in Abu Dhabi, UAE, explores the impact of instructor versus classmate feedback on student writing tasks. It delves into the evolving educational landscape, where modern teaching methods, including feedback mechanisms, are reshaping traditional teacher-student dynamics. The study examines the effectiveness of peer education strategies, where students engage in mutual teaching and learning, against traditional instructor feedback methods. The research incorporates a comprehensive literature review, highlighting the increasing importance of blogs in language learning and the role of peer feedback in writing classes. The study methodology involves a questionnaire distributed to 150 secondary school students, assessing the influence of teacher and peer feedback on writing tasks. Results indicate that peer reactions hold more sway over student performance than instructor feedback, a finding consistent with global educational trends emphasizing collaborative and student-centered learning approaches. This study contributes to the broader discourse on the efficacy of modern teaching methods in enhancing student learning outcomes.

The effect of student-centred learning approaches in physical education on positive youth development

Background Problems: Recognising the pivotal role of holistic development and positive youth development in empowering young individuals, physical education emerges as a crucial component for fostering comprehensive growth in children. Research Objectives: This study seeks to provide valuable insights to enhance the implementation of physical education programmes in schools, aiming to facilitate positive growth among teenagers in both physical and psychosocial dimensions. Methods: Employing a play-teach-play (PTP) treatment, this research engaged students from Public Junior High School in Sidamulih. The study population comprised four classes of class VIII students, totaling 94 participants. The students were divided into two groups: Class VIII B (experimental group, n = 23) and Class VIII D (control group, n = 23). These groups were given the PTP treatment, and the independent sample t-test was used to compare changes in Positive Youth Development (PYD) between the two groups at the statistical level. Findings/Results: The study revealed a significant difference in PYD growth between teenagers participating in the play-teach-play programme and the control group. These results underscored the efficacy of the PTP strategy in promoting healthy teenage development within the realm of physical education. Conclusion: This research provides compelling evidence supporting the effectiveness of the play-teach-play (PTP) approach in fostering positive youth development (PYD) during adolescence. The data emphasises the impactful role of student-centred learning methods in adolescent development. The study's findings underscore the importance of incorporating such approaches into instructional strategies to empower students to achieve their academic potential fully. This contributes significantly to the evolving body of knowledge and practices in the field of education.

The Effect of a Program Based on Student Centered Learning Approach on the Achievement of Second Year English Dept. Students at Faculty of Education, Beni-Suef University

The Effect of a Program Based on Student Centered Learning Approach on the Achievement of Second Year English Dept. Students at Faculty of Education, Beni-Suef University

A Comprehensive Study on Fostering Innovative Activities in Future Specialists through Training and Student-Centered Learning Approaches

A Comprehensive Study on Fostering Innovative Activities in Future Specialists through Training and Student-Centered Learning Approaches

Student-centered Learning Approaches in The State Universities of Sri Lanka: Exploring Socio-cultural Impacts through A Conceptual Analysis

This article provides a comprehensive examination of student-centered learning (SCL) in Sri Lanka's state tertiary education sector, focusing on its socio-cultural influences. The study explores the intricate relationship between pedagogical methods and societal dynamics, highlighting how SCL enhances student engagement and independent thinking. Using a literature review of theoretical frameworks and empirical studies, this paper delves into the complex interplay between SCL and socio-cultural factors, including cultural values, social norms, and educational traditions unique to Sri Lanka. The research investigates the impact of SCL on key stakeholders and analyses various aspects of SCL, considering its principles, practices, and outcomes. It also addresses how these align with traditional Sri Lankan values, such as respect for authority, collectivism, and communal harmony, which have historically influenced education in the country. This paper emphasises the need for a pedagogical shift and concrete action plans. It advocates for faculty development programmes and institutional support to effectively implement SCL in Sri Lankan state universities. Additionally, the study anticipates and addresses potential challenges in adopting this modern learning approach in Sri Lanka.The findings have practical implications for policymakers, educational institutions, and educators. They highlight the importance of considering support mechanisms, curriculum design, teacher training, and cultural sensitivities to promote student engagement, empowerment, and holistic development in Sri Lanka's educational landscape.

Empowering EFL students: A review of student-centred learning effectiveness and impact

In the dynamic landscape of education, the paradigm shift towards student-centred learning (SCL) has emerged as a pivotal pedagogical approach, particularly in the context of EFL, the study of English for non-native speakers. This review explores the background and urgency of comprehending the effectiveness and impact of student-centred learning methods in enhancing students' empowerment within the EFL domain. The pressing need for this exploration arises from the imperative to tailor educational practices to meet the diverse learning needs of contemporary students, equipping them for a rapidly changing and complex global environment. Employing a comprehensive review methodology, this study synthesizes insights from a diverse array of prior research on SCL, specifically within EFL settings. Literature spanning various educational contexts, disciplines, and levels is systematically analysed to distil overarching conclusions about the effectiveness and impact of student-centred approaches in EFL instruction. The review critically examines methodologies, sample sizes, and key findings from selected studies, offering a nuanced understanding of the existing body of knowledge within the specific context of English proficiency development for diverse learners. The analysis focuses on key themes emerging from the reviewed literature, including student engagement, motivation, learning outcomes, and the development of critical thinking skills in the EFL context. Through a comparative lens, the review identifies patterns, trends, and gaps in the current understanding of SCL's impact on EFL education. Special attention is given to variations in outcomes based on educational levels, language proficiency levels, and cultural contexts specific to EFL instruction. Drawing on the synthesized evidence, the review concludes with insights into the overall effectiveness of SCL approaches in teaching and studying of English for non-native speakers. It underscores the positive impact on student motivation, language proficiency, and the cultivation of essential skills for lifelong language learning. The review also acknowledges challenges unique to EFL contexts and suggests areas requiring further investigation, contributing to the ongoing discourse on optimizing student-centred methodologies in language education. The pedagogical impact of this review lies in its potential to inform EFL educators, policymakers, and researchers about the nuanced benefits of adopting student-centred learning practices specifically tailored for English language instruction. By synthesizing diverse findings within the EFL context, the study offers practical insights into designing and implementing effective student-centred strategies for teaching English for non-native speakers., thus contributing to the advancement of language education practices.

Effects of student-centered learning and formative assessment on first year students of a non-government college in Bangladesh

Background: In the evolving landscape of education, student-centered learning approaches and formative assessments have gained prominence as key to enhancing the quality of higher education. This is particularly pertinent in Bangladesh, where traditional teaching methods are still prevalent, underscoring the significance of these strategies.Aim: This research aims to explore the impact of implementing student-centered learning and formative assessment on first-year university students at a non-governmental university in Bangladesh, highlighting how these methods influence the learning process.Method: Employing a qualitative approach, data was gathered through surveys conducted among fifteen first-year political science students at a non-governmental higher education institution in Bangladesh.Results: The study revealed increased student engagement in understanding material and improved academic performance in classes that adopted student-centered approaches and formative assessments.Conclusion: This research confirms that student-centered learning combined with formative assessment contributes positively to enhancing the quality of learning at the higher education level. It underscores the need for pedagogical improvements in Bangladesh to encourage broader implementation of these methods, which in turn could enrich the learning process and educational outcomes for students.

Project-based Learning: EFL Students’ Involvement in Collaborative Writing

Project Based Learning (PBL) is a student-centred learning approach in which a teacher acts as a facilitator to help a student solve a problem. In the present study, involvement is a substantial element in PBL because the student is required to learn collaboratively in a group project. Therefore, the study aims to discover how the student is involved in accomplishing scholarly writing in a group project, and what the opportunity of writing a scholarly article collaboratively is. The present research is a case study in a private university in Indonesia. The data are gained from a questionnaire and an interview. The data then are analyzed qualitatively. The study discovers that PBL is believed to activate EFL students’ involvement in terms of contributing to the team project, handling responsibility, and respecting teammates. The opportunities of PBL implementation in writing experienced by the students are getting ideas, designing the project, tunning the project, writing the project, exhibiting the project, and evaluating the project. Finally, the study is expected to provide teachers with practical ideas for implementing PBL effectively in a writing context.

Empowering the Future: Innovative Education Strategies for Global Skills in the Context of the Golden Generation 2045

This research aims to explore the development of 21st century skills in a global context for the 2045 generation through innovative educational strategies. The study used descriptive qualitative research methods and included in-depth interviews with teachers, classroom observations and document analyses. The uniqueness of this study lies in the comprehensive mapping of the implementation of innovative strategies in a multicultural and international education environment. The results of this study highlight the success of student-centred learning approaches, integration of advanced technologies and curriculum design linked to 21st century skills. These findings contribute significantly to a deeper understanding of how innovative education can address the global challenges of the 2045 generation. In addition, this research provides a concrete picture of the dynamics and success of implementing this strategy in an international context. The novelty of this research lies in the combination of a qualitative descriptive approach and global impact, which makes a valuable contribution to the textbook literature. The practical implications of this research include specific guidelines for policy makers, administrators and education professionals who want to prepare students for a challenging future in the globalised era of 2045.

Applicability of Islamic Education Philosophy to Educational Level Units from an Islamic Studies Perspective

This research aims to discuss the application of Islamic educational philosophy in developing education at the Islamic education unit level. The formulation of the problem in this research is how is the application of philosophy in building learning concepts, curriculum and actualizing students' self-development? This research method uses a literature study approach, with descriptive data analysis techniques. The results of this research explain that Islamic educational philosophy basically continues to encourage in-depth development of educational concepts in general. First, especially in the realm of learning concepts, learning also involves the process of organizing information, forming concepts and developing skills. With technological developments, learning is also increasingly integrated with digital tools and resources, opening up new opportunities in delivering learning material. Second, curriculum management in Islamic educational philosophy also emphasizes the importance of a student-centered learning approach. Teachers must understand the needs and potential of individual students to be able to help them develop holistically, both academically and morally. Third, self-actualization and development based on Islamic educational philosophy, is important to create an environment that supports individual spiritual and moral growth. This environment involves families, communities, and educational institutions that encourage individuals to live lives in accordance with Islamic principles.

An open educational resource to teach language and culture

Many studies on teaching language have shown that language and culture are closely related and are best acquired together (Brook, 1968; Brown, 2000; Kramsch, 2020; Kourdis & Zafiri, 2022). In an English language program (ELP), we use a variety of textbooks. These textbooks feature culture as part of the content (e.g., customs and traditions). However, the resources are typically information-focused which directs students to simply compare and contrast the similarities and differences between their own and the target cultures in a traditional way that is insufficient for the complexity of language and culture learning. Educators found that this type of traditional approach runs the risk of oversimplifying the richness and variety of a culture by reducing it to a few salient principles (Stockwell, 2018). Although language teachers have incorporated more culture in their lessons, the major concern is finding effective ways to integrate culture and language to prepare learners to engage and collaborate effectively in a global society by discovering appropriate ways to interact with people from other cultures. In addition, it may be very demanding for them to teach culture or be individually knowledgeable about other cultures to the extent required for a truly holistic English program. The project introduces a reusable technology-enhanced learning resource in the form of an open textbook for use in an English for Academic Purpose programme. This resource aims to facilitate a general reduction in issues such as ethnocentrism, stereotypes, prejudice and similar issues that have a negative effect on intercultural communication?in multicultural language classrooms, and to students’ understanding of their own culture and other cultures through activities which require critical reflections and self-assessment. It consists of three modules and self-assessment tools for using critical reflections and assessing students’ intercultural competence. Each module has main content, practice and performance tasks. Using multimodal resources and materials are provided that make student think, reflect and discuss the main concept of the module. Through these tasks, students are able to learn the main concept of each module regarding cultural knowledge and understand what they learned through the real situation and finally demonstrate awareness of the cultural knowledge in the module. The content will be shaped with technology-integrated materials to utilise the affordance and efficacy of the innovative technology. The challenges posed by the disconnect between traditional teaching materials and a fulsome understanding of culture are met by the affordances of open pedagogy and the inclusion of open educational resources. The student-centred open pedagogy approach positions learners as co-creators of knowledge in the classroom, leveraging a constructivist learning design by providing students with opportunities to share and deeply reflect on lived experience of culture. The open textbook developed for the course provides opportunities for student revision, international peer-review of learning materials, and iterative development across multiple institutions. Furthermore, students enhance the text through web annotation, supporting peer learning. This presentation outlines the transformation of an English language program aimed toward mature understanding of language and culture, enabled by open education, and will be of interest to educators in similar fields, and those planning to implement OER more generally. The project also represents a partnership between the College and the Library, bringing together expertise in open educational practices, and student-centred learning and teaching approaches that result in more opportunities for learner engagement, and accessible, shareable content for the sector.

Improving Students Grammar Competence through Discovery Learning for Islamic Education Program

This research aims to improve students’ grammar competence by using Discovery Learning for student of Islamic education program at STIT Ibnu Rusyd Tanah Grogot. Discovery learning is one of learning model of student-centered learning approach. The research method is classroom action research (CAR). This research applied two cycles. From the pre-test, the mean score got 60,45. The first cycle, the mean score got 70,5 and second cycle got 80,1. It showed the significant improvement from pre-test and post-test. This method is an endeavor that goes beyond merely addressing issues, simultaneously seeking scientific evidence to underpin problem-solving. This outcome demonstrated the positive impact of discovery learning on enhancing the grammar proficiency of students in the Islamic education program. Discovery learning enhances students' foundational knowledge of grammar, fosters their motivation to learn grammar, sparks their grammar curiosity, nurtures their grammar creativity, facilitates the acquisition of both factual information and an in-depth understanding of grammar analysis, and boosts students' self-confidence to use grammar perfectly. The authors recommend to search more and more about discovery learning for the learning and teaching English grammar. Further studies are still needed to complete the conclusions in this research. The development of teaching materials in adapting this teaching model is very necessary to add to the repertoire in developing grammar teaching materials.