Student-centered Teaching Methods Research Articles

What’s the Difference? A Comparison of Student-Centered Teaching Methods

Many approaches to teaching and learning are classified as student-centered. The current literature evaluates these methods in-depth either individually or by comparing two or three at a time. This article provides a comparison of multiple student-centered teaching methods, with examples, employed in contemporary education. The aim is to assess the key characteristics associated with different approaches by investigating five popular student-centered teaching methodologies: activity-based learning, inquiry-based learning, cooperative learning, problem-based learning, and project-based learning. The results enable educators to make informed decisions about instructional strategies and provide a stepping stone for further research.

Impact of problem-based learning strategy on learning outcomes of senior secondary school student in mathematics

Background: Problem-based learning (PBL) has been identified as an effective instructional strategy, particularly in enhancing student outcomes in various subjects, including mathematics. However, its impact on senior secondary school students' mathematics achievement and attitudes in Ogun State, Nigeria, remains underexplored.Aims: This study aims to investigate the effects of PBL on the mathematics achievement and attitudes of senior secondary school students in the Ijebu Ode area of Ogun State, Nigeria. Additionally, it examines the influence of gender on students' attitudes towards mathematics.Method: A sample of 100 students was randomly selected from two senior secondary schools, divided into an experimental group and a control group. The experimental group received instruction through PBL, while the control group followed traditional teaching methods. Six hypotheses were tested at a significance level of 0.05. Data were collected using a teaching guide on PBL, the Mathematics Achievement Test (MAT), and the Mathematics Attitude Scale, with reliabilities of 0.82 and 0.88, respectively. Analysis of Covariance (ANCOVA) was used to analyze the data.Results: The findings revealed a significant positive effect of PBL on both the achievement and attitudes towards mathematics among the senior secondary school students. Additionally, gender was found to significantly influence students' attitudes towards mathematics.Conclusion: The study concludes that PBL significantly enhances both mathematics achievement and attitudes among senior secondary school students in Ijebu Ode, Ogun State, Nigeria. It recommends that schools integrate student-centered teaching methods, including PBL, into their curricula and encourage teachers to adopt these strategies.

The Effect of Student-Centered Teaching Methods and Techniques on Academic Achievement in Life Sciences Teaching: A Meta-Analysis Study

In this study, it was aimed to determine the general effect of student-centered teaching on students' academic achievement in life science teaching. For this purpose, 25 theses scanned in YÖK Thesis Center, having open access permission and methodologically meeting the criteria for inclusion in meta-analysis constituted the data of this study. From 25 thesis studies, 26 effect values were calculated by meta-analysis method. Cohen's g value was used to determine the effect values. The studies included in the meta-analysis were first tested for publication bias using the Rosenthal method and funnel plot. In addition, Z value, significance of Z value, Q value and chi-square distribution values at 25 degrees of freedom were used to decide the meta-analysis model. It was found that the studies included in the meta-analysis did not show publication bias and were heterogeneously distributed. Accordingly, meta-analysis was conducted according to the random effects model. According to the findings obtained in the study, it was seen that each study included in the analysis independently positively affected students' academic achievement. It was determined that the overall effect size of the studies integrated according to the random effects model was 1.028. From this point of view, it was concluded that student-centered teaching methods and techniques in life science teaching have a large positive effect on students' academic achievement.

高影响力教学在大学英语课堂中的应用

With the acceleration of globalization and the increasing demand for cross-cultural communication, the teaching methods of college English classes need to be constantly innovative. High-impact teaching is a studentcentered teaching method, which aims to stimulate students’ learning enthusiasm and initiative through diversified teaching activities and teaching resources, and cultivate students’ comprehensive quality and ability. This paper aims to explore the application of high-impact teaching in college English classes and puts forward some specific application strategies and suggestions through analyzing the theoretical basis and characteristics of high-impact teaching and combining with the actual situation of college English classrooms. This paper holds that high-impact teaching can effectively improve students’ learning motivation and interest, promote students’ active learning and cooperative learning, improve students’ comprehensive English application ability and cross-cultural communication ability, and also improve teaching quality and effect. This paper also looks forward to the future research direction, hoping to provide more in-depth theoretical and practical support for the application of highimpact teaching in college English classes.

The Effects of Student-centered Teaching Methods on the Motivation of English Language Learning

In recent years, student-centered teaching methods have received increasing attention. Many educators and researchers advocate a shift from a purely teacher-centered approach to a student-centered approach to teaching and learning. The study aims to explore the effects of student-centered teaching methods on the English learning motivation of college students majoring in English in Chinese universities. This study used questionnaires to investigate the effects of four teaching activities (group discussion, presentation, debate, and role-play) on the motivation to learn English. Furthermore, this study reveals the influence of teaching activities on language performance, and explores oral skills, English vocabulary use and English performance in English learning. It is found that the above four activities can improve the motivation of Chinese college students to learn English to some extent. The research results show that applying student-centered teaching methods is conducive to improving the motivation of Chinese college students in English language learning. Selecting teachers' teaching methods is crucial to improve students' motivation to learn English. This paper aims to improve students' motivation to learn English. It gives some suggestions to teachers for four activities, which are speech, group discussion, debate, and role-playing, to improve the effectiveness of teaching and learning. Based on the evaluation from participants, it is suggested that a clear purpose in a teaching activity should be addressed in a teaching context.

IJCM_367A: Mapping the Terrain of Learning: A Study on the Association between Self- Directed Learning Readiness and Learning Environment Dynamics among Students studying in a Public Health Institute in Kolkata

Background: Self-directed learning (SDL) is the process in which individuals take the initiative and learning environment involves all other aspects of the institute. Good SDL ability is the foundation of lifelong learning. Students’ perception of the educational environment plays a subtle role in learning and contributes to learning input and students’ achievement. Self- directed learning is integral to public health teaching Objectives: To assess the perceptions of learning environment and self- directed learning readiness and the association between the two among public health students Methodology: A cross-sectional study was conducted from July to December 2023 in a public health institute in Kolkata. A total of 102 participants across five courses were selected by Census method and their self-directed learning readiness (SDLRS) and perceptions of learning environment were assessed using a self-administered questionnaire. The collected data was analysed using descriptive and inferential statistics in SPSS, version 16. Ethical approval was taken from Institutional Ethics Committee of AIIH&PH, Kolkata. Results: The mean age of the study participants was 26.7 years and 64.7% of the study participants were from MBBS background. The median academic hours was 18 hours per week and around 37.3% of the participants were studying in the institute for less than 6 months and 20.6% for more than 24 months. There was significant positive correlation between SDLRS and Learning Environment (Spearman’s rho=0.281, p=0.004). SDLRS and perceptions of Learning environment improved with increase in duration of studying. Age(p=0.015) and prior academic qualification(p=0.016) were significantly associated with SDLRS. Conclusion: SDLRS is associated with positive Learning Environment. SDL ability can be improved by changing the learning environment to include new student-centered teaching methods. The duration of studying in the institute is also an important driver to inculcate self directed learning ability among the participants.

Unraveling the Current Situation of Leadership Cultivation and Decision Making of Medical Students

This study aimed to explore the impact of improving medical students' leadership and decision-making abilities on medical incident handling efficiency and academic performance. Through statistical analysis and survey design, 370 medical students were studied. The results showed that most students majored in clinical medicine, with a higher proportion of girls. The study found the scores of medical students in leadership and decision-making, and put forward some teaching improvement suggestions, including strengthening student-centered teaching methods, cultivating soft skills, paying attention to gender differences, establishing feedback mechanisms, etc. These findings provide useful implications for medical education and help cultivate medical professionals with comprehensive capabilities.

Incorporation of Critical Thinking Skills Development: A Case of Mathematics Curriculum for Grades I-XII

This research explores the analysis of the National Curriculum for Mathematics (2006) in Pakistan to promote critical thinking among students from grades I to XII. The qualitative content analysis was used to systematically scrutinize the curriculum document to determine significant aspects that contribute to developing critical thinking skills. The analysis focused on developing conceptual understanding and skill development while addressing real-life problem-solving and logical reasoning. It is based on a spiral approach where concepts are revisited and deepened across grades, promoting interactive, student-centered teaching methods. Finally, it highly underscores the use of technology, especially at higher levels, that can enhance mathematical exploration. The curriculum also demonstrates its commitment to reasoning and logical thinking by dedicating a separate standard and incorporating activities encouraging pattern recognition, argumentation, and justification. However, how successful this can be in classrooms will depend primarily on how well it is executed. This study provides valuable insights into the potential of the mathematics curriculum in Pakistan to develop student's critical thinking abilities and offers recommendations for further improvement. The findings imply that designing curricular materials is essential in realizing 21st-century skills; remarkably, the National Curriculum for Mathematics (2006), Pakistan, is well-grounded in assisting students' development regarding critical thinking.

The effect of using the (POE) model (predict, observe, interpret) associated with different educational methods on teaching some basic volleyball skills to middle school students

The aim of the research is to : To prepare an educational program according to the model (POE) (predict - note - interpret) associated with different educational methods and to reveal its effect on teaching some basic skills of volleyball to middle school students The researchers took the experimental approach as a way to solve their problem, The sample was identified as (32) students representing the third intermediate grade in the (Qaraqush) intermediate school for boys for the academic year (2019-2020) distributed into two academic divisions (A and B), equivalent to (age, height, weight, and physical fitness components). And for each group (16) students, and by the method of voting, Division (B) was chosen to become the experimental group, which was studied according to the (POE) model, and Division (A) became a control group which took the usual method by the teacher in teaching it After that, the search experiment was applied and lasted for six weeks, with two educational units per week for each group. To process and analyze the data, the statistical system (SPSS) was used, and the most important conclusion of the study is: The use of the model (predict, note, interpret POE) associated with various educational methods left an evident effect in teaching some basic volleyball skills to middle school students. The phases of implementing the model experiment on the experimental group also contributed to stimulating students' creative self-capabilities in forecasting, observing and interpreting the results that favored their progress over the control group. The researchers recommended the necessity of paying attention to student-centered teaching methods by educating teachers about their models and strategies, as they have an impact on improving students' knowledge and skills. And more research is being used to model (predict, note, interpret POE) for different academic stages and multiple academic subjects.

Tantangan dan Strategi Guru dalam Mengatasi Problematika Pengelolaan Kelas pada Madrasah Ibtidaiyah

This research aims to explore various problems faced by teachers in the context of classroom management and explore strategies that can be used to overcome these challenges. The data collection method was carried out by interviewing teachers from grade level and involving direct observation in the classroom environment. Some of the problems that arise include challenges in managing student behavior, difficulties in adapting teaching methods to diverse learning styles, as well as practical obstacles such as limited resources and classroom space. In response to these problems, this research presents a number of practical strategies that can be implemented by teachers, to increase interaction in the classroom, the application of student-centered teaching methods, and collaborative efforts between teachers and parents. Additionally, it emphasized the need for increased administrative support and ongoing training opportunities for teachers. The results of this research provide an in-depth picture of the complexity and diversity of challenges faced by teachers in classroom management. By presenting strategies that can be implemented, this research contributes to a practical and sustainable understanding of efforts to increase the effectiveness of teachers' classroom management amidst the dynamics of contemporary education.

AI AS CO-CREATOR: EXPLORING INDONESIAN EFL TEACHERS’ COLLABORATION WITH AI IN CONTENT DEVELOPMENT

This research explores the collaboration between Indonesian English as a Foreign Language (EFL) educators and Artificial Intelligence (AI) in content development. Employing a qualitative approach, semi-structured interviews were conducted to delve into the perspectives, experiences, and interactions of educators in the realm of AI-enhanced content creation. The study adopts a phenomenological approach, seeking to uncover the underlying essence of the evolving educator-AI relationship in content development. The findings reveal a spectrum of AI integration among educators, from heavy reliance to a balanced approach. Educators demonstrate adaptability and resourcefulness, combining school textbooks with AI-powered tools, such as ChatGPT, magicschool.ai, and you.com, creating dynamic and engaging instructional strategies. Their approaches to lesson planning, content development, presentation, teaching methods, and assessment display a diverse range of AI incorporation, emphasizing flexibility and student-centred learning. Educators are blending textbook analysis, AI tools, and multimedia resources to enhance learning environments. Interactive and student-centred teaching methods, such as pair work, role-play scenarios, and dialogue practice, foster language acquisition, communication skills, and student confidence. In assessment and evaluation, the integration of AI tools, such as ChatGPT, Twee, and Questionwell is emerging, enriching evaluation methods and promising improved student learning experiences. This research sheds light on the dynamic nature of AI-augmented content development in Indonesian EFL education, highlighting educators’ adaptability and resourcefulness in embracing technology to enhance pedagogical practices and foster enriched language acquisition experiences for their students. Keywords: AI integration; content development; EFL education; Indonesian educators; pedagogical innovation

Construction and Application of Complex Student-Centered Teaching and Learning Method in a University General Chemistry Course

In this study, we constructed and applied a complex student-centered teaching and learning method (CSCTL) that can be used in a university general chemistry course, and analyzed students' satisfaction and perceptions of it. Specifically, we aimed to construct a CSCTL that enables students to actively understand chemical concepts and phenomena, recognize the importance of quantitative thinking, take an active stance to acquire concepts and knowledge, and cultivate attitudes such as thinking for themselves, expressing their opinions, listening to their peers' opinions, and persuading their peers. Based on the theoretical considerations, we designed and applied a CSCTL, including ConcepTests, quantitative problem-solving, and peer discussion to general chemistry classes, and conducted two surveys to analyze students' satisfaction and perception. The results were analyzed in combination with the students' opinions on essay questions in a course evaluation. The results showed that, first, the CSCTL induced students' learning motivation, increased their concentration and understanding of the learning content, led to longer retention of scientific knowledge, and increased their satisfaction with learning efficiency comparing with the conventional lecture-centered teaching method. Second, the CSCTL provided students with opportunities to construct knowledge and to think logically, stimulating them to think more deeply, consider conflicting viewpoints, and continuously consider their chemistry knowledge. Third, the CSCTL provided opportunities for interactive communication, allowing members to communicate with each other and share knowledge. Fourth, despite the above positive results, we found that the students felt academic pressure in the class. The results of this study are significant in that we are suggesting the CSCTL that can be applied to a university general chemistry course, which is part of a general education in university.

Perception and Experience of Teachers in Implication of Inductive and Deductive Methods in Mathematics Classes

This paper aims to explore the teachers’ experiences and perceptions towards the implication of inductive and deductive methods in mathematics classes at the primary level. The inductive method is the beginning of all mathematics and derives the formula; the deductive method is the continuity of it and implements those formulas. This article is based on a phenomenological research method under qualitative design, focusing on the lived experience of four primary mathematics teachers on the ‘implementation of inductive and deductive method’ in elementary mathematics classes and their perceptions towards these methods. The data were analyzed and interpreted by using the thematic analyzing approach. The findings of the study show that the teachers were in a dilemma in the selection of proper teaching methods in mathematics teaching, and they followed the traditional methods. Knowingly or unknowingly, the teachers were using inductive and deductive methods, but they were not sure about the correct implementation of those methods. Their perceptions towards the inductive method was positive and they believed that it helps students for developing permanent concepts; however, the teachers were confused in its implications. Most of the teachers were following the traditional teaching methods in mathematics classes instead of student-centered teaching methods. They argued that for a short-cut and easy for the implementation, they were using the traditional methods. The teachers should be trained for better implementation of the inductive and deductive methods in the proper teaching of mathematics at the primary level.

Snippets of Student Centric Methods for Postgraduate Teaching

The field of medical education has witnessed a transition from traditional teaching methods to competency-based medical education, with an increasing focus on student-centered learning. This study aims to provide additional evidence supporting the effectiveness of student-centric approaches in medical education. The main objectives of this study are to assess the implementation of student-centered methods for second-year pathology postgraduate students and to evaluate the outcomes in terms of feedback and performance. In the Department of Biochemistry, several student-centered methods, including experiential learning, flipped classroom, student-led seminars, and a constructivist learning model, were employed for the assigned second-year pathology postgraduate students. Following a 15-day posting period, feedback was collected from the students, and their performance was assessed through graded examinations. Feedback from the participating postgraduate students was obtained, and their performance in the end-of-posting exams was analyzed. The results indicated positive student outcomes, with all students passing the exams. Self-perceived increased critical thinking and reasoning skills were reported during focus group discussion. The findings of this study support the effectiveness of student-centered approaches in medical education. The successful implementation of various student-centered methods for second-year pathology postgraduate students highlights the importance of incorporating learner-centric strategies. These results emphasize the need for faculty development at all levels to facilitate the adoption of student-centered teaching methods in medical education. Keywords: Competency based education, Postgraduate medical education

The Effects of Student-centred Learning Methods and Motivational Climate on Dance Learning

Student-centred pedagogy is based on constructivist and democratic principles where students are encouraged to develop their reflective and critical thinking and sense of responsibility. The objectives of this study was to: (1) determine which of the three student-centred teaching methods (individual, couple or team) will best influence students in learning dances; (2) analyse the impact of motivational climate on different student-centred teaching methods during the learning of the dances among female and male students. The learning of dance structures from the Adriatic dance zone has been analysed because of its applicability to the Physical Education curricula. The pool of subjects consisted of 30 female and 28 male kinesiology students (aged 21–24), divided into three groups according to their preferred learning methods: individual, couple and team. Three experts evaluated the performance of dancers according to the criteria determined beforehand, in detail. For the assessment of motivational climate in Physical Education, Motivational Climate on Physical Education Scale (MCPES) scale was used with subscales: Autonomy, Social relatedness, Task involving climate and Ego involving climate. According to a two-way ANOVA with the independent variables of gender and teaching methods, and Tukey post-hoc test, the most successful students preferred the couple method in learning linđo, and individual method in learning quatro passi. Significant differences were found in Task climate subscale between the couple and team-teaching method. Further investigation of teaching methods in PE classes is needed to confirm optional student-centred method defined by gender, age, and the type of motor skills.

Improving Science Process Skills of Students: A Review of Literature

This paper aims to review and assess the strategies available in literature to improve the practices of science process skills (SPS) among students. SPS encompasses the mental and physical activities of students in collecting and organizing information and then using the information to make predictions, explain phenomena, solve problems, understand the scientific endeavor, and learn science. Students were required to develop and use these skills in the teaching and learning process. The commonly identified and described SPS are observation, measuring, classifying, communicating, predicting, inferring, using numbers, using space/time relationship, questioning, identifying and controlling variables, hypothesizing, defining operationally, designing experiments, interpreting data, and modeling. These skills are important for students as tools for exploration and investigation of the natural world, improving academic achievements and attitudes towards science, learning science with understanding, and promoting development of mental and intellectual processes. From the literature reviewed the following strategies were recognized for the development of SPS in students: integration of SPS in curriculum materials, classroom lessons and assessments, use of instructional strategies or methods, and providing explicit instruction or training on SPS. The instructional strategies identified for enhancing SPS were student-centered teaching methods and multiple representation approaches. Student-centered teaching approaches promote the development of SPS in students by engaging them in mind-on and hand-on activities. Multiple representation approaches involve presenting lessons by using a combination of various teaching methods or various media in the same lesson and are found important for SPS development in students. Therefore, it was recommended to use these strategies for developing SPS to attain science education goals.

The Effect of Mathematics Teacher’s Teaching Method on Form Two Students’ Mathematics Achievement

The teaching methods used by teachers will determine the extent of student’s performance in their academic. Teaching methods of mathematics include lecture, inductive, deductive, disclosure, problem solving and many more. Teacher may apply any strategies agreeing to unit of syllabus, accessible resource, and understudies in a course. When the teacher’s teaching method is not clear, the student feels that mathematics is a difficult subject in school. This will affect not only their liking of mathematics, but their diligence, intrigue, boredom, and self-efficacy beliefs related to mathematics. Students who think mathematics is a hard subject tend to have low interest in learning mathematics. They will feel that mathematics is a boring subject and will not push themselves to understand it. This study examines the effects of teaching method used by mathematics teachers on the achievements of Form 2 student. Quantitative research design was used to collect data, selection of sample was carried using simple random sampling whereas questionnaire was applied as the research instrument. The respondents comprised of 240 students and 150 were chosen as the sample. There were three main concerns involved in this study, which are to identify any relationships between the teachers’ student-centered teaching method and the students’ interests in learning mathematics, the students’ perception towards mathematics subject and the significant differences between the mean score of teacher-centered teaching method and student-centered teaching method for Form 2 students. The findings from this study revealed that teaching methods significantly affect student’s achievements. Additionally, student-centered teaching methods and teacher-centered teaching methods were still relevant to improve student’ academic performance.

Rationale for a Conceptual Model of Teaching English for Special Purposes

Teachers’ professional and personal qualities and the latest information and communication technologies combined with student-centered teaching methods are the prerequisites for effective English language teaching. The study's objective is to design a conceptual model of active English language learning to be implemented in the course of professional training for technical specialists in academic settings. The conceptual model for teaching English for special purposes has been designed based on the descriptive method, scientific literature data analysis, and theoretical modelling technique. The method of expert evaluations was used to identify professionally significant research areas. Specific features of intensive learning technologies, which can be effectively combined in the learning process, have been identified. A modern interpretation of active learning in English as a generalized conceptual model of learning is presented. The established combination of intensive teaching methods and technologies can be used to teach English for Special Purposes at technical universities.

Challenges Students with Special Education in the Implementation of Teaching and Facilitation of Mathematics

Students with special needs often associated with learning difficulties in subject of mathematics. Hence, this study aims to identify the challenges that arise in the implementation of teaching and facilitation of Mathematics for students with special educational needs in the Integrated Special Education Program. This concept paper is based on research in the library, which is through the collection of related information and materials to identify challenges that affect the implementation and facilitation in Mathematics as to increase the interest and performance of students with special needs towards Mathematics subjects. This concept paper is expected to help special education teachers in their efforts to diversify teaching methods that are capable of overcoming the challenges that arise in the implementation and facilitation in Mathematics subjects .The challenges which arise are regards to the special education teacher's delivery techniques, special need students factor itself which limits the learning of Mathematics to only take place in schools, the less attractive approaches and teaching method factor, and the limited use of teaching aids. Suggested implementation to increase special need students interest and performance in Mathematics subjects are the implementation of simulation, the implementation of pretend play, the implementation of student-centered teaching method, and the implementation of 21st Century Learning (PAK21).

Teaching Indonesian Language for Foreign Speakers in the State University of Surabaya: Strategies and Challenges

This paper aims to discuss the challenges and strategies of teaching Indonesian language to foreign speakers in State University of Surabaya. This study emphasizes on the strategies that can be used to improve the effectiveness of Indonesian language teaching for foreign speakers, given the various challenges that arise during the teaching-learning process. The study was conducted using qualitative method and in-depth interviews as the data collection tool. The respondents in this study were 10 Indonesian language teachers for foreign speakers from various countries in Asia and Europe. The research results show that the first problem is related to the complex grammar of the Indonesian language, which is difficult for foreign speakers to grasp, and the need to adapt teaching methods to suit the learning style and needs of foreign students. The strategies to overcome these problems include simplifying the teaching of grammar through the use of practical examples, employing active learning through games and role-playing, and having student-centered teaching methods that are tailored to the needs and preferences of foreign students.