CHAPTER ONE

GENERAL INTRODUCTION

Education is the process of acquiring knowledge by learning from our day to day experiences. Education also means inculcating moral values, positive thinking, attitude of helping, attitudes that can only bring change in the society, Poonam (2017). Teaching however is the face to face or the transfer of knowledge, skills and attitude from a more knowledgeable person called Teacher to a less knowledgeable person called student. It is also a process by which the society through its different instructions deliberately transmits its socio-cultural heritage to its younger generation. In every society, student’s performance is a reflection of the type of teaching method used. In this light, we will be talking about the learner centered teaching method and its influence on student’s academic performance.

1.1 Background of the study

Historical background

Student’s academic performance overtime has been very poor due to the class size. Most teachers have encountered a lot of difficulties in the teaching and learning process due the overcrowded nature of the class which limits the learning only to those students who are intended. Most research suggests that extra-curricular activities are positively correlated to academic achievements (Mahoney et al, 2005). Academic performance which is commonly measured throughout the year by examination or continuous assessment has not yet had a general agreement on how it is best evaluated Murray Ward (1996).

With the advent of progressive education in the 19th century and the influence of psychologist, some educators have largely replaced traditional curriculum approaches with “hand-on activities” and group work, which the choice determines on his own what he wants to do in class. According to Carl Rogers (1969), the ideas about the formation of the individual has also contributed to the student centered learning. Maria Montessori was also a fore-runner of student centered learning. In the student-centered classroom, active learning is strongly encouraged Armstrong (2012), claimed that “traditional education ignores or suppress learners responsibility”.

According to the communicative approach in the (1970s), it claimed that learners learn best when they try to communicate. That is when they try to say something that they really want or need. Meanwhile, the 1980s saw the Natural Approach were teachers exposed their student’s to as much comprehensible input as they can, by setting up activities and situations where students can work out meaning from context.

With discussion sessions, we see a group of individuals sharing the same interest. It was tracked by in early 80s by two computer scientists, Jim Ellis and Tom Truscott who found an idea in setting a system of rules to produce “articles”. But nowadays, World Wide Web has gradually taken a major role (business dictionary, 27/11/2019). Meanwhile, cooperative learning was dated from 1960s till today (Jacob et al; 2002). Great importance has been attached to the term cooperative learning. It can also be seen as an effective epitome of communicative language teaching. As affirmed by Putnam (1995), that “the cooperative learning is embraced within a communication language teaching framework”.

Class debate on the other hand is dated back in the 90s where it was used in classrooms for teaching history. It was realized that the questions for debate could be chosen not only with a view to exploring historically significant issues but also to stimulate student’s interest.

Conceptual Background.

Student’s academic performance is the extent to which students, teachers or institution has attained their short or long term educational goal. Academic performance is based on measurable outcomes such as; class exercises, test and examinations. Student factors such as developing interest in a subject, engaging in co-curricular activities (Javanthi et al, 2014), affects student’s academic performance. Academic performance determines the failure and success of an academic institution (Narad and Abdullah, 2016).

Learner-centered teaching methods shift the focus of activity from the teacher to the learner. According to Maryellen Weimer (2013) Learner-centered approach is a teaching which engages student’s in the hard, messy work of learning. In this approach, teachers teach students how to think, solve problems, and evaluate evidence. This approach includes methods like; Active learning, Cooperative learning and Inductive teaching and learning. Learner-centered learning prepares student’s for many distractions of adulthood student’s gain an understanding of their own learning style (Wikipedia 14/02/2018). Although this approach shows that this approach is good for students. It is also seen as an approach to learning which is not well structured and disciplined thereby causing student’s to feel overwhelmed and may not pull as much from learning as they normally would.(Wikipedia 17/12/2019).

1.2 Justification of study

According to Annie (2018), learner-centered teaching over the years, have enhanced the thinking skill of learners. However, the implementation of this approach leaves a number of teachers prepared about their roles and about their teaching pedagogy. This method is seen by teachers as a threat as it could lessen the significant role the play in class. The poor performance of student’s in History is as a result of the inappropriate us of the learner-centered teaching method.

Although student’s are capable enough on doing activities by themselves, teachers have to be in class to help, guide and facilitate their student’s during the teaching and learning process, both teacher and student’s help student’s to improve their performance.  The teacher has to make conditions when there is a process of interaction between learners and teachers since it is a broad concept that originated in fundamental changes in thinking about curriculum planning and pedagogy in the 1970s and 1980s (Nuan,1988 in Benson, 2003).

The appropriate use of group discussion improves on student’s performance. Also, cooperative learning and active class debates will influence performance in positive manner.

1.3 Statement problems

The student centered approach to learning deals with learners taking responsibility on what and how they go about their learning. The poor performance in history is as a result of inappropriate use of learner-centered method. When learning is weighed only on the learners, it limits their knowledge as they turn to concentrate only on what they understand and flow with most. The lack of student and teacher interacting also affects the academic performance of the student negatively. Some student’s feel discomfort when working with others due to the large class size. The fact that some students cannot express themselves when they are many, especially the slow learners in the classroom, it turn to affect them psychologically. This psychological trauma turns to affect their performance physically. Also, students are not good as far as class debate is concerned and this post a problem as far as their performance is concerned. Fassinger (1995), indicated that numerous studies have been conducted on the factors that influence class participation. These factors include; class size, fear and confidence which will eventually affect their performance.

1.4 Objectives of the study

1.4.1 General objectives.

To investigate the extent to which learners-centered teaching method influence student’s academic performance.

1.4.2 Specific objective.

1. To examine the extent to which group discussions influence student’s academic performance.
2. To find out how cooperative learning influences student’s academic performance.
3. To investigate how active class debates influences student’s academic performance.

1.5 Research Questions

 1.5.1 General research questions

To what extent does learners-centered teaching affects student’s academic performance?

 1.5.2 Specific research questions

1. To what extent does group discussion affect student’s academic performance?
2. To what extent can cooperative learning affect student’s performance?
3. To what extent does class debate have an impact on student’s academic performance?

1.6 Research Hypothesis

H01: There is no significant relationship between group discussion and the learner centered teaching method.

Ha1: There’s a significant relationship between group discussion and learner centered teaching.

H02: There is no significant relationship between cooperative learning and leaner centered teaching method.

Ha2: There is a significant relationship between cooperative learning and the learner centered teaching method.

H03: There is no significant relationship between class debate and the learner centered teaching method.

Ha3: There is a significant relationship between class debate and the learner centered teaching method.