The Impact Of Learner-Centered Teaching On Students' Learning Skills .
International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Volume 5, Issue 4, December 2014The Impact of Learner-Centered Teaching on Students’Learning Skills and StrategiesMaria Angeles Dano-Hinosolango, Amparo Vedua-DinagsaoMindanao University of and Technology, PhilippinesAbstractStudents become responsible on their ownlearning by giving them the chance to explore and beengaged in their own learning process. With this, thestudy investigated and analyzed the impact oflearner-centered teaching in English classes onstudents’ learning skills and strategies in relation tothe extent of implementation of learner-centeredteaching in the classroom.The study was conducted to all English teachersand select First Year to Fourth Year high schoolstudents. There were 10 teachers and 900 studentsconsidered as respondents of this study. There werethree visitations conducted for each teacher with atotal of 30 classroom observations. The researcherand the Vice Principal for Academics observed theclasses using the learner-centered teaching checklist.The students also rated their respective teachers ontheir observation of the level of learner-centeredteaching implemented in the classroom.Using regression analysis, it was found out thatthere was an impact on learner-centered teaching tostudents’ learning skills and strategies which washighly significant. This implies that the morelearner-centered the teacher is the more learningskills and strategies are developed among thestudents. This leads to the enhancement andreinforcement of some areas to be improved usingBekele and Melesse’s framework on student-centeredapproach in teaching students [1].1. IntroductionTo become competent, students should beequipped with the appropriate skills to deal with thedifferent challenges that they may encounter insideand outside the classroom. In this light, learnercentered teaching serves as an approach allowingstudents to become responsible for their ownlearning by giving them opportunities to explore andbe engaged in their own learning process.To be engaged in learning, students will be giventhe chance to become active participants in thelearning process by providing them with the avenuesto become responsible learners equipped for collegework, in their future careers and undertakings in life.The classroom serves is a venue for students’academic growth. Consequently, teachers play a vitalrole in the formation and learning of the students.Copyright 2014, Infonomics SocietyThey serve as facilitators in the process and in thedelivery of curriculum and instruction. They are alsothe key to guide, prepare and equip the students withthe skills to face the real world. Learner-centeredteaching should be integrated and sustained in thefaculty development program for teachers to beupdated on the current learner-centered teachingstrategies and techniques so that students areengaged in meaningful activities from which theydevelop their knowledge and skills for life-longlearning.It is in this light that the objective of this study isto determine the impact of learner-centered teachingon the students’ learning skills and strategies in theEnglish classes from first year to fourth year levels.2. Theoretical FrameworkThis study is anchored on the constructivism andexperiential learning theories. Moreover, theprinciples of learner-centered teaching served as theframework of this paper.2.1. ConstructivismConstructivism learning theory states that humanbeings produce or construct meaning, understandingand knowledge of the world from their ownexperiences. The benefits of this approach makelearning more engaging rather than merelytransferring of information [6]. Moreover, this theoryexplains how students construct meaning by linkingexisting knowledge with new information. Unlike inthe past, it is believed that it is solely the teacher whohas the body of knowledge. Nowadays, activeinteraction between the learner and the teacher aswell as with their peers is highly encouraged. Thereis a good exchange of information allowing thestudents to discover, explore and experience skillsand strategies in learning. Thus, learner-centeredteaching allows the students to be engaged in theirown learning process by developing their learningand skills and strategies as part of life-ling learning.2.2. Experiential Learning TheoryIn like manner, Kolb’s experiential learningtheory defines learning as "the process whereby1813
International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Volume 5, Issue 4, December 2014knowledge is created through the transformation ofexperience, and knowledge results from thecombination of grasping and transformingexperience." It presents a cyclical model of learning,consisting of four stages. In facilitating the class, theteacher may begin at any stage, namely, concreteexperience (or “do”), reflective observation (or“observe”), abstract conceptualization (or “think”),and active experimentation (or “plan”) [6]. In thiscase, students do active learning by doing. It allowsstudents to put into action or practice what they havelearned in the classroom. It also providesopportunities for students to develop their ownlearning and skills and strategies.variety of instructional materials and technology anda variety of strategies to make the teaching-learningeffective. With this, students gain knowledge andskills which they can apply in varied contexts andsituations. With this, students can become moreresponsible for their learning.Pintrich et al. [5] manual served as a guide toconstruct the researcher-made questionnaire onlearning skills and strategies. This instrument wasused to evaluate students’ level on their learningskills, collaborative learning, and study skillsthrough learner-centered teaching.2.3. Learner-Centered Teaching PrinciplesThis study was conducted to all English teachersand select First Year to Fourth Year high schoolstudents. It made use of purposive sampling. Therewere 10 teachers and 900 students considered asrespondents of this study.There were three visitations conducted for eachteacher with a total of 30 classroom observations.The researcher and the Vice Principal for Academicsobserved the classes using the learner-centeredteaching checklist. It is composed of 42 indicatorsbased on Bekele and Melesse’s [1] study. It madeuse of the Likert scale highly evident, evident, lessevident and not evident. This instrument was used toassess the learner-centered teaching practices in theclassroom.The students also rated their respective Englishteachers of their observations on the extent oflearner-centered teaching implemented in theclassroom. The instrument was pilot tested forreliability and validity. It has 15 indicators thatcontained the learner-centered checklist patternedafter the classroom observation instrument.With the extent of learner-centered teachingimplemented in the classroom, the study would alsolike to determine if this approach helped students indeveloping their own learning skills and strategies.Hence, the researcher-made questionnaire adaptedfrom Pintrich et al. [5] was used for this purpose. It iscomposed of 15 indicators which was also pilottested for reliability and validity. It also made use ofthe Likert scale where students assessed and ratedthemselves whether they very much practiced,practiced, somewhat practiced or not practiced theskill or strategy indicated in the research instrument.In this regard, it was used to evaluate students’ levelon intrinsic goal orientation, cognitive andmetacognitive skills and strategies, and resourcemanagement skills and strategies.In addition, the paper’s framework is alsoanchored on the Learner-Centered TeachingPrinciples [2]. The following principles served as aguide in this paper: Principle 1: The nature of thelearning process is most effective when it is anintentional process of constructing meaning frominformation and experience and Principle 3:Construction of knowledge wherein the successfullearner can link new information with existingknowledge in meaningful ways [4].In the delivery of instruction for a learnercentered approach, it helps students to constructmeaning if they themselves experience it. This isaligned to the constructivism and experientiallearning theories wherein students are given thechance to be engaged in their own learning process.In addition, it is vital for the students to link theirprior knowledge to relate to the new concepts andideas presented in class. In this manner, learning isreal and tangible among the students.3. Conceptual FrameworkThis study made use of Bekele and Melesse’s [1]study wherein the principles of learner-centered areespoused. The following framework was set for theinvestigation which was also used in this paper. Theextent of learner-centered teaching was determinedthrough the following: (A) Using students’ prior andexisting knowledge, (B) Encouraging students togenerate explanations and alternative interpretations(C) Using discussion and thought-provokingquestions, (D) Using instructional materials andactivities, (E) Providing a learning environmentconducive for discussion/group work, and (F)Providing opportunities for learners to utilize newideas and to process information.With regard to learning skills and strategies, it isimportant that students know how to learn. Thus, thefocus of learner-centered learning environment isthat teachers serve as the facilitators of learning. Forinstance, the teaching-learning processes use aCopyright 2014, Infonomics Society4. Methodology5. The Results of the StudyThe study investigated and analyzed the impact oflearner-centered teaching in English classes onstudents’ learning skills and strategies in relation to1814
International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Volume 5, Issue 4, December 2014the extent of implementation of learner-centeredteaching in the classroom. With this, the followingresults were obtained.Table 1 shows the overall extent ofimplementation of learner-centered teaching in theFirst Year to Fourth Year classes as observed by theresearcher and the Vice Principal for Academics.It is presented in this study that majority of theteachers were evident in the extent ofimplementation of learner-centered teaching in theirrespective classes. Overall, it has also shown that theteachers were evident in their learner-centeredteaching approach. In using Bekele and Melesse’s[1] framework, the strength of the teachers is onusing instructional materials and activities with thehighest mean score 3.21 and its SD 0.71. On theother hand, the area to be improved is on providingopportunities for learners to utilize new ideas and toprocess information with the lowest mean score 2.75and its SD 0.66.enough in allowing their students to work onauthentic materials and be engaged in a variety ofactivities that stimulated the minds of the students.However, teachers are challenged in providingopportunities where students are engaged in selfassessment and peer evaluation, asking students tosummarize or synthesize the concepts taken up at theend of the class, providing proper closure by guidingstudents to assess the day’s lesson, and the like. Thiswould greatly help students to refresh and processinformation what they have learned within the day.Table 2 presents the overall extent ofimplementation of learner-centered teaching in theclassroom as observed by the First Year to Fourthstudents. The students serve as the heart of thelearning process. With this, their valuable assessmentis considered in this study.It is revealed that students rated their teachers asevident in teaching them with the learner-centeredapproach. It is also consistent with the results inTable 1 wherein most of the strength among Englishteachers were on using instructional materials andactivities. On the students’ observation, the only lessevident was on eliciting ideas from them before thelesson was presented and involving them to talkabout what they have already known or experienced.In the classroom observations, there wereattempts; however, these were not sustained. Thisprompts for more avenues for students to talk moreabout their prior knowledge. In this connection,teachers may integrate more cooperative learningactivities for students to share with their peers. Evenif they are not called in the class, there will still be anopportunity to express oneself through dyad, triad orsmall group sharing. It has been shown that givingenough time for the cooperative learning in theclassroom gives more effective outcomes [3].Table 2. The overall extent of implementationof learner-centered teaching asevaluated by the studentsTable 3. The overall level of learning skillsand strategies of first year tofourth year studentsTable 1. The overall extent of implementationof learner-centered teachingRange of ValueScale3.70 – 4.00Highly Evidentn 30Percentage10.002.80 – 3.69Evident53.331.90 – 2.79Less Evident33.331.00 – 1.89Not Evident3.33MeanSDQualitative Description3.030.57EvidentRange of ValueScaleRange of ValueScaleHighly Evidentn 900Percentage7.963.70 – 4.00Very Goodn 900Percentage1.323.70 – 4.002.80 – 3.69Evident71.902.80 – 3.69Good57.071.90 – 2.79Less Evident18.731.90 – 2.79Fair41.251.00 – 1.89Not Evident1.411.00 – 1.89Poor0.36MeanSDQualitative Description3.130.27EvidentAs part of the English teachers’ strength, theywere evident in giving clear instructions, makingstudents work independently, using teachingstrategies that match the instructional objectives, andthe like. This implies that teachers were creativeCopyright 2014, Infonomics SocietyMeanSDQualitative Description2.860.37GoodTable 3 reveals the overall learning skills andstrategies of the First Year to Fourth students.It shows that majority of the students ratedthemselves as good in their own learning skills andstrategies. Its mean score also obtained good level.1815
International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Volume 5, Issue 4, December 2014This implies that students were able to develop somelearning skills and strategies in the extent ofimplementation of learner-centered teaching in theclassroom. This includes making use of the resourcesavailable for them, exerting some effort to learn thelesson, balancing academics and involvement withclubs, and the like.On the other hand, many students also ratedthemselves only as fair in some areas such as makinggraphic organizers like charts or diagrams, creatingone’s own ideas and examples to be prepared forclass, reading ahead of time and the like. Thischallenges the teachers to make students practicethese learning skills and strategies that they may usein their daily tasks. To illustrate, students may usethe Venn diagram in giving comparison and contrastsas a graphic organizer. In this way, students may seerelationships on the given topic. Thus, providingthem more opportunities will help them to enrichtheir learning skills and strategies.Table 4. Regression model showing theimpact of learner-centered teachingwith learning skills and strategiesInd CenteredTeachingLearningSkills andStrategiesŷ 1.8366 0.3215x0.32150.580.33649.13HSTable 4 shows the regression model on the impactof learner-centered teaching with learning skills andstrategies. The effect of learner-centered teaching onthe students’ learning outcomes was highlysignificant. Thus, there was a high impact of learnercentered teaching to the learning skills and strategiesof the students. This means that the more learnercentered teaching skills implemented in the deliveryof curriculum and instruction the more learning skillsand strategies will be developed. This implies thatthe learner-centered strategies of the teachers have animpact on the development of the learning skills andstrategies of the students.The way teachers teach creates impact on thedevelopment of child’s learning. In one way oranother, the teaching approaches and strategies of theteachers influence the students’ learning skills andstrategies. For instance, if teachers are organizedwhen they teach, students are able to develop thisskill. When teachers use more of learner-centeredteaching in class, the learning skills and strategies ofstudents develop or increase significantly becauseteachers serve as models in the learning process ofthe students. Hence, the learner-centered approach isjust apt for students to make them learn by doing. Itis very important that students are engaged andinvolved in their learning process so that they canCopyright 2014, Infonomics Societyadapt the skills and strategies for them to becomeresponsible learners.In this light, teachers are challenged to becomemore learner-centered in their delivery of thecurriculum and instruction. It was shown in thesurvey on the learning skills and strategies that onlya very few have achieved very much practiced orvery good rating as evaluated by the studentsthemselves. This implies that there is still a room ofimprovement to integrate more learner-centeredteaching approach in the classroom. It is importantthat students will develop their learning skills andstrategies because these are life-long learning skillsthat they can use not only in college but in theirfuture endeavors in life.6. Conclusion and RecommendationThe way teachers teach creates impact on thedevelopment of child’s learning. In one way oranother, the teaching approaches and strategies of theteachers influence the students’ learning skills andstrategies. Thus, the teacher is encouraged to becomemore learner-centered in his or her teaching.Making the students master their learning skillsand strategies should be implemented in theclassroom learning. With this, they can be taughthow to learn on their own. For instance, if teachershave organization skills in the preparation anddelivery of instruction, students are more likely ableto develop this skill. When teachers use more oflearner-centered teaching in class, the learning skillsand strategies of students develop or increasesignificantly because teachers can provide moreopportunities for the enhancement of the learningskills and strategies of the students.Hence, the learner-centered approach is just aptfor students to make them learn by doing. It is veryimportant that students are engaged and involved intheir learning process so that they can adapt the skillsand strategies for them to become responsiblelearners. It is important that students will developtheir learning skills and strategies because these arelife-long learning skills that they can use not only forhigher learning but in their future endeavors in life.7. AcknowledgementsThe authors would like to extend their deepestgratitude to the students and teachers whoparticipated in this study. They would also like toexpress their appreciation to Mindanao University ofScience and Technology for its generosity insupporting the researchers in this endeavor.1816
International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Volume 5, Issue 4, December 20148. References[1] A. Bekele and K. Melesse, “Enactment of StudentCentered Approach in Teaching Mathematics and NaturalSciences: The Case of Selected General SecondarySchools in Jimma Zone, Ethiopia”, Ethiopian Journal ofEducation and Sciences (Vol. 5 No. 2), March 2010, cle/view65367.[2] E. Weinberger and B.L. McCombs, “Applying theLCPs to High School Education”, Theory into Practice:Learner-Centered Principles: A Framework for Teaching(Vol. 42 No. 2), Spring 2003, pp. s.com/file/view/Applying LCPs to High School Education.pdf.[3] Hsiung, C. The Effectiveness of Cooperative Learning.Journal of Engineering Education 101(1). AmericanSociety for Engineering Education. 2012.[4] McCombs, B. The Learner-Centered PsychologicalPrinciples. Theory into Practice. 42(2). Retrieved fromProQuest database http://library.xu.edu.ph/index.htm.2000.[5] Pintrich, P., A Manual for the Use of the MotivatedStrategies for Learning Questionnaire (MSLQ), etailmini.jsp? nfpb true& &ERICExtSearch SearchValue 0 ED338122&ERICExtSearch SearchType 0 no&accno ED338122.[6] Sternberg, R. J. and L. Zhang, Perspectives onThinking, Learning, and Cognitive Styles. NJ: LawrenceErlbaum Associates, Mahwah, NJ, 2001.Copyright 2014, Infonomics Society1817
teaching checklist. It is composed of 42 indicators based on Bekele and Melesse's [1] study. It made use of the Likert scale highly evident, evident, less evident and not evident. This instrument was used to assess the learner-centered teaching practices in the classroom. The students also rated their respective English
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Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. Crawford M., Marsh D. The driving force : food in human evolution and the future.
