Student-centered Methods Research Articles

Reimagining English Language Teaching in Nepal: Educators' Insights on Paradigm Shifts

The field of language teaching has undergone significant transformations, with advancements reshaping traditional methodologies and incorporating innovative techniques.The present study aimed to explore educators’ insights on a paradigm shift in English Language Teaching (ELT). The researcher adopted interpretivism as a philosophical ontology and subjectivism as an epistemology of the research paradigm as the researcher believes on the multiple views of the respondents. Here, the present research was based on the insights and experiences of secondary-level English teachers. The researcher selected three secondary-level English teachers from Rupandehi district using purposive sampling. Here,he prepared an interview guideline and interviewed the sampled teachers for in-depth information.The results reveal that English Language Teaching (ELT) has shifted from content-focused, authoritarian approaches to more student-centered methods, emphasizing skills such as communication, collaboration, and critical thinking. Teachers now act as facilitators, leading to improvements in classroom management, ICT integration, and continuous assessment.Professional development is prioritized, and new concepts such as 21st-century skills, global Englishes, and technological advancements are shaping the modern ELT.This study highlights key trends in traditional and modern ELT, making it useful for educators seeking to adapt their teaching strategies to current best practices. ELT practitioners, who want to enhance their expertise, can benefit from this study.

Conceptualising Intercultural Literacy: Narratives from English Language Teachers

This current study investigates how English language teachers in Indonesian higher educational institutions define and conceptualize intercultural literacy and practice it in their classrooms. Eight ELT practitioners were interviewed through narrative inquiry, and the data was analyzed using thematic analysis to explore their lived conceptualizations. The findings suggest three major themes on intercultural literacy, including conceptualization of intercultural literacy, implementation in professional practice, challenges in fostering intercultural understanding, and strategies to overcome these challenges. Teachers defined intercultural literacy as encompassing cultural understanding, adaptability, comparative analysis, and professional knowledge. They integrated it into their teaching through curriculum design, student-centered methods, and digital tools. This was done by weaving these into the curriculum design and retraining pedagogy with student-centric methods and other digital tools. However, the participants mentioned that they faced some obstacles, including institutional barriers, limited funding, and the difficulties of switching from the traditional to the newest teaching method. These issues were mitigated by professional development, collaboration, and inclusive instructional materials. The current research finding indicates the importance of comprehensive professional development and institutional support for teachers in developing intercultural competence in their students. These findings contribute to intercultural literacy in Indonesia and practical recommendations for improving it within Indonesian higher education. The finding highlights the how to prepare students for a globalized world through intercultural literacy and educator support.

A Training Program for Evaluating Chinese Music Instructors’ Leadership Competencies in Universities in Chongqing, China

Background and Aims: The need for effective leadership within Chinese music education departments in Chongqing universities. This program likely aims to develop and assess leadership competencies specific to the unique context of Chinese music instruction, aligning with broader goals of enhancing educational quality and organizational effectiveness in higher education institutions. This study investigates leadership competencies among music instructors in higher education in Chongqing, China, utilizing a multi-institutional cross-sectional approach to discern the current and desired leadership competencies essential for effective music education. Methodology: By applying the Priority Needs Index (PNI) analysis, the research identifies exemplary pedagogical performance and collaborative teaching as pivotal areas that necessitate development to meet the evolving demands of music education. Results: The findings emphasize a significant inclination towards student-centered educational paradigms, highlighting the importance of creativity, emotional intelligence, and collaboration in contemporary music education. This shift underscores the necessity for pedagogical evolution and integrating innovative teaching methodologies. By pinpointing key leadership competencies and underscoring the critical role of professional development, this study contributes to the broader dialogue on enhancing music education in China. Actionable recommendations include the development of courses integrating leadership and innovation skills, establishing professional development programs emphasizing student-centered methodologies, and forming strategic partnerships with music organizations to expose educators and students to real-world leadership scenarios. These initiatives aim to foster a culture of innovation and adaptability, ensuring music education aligns with the demands of the 21st-century music profession. The study contributes to the ongoing conversation on enhancing music education leadership in Chinese higher education, providing insights for pedagogical advancement and professional development. Conclusion: The study emphasizes a move in music education toward student-centered methods and promotes the blending of creativity, emotional intelligence, and teamwork. By delineating fundamental leadership skills and promoting career advancement, it provides practical suggestions for promoting creativity and flexibility, enhancing the conversation about enhancing music education leadership in Chinese higher education.

Teachers’ Perceptions towards English Language Teaching Pedagogy in Secondary Schools of Nepal

Recently research on English language teaching pedagogy has been receiving increased attention throughout the world, with a primary focus on classroom teaching strategies. This qualitative research study aims to explore the narratives of English language teachers about the use of English language teaching pedagogy in secondary schools in Nepal. The participants purposively selected for this study were four English language teachers teaching at the secondary level in public schools of Kanchanpur district. The researcher used narrative inquiry as a research method in which interview protocols with open-ended questions were employed as research tools to obtain information. The findings of the study showed that secondary English teachers have been shifting their classroom pedagogy from traditional teacher-centred approaches to modern innovative student-centred approaches. The study further revealed that teachers keep the knowledge of both teacher-centred and student-centred methods and techniques but practise them in the classrooms in their ways due to the limitations of prescribed methods. The study also revealed students’ level of English as the main barrier to their learning progress. The implication of the study is that the teachers should create more learning opportunities and environments inside and outside the classroom to increase students’ maximum time engagement in English learning-based activities that provide them with more exposure to English and enhances their learning.

Fostering Creative Writing through Poetry in EFL Classroom

This study was conducted to examine how the ELT teacher implements creative writing through poetry in the ELT classroom during pandemic and to describe how the students express their emotions through tone of poetry in their creative writing. It is due to the existence of creative writing in language teaching and learning practice is significant to gaining students’ creativity and thinking. One of them is writing poetry. However, few literatures discussed on the method used by teachers through writing poems as well as the concern for emotion and tone embedded in students’ writing products. This study used qualitative descriptive with Indonesian EFL university students of the non-English department at an Islamic University in Indonesia as the participants. The result shows that teachers use student-centered methods to implement creative writing through poetry in the classroom during the global COVID-19 pandemic. The meeting was organized using Zoom Meeting with performing Warm-Up, Lead-In (Creation of Poem and Reading the Poem), and Follow-up. In addition, it was also found that the student’s creative works posted on Instagram were based on the negative variations of poetry tone including threatening, painful, and discouraged. The study underscores the pedagogical efficacy of student-centered creative writing in ELT, highlighting its role in enhancing emotional intelligence and validating the integration of digital platforms for remote learning. It advocates for culturally responsive curricula that leverage creative expression as a conduit for emotional articulation and critical thinking

Student feedback on team-based learning in a preclinical oral surgery course: A pilot study

ObjectivesTeam-based learning (TBL) is a student-centered method where learning can be promoted and facilitated by changing the traditional teaching lecture into an active, dynamic, and more engaging problem-solving process. The present study evaluated the student's learning experience and satisfaction using a TBL method in a preclinical oral surgery course. MethodsTwelve TBL sessions were designed for second-year dental students. Six 3-h and 2-h sessions with various preclinical topics were conducted in academic Terms 1 and 2, respectively. Teaching activities such as tests and group discussions were included in the sessions. The last post-session questionnaire sought students' feedback and satisfaction to assess four parameters related to students’ knowledge acquirement, interpersonal skills enhancement, learning environment, and teacher–student relationships. ResultsMost average scores of the responses agreed with the related statements in the four parameters. The results of the Pearson's correlation test revealed that there was a significant relationship (r = 0.735; P < 0.05) between the parameters of the 3-h and 2-h sessions. ConclusionThe TBL method yielded positive and high levels of satisfaction, which may be attributed to the proper implementation of TBL methodology by the teacher and students.

An Exploration of Ethiopian Technical and Vocational Training Institute English Teachers’ Views and Classroom Application of Student-Centered Learning Principles

This study examined the perceptions and practices of Federal Democratic Republic of Ethiopian Technical and Vocational Training Institute English teachers regarding student-centered learning. Interviews, focus group discussion and classroom observations revealed that while teachers generally hold positive attitudes towards student-centered approaches, their actual classroom practices often remain teacher-centered, heavily relying on textbooks and overlooking trainees' interests. The study identified several challenges, including a lack of practical skills for implementing student-centered methods, the constraints of summative assessments, and the need for continuous formative feedback. Addressing the gap between theory and practice will require professional development that integrates practical experience and the implementation of flexible policies that support teacher autonomy and curricula tailored to trainees' needs. These findings provide valuable insights into the contextual challenges faced by educators and suggest ways to better align teaching practices with the evolving demands of the workforce through ongoing improvement and localized responsiveness.

Innovative Methods and Approaches of Teaching English as a Second Language: An Overview

This paper delves into the dynamic realm of language education, specifically exploring the innovative methods and approaches employed in teaching English as a Second Language (ESL). Embracing a multifaceted inquiry, the study incorporates insights from educators, learners, and stakeholders through surveys, capturing a diverse range of perspectives on the evolving landscape of ESL instruction. By intertwining theoretical frameworks with practical insights, this research aims to foster an environment where creativity, adaptability, and inclusivity become integral components of English language teaching. This paper presents an experimental study focused on investigating innovative methods and approaches that go beyond traditional methods, with a focus on their effectiveness in enhancing English language acquisition among second language learners. The study involves a sample of 50 English language teachers to whom questionnaires designed by the researchers were given to collect reliable data. The findings of this study highlight the potential of innovative student-centered methods and approaches in effective teaching of English as a second language. Thus, by creating a supportive and engaging learning environment, teachers have the capacity to inspire their students to become confident language users, enabling them to thrive in academic, professional, and personal spheres. The conclusion underscores the importance of shifting from a teacher-centered approach to a more student-centered approach in language teaching. This paper also highlights the call for a paradigm shift that adapts to the diverse needs of learners in an interconnected and rapidly evolving global landscape.

Future Direction of Teaching and Learning Module in Nepal

This paper studies shift of physical class adopting Information and Communication Technology in teaching and learning activities in Nepal. Integration of ICT in academic activities changes the traditional teaching model ignoring teacher centered method into effective student-centered method. It as qualitative research employed semi-structured online interviews with secondary students, teachers and parents through Facebook messenger, telephone call, personal interview and Zoom class observation. Documentary analysis provided a ground for the analysis of data gathered through interviews and observations. This paper reports on how online mode of learning would be effective pointing out collaborating learning environment, easy access to materials and in terms of time saving. Moreover, use of ICT in academic activities changes teacher-centered teaching and learning environment into student-centered environment. ICT skills of teachers, poor ICT infrastructure and government policies have been pointed out as hurdles for virtual classes. However, integration of ICT in academic activities is demand of the time. Findings suggest that the use of ICT in academic activities will be effective way of teaching and learning activities in coming days in Nepal. Moreover, online classes can benefit students who are from marginalized, disadvantaged communities and who have no easy access to schools.

Contemporary educational methods in periodontology.

The 1st European Workshop on Periodontal Education in 2009 made recommendations regarding the scope of periodontal education at undergraduate (UG), postgraduate (PG) and continuing professional development (CPD) levels, defining competencies and learning outcomes that were instrumental at the time in helping to define periodontal teaching curricula. The 19th European Workshop on Periodontology and 2nd European Consensus Workshop on Education in Periodontology (Education in Periodontology in Europe) was held in 2023 to identify changes and future developments in periodontal education (including those informed by the COVID-19 pandemic) and embracing methods and formats of periodontal teaching and training. The aim of this review was to assess current knowledge regarding education methods in periodontology, including traditional face-to-face (F2F) teaching and the move to student-centred methods, virtual learning methods and use of digital technology, as well as blended teaching and learning (including teaching delivery and assessment) at UG, PG and CPD levels. Systematic searches were conducted to identify relevant studies from the literature. Data were extracted and descriptive summaries collated. The pandemic was a major disruptor of traditional F2F teaching but provided opportunities for rapid implementation of alternative and supplementary teaching methods. Although online learning has become an integral part of periodontal education, teachers and learners alike favour some form of F2F teaching. Blended teaching and learning are feasible in many areas of periodontal education, both for knowledge and skills acquisition as well as in assessment. Student-centred methods and blended approaches such as the flipped classroom seem highly effective, and online/virtual classrooms with both synchronous and asynchronous lectures are highly valued. Learning with haptic methods and virtual reality (VR) enhances the educational experience, especially when VR is integrated with traditional methods. The quality of the teacher continues to be decisive for the best knowledge transfer in all its forms. Live F2F teaching continues to be highly trusted; however, all types of student-centred and interactive forms of knowledge transfer are embraced as enhancements. While digital methods offer innovation in education, blended approaches integrating both virtual and traditional methods appear optimal to maximize the achievement of learning outcomes. All areas of periodontal education (UG, PG and CPD) can benefit from such approaches; however, more research is needed to evaluate their benefits, both for knowledge transfer and skills development, as well as in assessment.

Democratic Education as Expressed in Practice: An Integrative Literature Review

Despite a strong theoretical foundation, teachers’ pedagogical practices that represent the principles of democratic educational theory are not holistically understood. This qualitative integrative literature review provides a more complete view of the practices used by those who define themselves as democratic educators. By analyzing and integrating existing literature on classroom practice this review discusses four pedagogical approaches that engage democratic educational practices including inquiry, artistic, oral, and student-centered methods.

The Relationship between Concept Perception and Student Achievement in the Subject Area of Chemistry in Science

Science education has undergone many reforms since the past to improve the learning and teaching process. Teachers' knowledge and motivation, and teachers' teaching techniques, determine how students understand science concepts. In the journey of taking students to innovations in education, the teacher who provides science education in the classroom has a great responsibility (Research and Development Branch, 2017). It is also necessary to identify the problems faced by students in building science education. The analysis of the examination department's results and evaluation reports shows that compared to other subjects, the minimum mark is obtained for the science subject. The Sri Lanka Examination Department's 2017 G.E.C. (G.E.) evaluation report also shows that among the three fields of science, biology, chemistry, and physics, the facility for the field of chemistry is low. For this reason, it was the main interest of this research to find out the correlation between student performance and conceptual understanding of students who learn the content of the chemistry subject of the science subject. For that purpose, the size of the sample was determined using the table of determination of the sample size presented by Krejcie &amp; Morgan (1970) and the correlational study research strategy using 400 students of 08 secondary schools in the Kegalle district of Sri Lanka selected through a cluster random sampling method as the sample. The research was conducted using a quantitative design. For this, Katerina Salta &amp; Chryssa Tzougraki (2004) used an aptitude test set according to the Liket scale and a structured type of achievement test set according to Bloom's classification to find out the level of concept perception of 11th grade students in a school in Greece. A control test was administered to 10% of the research instrument sample. By analyzing the data collected, the research instruments were standardized. Then by giving the research equipment to the main sample, the collected data was analyzed, and conclusions were drawn from the data interpretation. Here, a positive correlation of Pearson correlation coefficient (r= + 0.720) was found between students' conceptual understanding and student achievement. It was recognized that appropriate student-centered methods should be used in the learning and teaching process as student achievement increases when students' conceptual understanding increases.

Smartphones as pedagogical tools: Transforming analog classrooms through digital storytelling

The integration of digital technology into language learning environments has shifted pedagogical approaches towards more immersive, student-centered methods. Despite this, many classrooms remain anchored in traditional, analog methodologies. This study explores the innovative integration of digital storytelling in such environments by leveraging smartphones for educational purposes. Using a mixed methods research approach, the study combined classroom and fieldwork observations with surveys and debriefing interviews. Students demonstrated a high degree of adaptability, utilizing their smartphones effectively, even in the absence of a technology-rich classroom environment. The results challenge conventional beliefs that tech-centric projects demand tech-intensive settings. The study indicates the potential benefits of incorporating digital storytelling, especially in language learning contexts, promoting engagement, skill development, and higher-order thinking. It further emphasizes the pedagogical advantages of digital storytelling and advocates for its broader implementation in diverse educational contexts. Future research might explore the long-term effects of digital storytelling on student performance and its applicability across various disciplines.

Critical Thinking Development for 21st Century: Analysis of Physics Curriculum

Critical thinking has been focused on 21st-century skills. The current study analyzed the national curriculum for Physics (2006) to determine the importance and elaboration of critical thinking skills essential for 21st-century learners. The document was analyzed through qualitative content analysis by facilitating NVivo 12. The curriculum emphasizes critical thinking through learning outcomes requiring students to explain phenomena, solve problems, analyze data, and draw conclusions. Assessment objectives also evaluate these skills. Interactive teaching methods like inquiry, discussions, and concept mapping are suggested to promote critical thinking. The analysis found that critical thinking abilities are highlighted as important in the preamble, with aims to improve process skills, problem-solving, and application of concepts. Specific standards call for developing reasoning and explanation abilities. Teaching strategies provide guidelines for student-centered methods that nurture critical thinking. Assessment methods test skills in explaining unfamiliar situations, solving new problems, interpreting data, and conducting valid inquiries. Overall, this physics curriculum comprehensively integrates opportunities for developing and assessing critical thinking abilities across all aspects - learning outcomes, teaching methods, and assessments. Recommendations include ensuring guidelines on interactive methods are implemented by teachers and assessments evaluate higher-order skills rather than just recall. Implementation fidelity would determine the development of critical thinking through this curriculum.

Enhancing Surgical Nursing Student Performance: Comparative Study of Simulation-Based Learning and Problem-Based Learning.

Surgical nursing is a high-risk, high-pressure, and complex field. Nurses need extensive knowledge, skills, and abilities. Problem-Based Learning (PBL) and Simulation-Based Learning (SBL) are effective student-centered methods. Which method is better for surgical nurse training? More research is needed to determine the best approach for undergraduate surgical nurse education. To compare the impact of PBL and SBL on undergraduate nursing students' performance and improve learning outcomes in surgical nursing education. We used a pretest/post-test design with 318 nursing undergraduates randomly assigned to two groups. Participants completed three progressive scenarios focused on surgical nursing cases. Experts blindly reviewed video recordings using the 70-item Korean Nurses' Core Competence Scale (KNCCS) to assess performance. The 13-item Satisfaction and Self-confidence in learning Scale (SSS) measured learning confidence and satisfaction. SBL participants also completed the 16-item Educational Practices in Simulation Scale (EPSS) and 20-item Simulation Design Scale (SDS). The study found significant positive effects on both groups, with noticeable improvements in post-test, retention, and follow-up test results (P < 0.001). The SBL group showed higher competency levels in nurses (P < 0.001). The Cohen's d and effect size (r) for various skills were as follows: clinical performance (0.84767 and 6.39023), critical thinking (0.31017 and 0.15325), professional attitude (0.85868 and 0.39452), and communication skills (1.55149 and 0.61294). The satisfaction and self-confidence of nurses were higher in the SBL group (4.53±0.596; 4.47±0.611) compared to the PBL group (4.32±0.689; 4.25±0.632) in all dimensions of SSS (all P < 0.05). The SBL group also scored high in simulation design and EPSS. However, improvements are needed in fidelity, objectives, information, and students' expectations. SBL and PBL improve nurses' core competence, satisfaction, and self-confidence. SBL is superior. This study promotes student-centered education, enhancing surgical nursing professionals' quality and ensuring future patient safety.

Practices and Perceptions of Teacher Educators on Learner Autonomy

This study explores practices and perception of English language teacher educator on learner autonomy. It aimed to identify the ways through which teacher educators practice autonomy in students learning and encourage them be autonomous. Using qualitative narrative inquiry research design, the data were collected through interviews with the five English language teacher educators teaching at undergraduate level, of Far Western University, Nepal. The findings of the study highlight a shared understanding of learner autonomy, emphasizing independent learning, self-direction, and responsibility. Teacher educators stress the pivotal role of instructors in promoting autonomy, advocating for a shift from traditional to student-centered methods. Despite a common understanding, challenges persist, including psychological factors, institutional constraints, and socio-cultural beliefs. The study also suggests the need to address these challenges through targeted strategies for successful promotion of learner autonomy in English language classrooms. Moreover, the study shows that even though it is challenging, teacher educators are making efforts to encourage students be autonomous in providing choices, goal-setting, encouraging self-evaluation, finding out the resources, preparing assignments, having class presentations into classroom practice using different strategies.

Teachers’ perceptions of active learning method in Afghanistan

Active learning has brought many changes in the educational context. The objectives of this study were to examine the perception of teachers towards the student-centered method and the challenges that hinder its implementation in two high schools in Kandahar, Afghanistan. A quantitative approach was employed, and the data was collected through a questionnaire. The participants were eighty-six teachers, and they were elected through a random sample. The findings revealed that instructors have a positive view regarding the student-centered method. Similarly, teachers support the active involvement of students, and persuade students during the teaching, and they are responsible for the learning of learners. Likewise, teachers connect new lessons with learners’ prior experiences, and they motivate them to provide comments about their learning to lecturers. The large number of students, deficiency of teaching materials, and lack of time were the challenges to the use of a learner-centered approach.&#x0D; Keywords: Active learning; challenges; perceptions; teachers

The Effectiveness of Problem-Based Learning Strategies in the Creative Thinking Skills of Grade 12 Students in Contemporary Philippine Arts from the Regions

This research study focused on examining the effectiveness of problem-based learning strategies in enhancing the creative thinking skills of Grade 12 students studying Contemporary Philippine Arts from the Regions. The study was conducted at the Senior High School section of Dolores Macasaet National High School, situated in Brgy. Pahinga Norte, Candelaria, Quezon Province. The participants in the study consisted of three sections from each of the three Grade 12 strands, all of whom were taught using problem-based learning methods. To facilitate the implementation of problem-based learning, the researcher created five self-made semi-detailed lesson plans covering the first five weeks of the third grading period. The research design utilized in this study was a pre-experimental one-group pre-test and post-test design. For data analysis, frequency and percentage were employed, along with mean and standard deviation calculations. Additionally, the Paired Samples T-test was utilized to compare the pre-test and post-test results. In contrast to traditional teacher-centered instruction, the problem-based learning approach adopted in this study involved presenting the problem to students first, making it a more student-centered method. This approach fostered a classroom environment that encouraged group work and collaboration, providing opportunities for students to engage in problem-based learning projects. The findings of the study revealed significant differences in the pre-test and post-test performance of the participants in terms of creative thinking skills, particularly in fluency, flexibility, originality, and elaboration, following the implementation of problem-based learning strategies.

Correlation Between English Teachers’ Teaching Style and English 123 Performance of AIMS Maritime Students: Basis in the Strategic Development of Teaching and Learning Activities (TLA) in English

Many teachers widely apply teacher-centered methods than student-centered methods. However, in specialized writing classes, such as English 123, the former method is not a guarantee for students to learn the tenets of good and effective writing. Thus, this study aimed at determining if there exist a significant relationship between the present teaching styles of English 123 teachers and the English 123 course performance of the students of Asian Institute of Maritime Students (AIMS). Using the descriptive-correlation design, the study employed 273 freshmen maritime students and nine English 123 professors as respondents of the study. Most of the students found their professors to possess an “Expert” and “Personal Model’ teaching styles while majority of the professors have classified themselves to possess an “Expert” and “Formal Authority” teaching styles. Based on the frequently appearing style of teaching, it is equated that the professors have a teacher- centered teaching style. With the reflected teaching styles, only few gained a very good grade of 91 and above. At the most, almost one third of them gained a low grade of 80 and below which warrants an improvement of achievement in English 123. Greater frequencies of high grades are seen from students under the “Expert” (grade range from 86 to 91 and above) as well as from “Personal Model” professors (grades from 86 – 90) while low frequencies of high grades are observed under the “Formal Authority” and “Delegator” professors. Hence, a significant relationship between students’ English 123 performance and the professors’ teaching styles exists.

Engaging Neural Plasticity in Senior High School Students: The Impact of Guided Discovery Teaching Method on Achievement in Circle Theorems

Purpose: The study's objective was to ascertain how circle theorem achievement in SHS students was affected by the guided discovery teaching method, a student-centered approach associated with improved neural plasticity.&#x0D; Materials and Methods: Two Form 2 classes from various Wa Municipal schools were chosen for the study using convenient, purposeful, and straightforward random sampling techniques. The study adopted a non-equivalent quasi-experimental design to compare students who are taught with the guided discovery method and the traditional method of teaching circle theorems concepts. The sample size was composed of 164 students. Using a separate t-test and descriptive statistics, the Geometry Achievement test was investigated. A pre-test was given before the experiment (post-test) began. The students who engaged in guided discovery instruction outperformed than those who did not when teaching and learning Circle theorems.&#x0D; Findings: The findings suggested that student-centered methods like guided discovery can greatly improve students’ achievement in the study of circle theorems. One of the implications derived from the study indicated that guided discovery teaching approach offers students the chance to put a method of learning into practice after they have used it. This was done by using illustrations of diagrams on cardboard. This must be considered in the planning of educators and subject-matter experts. For pre-tertiary education, the government must make it mandatory to use cardboard, mathematical instruments, and instructional sheets as teaching aids. Since visual representations of Euclidean Geometry diagrams bring reality to teaching and learning through pictures and diagrams, the importance of visualization and experimentation in learning circle theorems should not be underestimated by teachers or students. This will improve their conceptual understanding.&#x0D; Implications to Theory, Practice and Policy: One can recommend that in order to enhance the performance of SHS students, it will be most advantageous to introduce guided discovery teaching methods to pre- and in-service teachers, through promotion by Ghana Education Service and/or other stakeholders in the education sector. This introduction may be distributed through workshops and seminars for mathematics teachers' instructional techniques and skills will improve as a result. This study has added a lot to our understanding of the world. The guided discovery teaching method approach to teaching circle theorems has been strengthened and expanded as a result of this research, first and foremost. This thesis thus makes a substantial enhancement of the body of knowledge. The research also explains and backs up the notion that guided discovery methods aid students' academic endeavors. This shows that the teaching process engages students' attention and improves their capacity for memory and recall.