ISSN: 2581-8651 Journal of Humanities and

Vol-4, Issue-1, Jan – Feb 2022

Education Development
https://dx.doi.org/10.22161/jhed.4.1.10
Peer-Reviewed Journal (JHED)

The Implementation of Learner Centred Approach and

Reposition of Education in Public Secondary Schools in
Nyamagana District, Mwanza-Tanzania
Gloria Mgyabuso, Demetria Gerold Mkulu

Department of Educational Foundation, St. Augustine University of Tanzania, Mwanza, Tanzania

Email: [email protected]; [email protected]

Received: 30 Nov 2021; Received in revised form: 15 Jan 2022; Accepted: 30 Jan 2022
©2022 The Author(s). Published by TheShillonga. This is an open access article under the CC BY license
(https://creativecommons.org/licenses/by/4.0/)
Abstract
Learner Centred Approach has been emphasized in Tanzania for several years since 1995. The country made reforms on various
education policies and programs to ensure students are trained through LCA to realize national educational objectives. This
study, therefore, sought to assess the implementation of LCA in public secondary schools. The study was guided by four specific
objectives. Also, it was anchored on constructivism learning theory developed in 1929 and adopted in the field of education. The
researcher employed a mixed research approach and a convergent parallel research design to collect data from the field. The
researcher involved teachers, school heads, students, WEOs, and DEO. A sample size of 165 informants was employed to get
data in quantitative and qualitative terms. Quantitative data were analyzed through SPSS version 20, while qualitative data were
analyzed through the content analysis method by coding, categories, and themes. Validity and reliability of the quantitative
instruments were checked to obtain 0.80 coefficients which indicated that the instruments were valid and reliable while for
qualitative instruments validity and reliability were tested through triangulation. The findings demonstrated that LCA plays a
significant role in developing students’ lifelong learning skills. It develops creativity, critical thinking, problem-solving skills,
and innovation. Notwithstanding, the study found that teachers and students had a positive perception of the application of LCA,
however its implementation in public secondary schools is minimal due to environmental challenges which lead to poor
academic performance in students.
Keywords— Learner Centred Approach, Implementation, Reposition, Public Secondary Schools.
I. INTRODUCTIONAND BACKGROUND TO Public secondary schools have been affected by poor results
THE STUDY in their Certificate of Ordinary secondary education final
Teaching methods determine the quality of education examinations. The country has been struggling to improve
provided to the learners in schools within the country. quality education by emphasizing the application of Learner
Tanzania has been struggling to ensure teachers are in line Centred Approach in its educational institutions. To achieve
with Learner Centred Approach as a new teaching paradigm this objective Tanzania has made reforms of various
to promote the performance of students in secondary schools. educational policies, documents, and programs to stress the
Through this teaching, approach teachers have to plan and application of LCA. According to URT (1999) Education
design instructions to boost the performance of students in and Training Policy (ETP) of 1995 identified indicators such
schools. Despite all the efforts, still,the performance of as participation, involvement, creativity, curiosity, discovery,
students in some schools is not pleasing. It is questionable integrity, confidence, and self-development as important
how teachers adopted and perceive Learner Centred elements to be elicited in learners. Therefore, the policy
Approach to achieve intended objectives emphasized that these elements could not be achieved in
absence of a student-centered approach in schools. Likewise,

https://theshillonga.com/index.php/jhed 85
Mgyabuso et al. Journal of Humanities and Education Development (JHED)
4(1)-2022

the need for Learner Centred Approach has also been III. OBJECTIVES OF THE STUDY
reflected from various national documents such as Tanzania The researcher used the following objectives to guide the
Development Vision 2025, Education Sector Development study.
Programme (ESDP) of 2007/2008 to 2016/2017, and ESDP
i. To determine the contributions of LCA on
2016/2017 to 2020/2021 as well as Sustainable Development
reposition of education in public secondary schools
Goals of 2017/2030. All these documents emphasize the
in Nyamagana District
need to promote quality education in the country and thus
ii. To ascertain teachers' perceptions on the use of
LCA becomes inevitable.
LCA and reposition of education in public
II. STATEMENT OF THE PROBLEM secondary schools in Nyamagana District
Learner Centred Approach has been advocated in student
learning in Tanzania for a quite long time. Poor performance IV. SIGNIFICANCE OF THE STUDY
in secondary schools has been evident in the poor use of The findings of this study are beneficial to many education
LCA in education institutions. In the Nyamagana district, stakeholders such as curriculum planners, policymakers,
poor academic performance has been witnessed in some teachers, and students. The curriculum planners would
public secondary schools due to. For example, according to benefit from the study as it created knowledge concerning
NECTA results 2020, Nyakabungo secondary school, planning and implementation of the curriculum. Therefore,
students who got division 4 to 0 were 60 percent. In Mirongo the planners can develop the effective methodology required
secondary school they were 55.8 percent and in Ole Njoolay for the learners to develop intended skills. Also, they would
secondary school, 75.6 percent scored division 4 to 0. be able to prescribe LCA as the best methodology in
Similarly, the graduatorsdo not have the creativity, self- developing lifelong learning skills for the learners and
confidence, and problem-solving skills to deal with life recommend the possible solution to the challenges
challenges. Various educational policies, documents, and combating Learner Centred Approach in secondary schools.
programs have pointed to the importance of LCA to student Also, for the policymakers, the findings from this study can
learning. For example, the curriculum for ordinary level assist them to create an effective education policy to prepare
secondary education in Tanzania showed that learning learners with creativity, curiosity, discovery, and self-
should be rooted in the concept of constructivism whereby confidence to participate in their self-development and
students get opportunities to interact with the environment society at large. Also, the policymakers would be in a good
through well-organized tasks to build Multiple Intelligences position for creating a conducive learning climate that allows
(TIE, 2013). Likewise, the need for Learner Centred the smooth application of LCA. Moreover, for the teachers,
Approach has also been shown in various national this study highlights to the teachers the importance of
documents such as Tanzania Development Vision 2025, Learner Centred Approach to the students in secondary
Education Sector Development Programme (ESDP) of schools. Thus, the study helps teachers to invent different
2007/2008 to 2016/2017, and ESDP 2016/2017 to 2020/2021 strategies for applying LCA in
as well as Sustainable Development Goals of 2017/2030.
teaching to develop students’ life skills. This study would
These documents emphasize the need to promote quality
also be helpful to the learners to visualize knowledge by
education by focusingon LCA as an important learning
creating awareness on the importance of LCA to develop
approach in schools. Also, URT (2017) noted that amidst
lifelong learning skills. Likewise, learners would raise the
laudable achievements in expanding access to secondary
sense of creativity and develop a sense of participation in
education in Tanzania poor learning outcomes and poor
various matters, self-confidence, and self-developments. The
lifelong skills among graduates are still evident. The
study would help learners to be knowledgeable, skilled,
situation indicated there are differing perceptions on the
confident, problem solvers in different matters.
implementation of Learner Centred Approach among
teachers in schools. It is in this regard; the current study
intends to examine the contributions of LCA on V. LITERATURE REVIEW
repositioning education in public secondary schools in
The empirical literature review is based on the research
Nyamagana district in Mwanza-Tanzania.
objectives of the current study. In this section, the researcher
conducted a critical review of several articles from scholarly
works based on the study objectives. The objectives included

https://theshillonga.com/index.php/jhed 86
Mgyabuso et al. Journal of Humanities and Education Development (JHED)
4(1)-2022

the contribution of LCA on repositioning education in opportunity for the learners to be more independent in
secondary schools and the Perceptions of teachers on the decision making and encourages learners to be more
implementation of LCA in public secondary schools. Also, responsible.
in the review, the study recognized some gaps which raised In the same vein, Toole (2015) investigated student-centered
the interest of the current study. teaching in initial teacher education in Ireland. The study
5.1 Contribution of Learner Centred Approach on adopted quantitative methods in the data collection process.
Reposition Education Semi-structured questionnaires were employed as an
In this section, the researcher reviewed a variety of scholarly instrument of data collection from undergraduate teachers.
works to seek the contribution of LCA on repositioning The results showed that LCA offers a powerful vehicle for
education in secondary schools worldwide. In Europe, Go, educators to work within neo-liberal systems without being
Krawczak, and Pawe (2018) conducted a study on of the system and increases accountability of students. LCA
empowering teachers for a student-centered approach in plays an important role in shaping students for lifelong
European Countries. The study employed quantitative learning skills through accountability and practice. Cabe
methods in the collection and analysis of data. (2015) in Dundalk Institute of Technology in Ireland also
Questionnaires were used to get data in a cross-section found that the student-centered approach enables the creation
survey. The researcher found that the motivation of students, of a more autonomous learning environment and helped
developing partnerships between teachers and students, and students to make meaningful content for their society and
students to be more focused on their learning are the economy. Thus, this raises the need to adapt LCA in the
consequences of LCA. Similarly, Risk, Self, McKean, and teaching of secondary school students.
McKean, (2014) added that the learner-centered Approach In Iran, Asoodeh and Zarepour, (2012) conducted a study on
increased students' level of students' excitement in learning, the impact of student-centered learning on academic
raise achievement students ‘prove students confidence levels. achievement and social skills. The study adopted quantitative
Thus, its implementation on a learner-centered approach methods in the data collection and analysis process.
makes students be part and parcel of their learning and Questionnaires and observation checklists were used as
participate actively in educational activities for their self- instruments of data collection from the participants' settings.
developments. It enhances students' cooperation in various The results showed LCA provides an opportunity for social
matters. acceptance, self-confidence and improves the mental ability
Also, Keiler (2018) carried out a study on teachers' roles and of the learners. LCA promotes critical thinking in students
identities in student-centered classrooms in the USA. The and increases self-commitment in academic matters and
researcher used qualitative methods in the collection and social activities in general. In the same line, Singh (2011) in
analysis of data. The descriptive explanatory design was India maintains that the learner-centered approach boosts
employed in the process of data collection. The study student interest, increases commitment, confidence,
revealed that LCA helped teachers to develop shared reasoning, innovative ability, better understanding, and
responsibility for students learning with student leaders. This problem-solving skills. Therefore, LCA is an important
result entails that LCA contributes to students learning by approach in developing students' capacity and critical minds
equipping leadership skills and increasing accountability and while in school.
commitment in students. Likewise, In Turkey, Zek (2014) In addition, Cain (2020) carried out a study on
asserts that the student-centered method helped to improve Understanding the use of learner-centered teaching strategies
student-teacher cognitive skills develop self-confidence by secondary education. The researcher used qualitative
autonomy, and make the learning process meaningful to methods in data collection and analysis. The interview
university students. However, this was focusing on protocol was employed in the collection of data from the
University students it is also meaningful to students in participants. The researcher showed that learner-centered
secondary schools where the foundation of self-confidence teaching strategies increase student engagement, improve
and cognitive skills are made. From this point of view, it academic achievements and encourage positive social
entails that LCA should be emphasized in secondary schools change. Thus, from the point of view of those literary
to create independent learning skills in students. Ching, reviews, a researcher perceives that LCA promotes lifelong
Lawrence, and Abdullah, (2019) in Malaysia argue that the learning in students through active participation in the
student-centered approach creates a platform or an

https://theshillonga.com/index.php/jhed 87
Mgyabuso et al. Journal of Humanities and Education Development (JHED)
4(1)-2022

learning process. Learning by doing helps students to have a approach in Malaysian public universities. The study applied
good memory and hence raises their performance in schools. qualitative methods in the data collection and analysis
Businge and Kakongoro (n.d.) carried out a study on a process. Furthermore, the researcher used observation and
teacher-centered delivery approach in Uganda's secondary interview questions to get data from the participants. The
school's education and empowering learners with higher- finding indicated that students’ explicit positive viewpoints
order skills. The study employed mixed methods in the about student-centered learning. However, students perceive
collection and analysis of data. The researcher used LCA positively teachers in public secondary schools prefer
questionnaires, focused group discussion (FGD) interview using a teacher-centered approach instructing students which
guide in collecting data from the participants. The result does not offer students the opportunity to engage in learning
showed that the student-centered approach equips learners actively. Garrett (2008) argues that teachers in New Jersey
with higher-order skills and leads to effective teaching and think about the relationship between instruction and
learning skills. classroom management but do not use student-centered
management to support their student-centered instructions.
In Tanzania, Kamugisha, (2019) conducted a study on the
Therefore, however teachers and students have positive
use of LCA and materials in teaching and learning social
attitudes towards LCA, the school practices are minimal.
science subjects in secondary schools. The study involved
both qualitative and quantitative methods in the collection Moreover, in Pakistan, Thomas (2013) carried out a study on
and analysis of data. The researcher used documentary teachers' beliefs about classroom teaching approaches. The
review, observation, and questionnaires to get data from the researcher used quantitative methods in the collection and
field. The study indicated that experimental school motivated analysis of data. Notwithstanding, the study used a cross-
students learning and increase performance in secondary sectional survey design in the data collection process. The
schools. Therefore, a researcher concludes that LCA should researcher employed questionnaires to collect data from
be emphasized in school to increase students' motivation to participants. The findings indicated that teachers in Pakistan
participate fully in the learning to boost their academic are not well equipped with the knowledge and skills required
performance. to utilize LCA in class and therefore lack of pedagogical
content knowledge and beliefs in some teaching methods
4.2. Perception of Teachers on the Application of
inhibits them from student-centered teaching. In the same
Learner-Centred Approach
line, Jabbour (2013) in Lebanon added that schools require
In this part, the researcher conducted a literature review of the adaptation of the traditional lecture approach of
various articles to seek the perceptions of teachers on the use education through which physical, human and financial
of LCA to reposition education in public secondary schools. resources can be controlled. Thus, teachers' beliefs in some
In Malaysia, Kok and Lim (2016) made an investigation on teaching methods prohibit them to apply LCA resulting in
teacher views of the student-centered learning approach. poor learning outcomes in students of secondary schools
This study applied purely qualitative methods in the
In Lesotho, Matsau (2007) conducted a study on the learner-
collection and analysis of data. The researcher employed
centered approach in language teaching. The researcher used
interviews and semi-structured questionnaires in a qualitative
mixed research methods in collecting and analyzing data.
design to get data from the participants. The result indicated
The study employed questionnaires, observation, and focus
that teachers viewed LCA as an important learning approach
group discussions to get data from the field. The study
in which students engaged in the learning process, be aware
showed that teachers and learners considered working alone
of their responsibilities, create a sense of autonomy in
(learner-centered) to be important in building confidence and
learning and teachers can learn from their experience. In
independence skills. Hence teachers believed in teacher-
Bangladesh, Jony (2016) found that teachers perceive
centered to have independence for classroom control while
student-centered instructions as important to improve the
students considered LCA as important to build their
ability of students to learn the content and prepare them for
confidence and problem-solving skills.
class. These findings indicate that teachers perceive LCA
positively. However, in a real sense, the majority of teachers Notwithstanding, In South Africa,Ec (2020) investigated
seem not to apply it in the teaching and learning process. student teachers' perceptions of learner-centered challenges
regarding learner-centered teaching. The study employed
Also, Benlahcene, Lashari, and Shehzad, (2020) investigated
qualitative methods in collecting and analyzing data. The
the perception of students using a student-centered learning
interview protocol was used to get data from the participants.

https://theshillonga.com/index.php/jhed 88
Mgyabuso et al. Journal of Humanities and Education Development (JHED)
4(1)-2022

The result indicated that student teachers have a limited credible information on the implementation of LCA in
understanding of learner-centered teaching. Similarly, secondary schools.
Nyimbili, Namuyamba, and Chakanika, (2018) in Zambia
found that teachers were not interested in teaching using
VI. RESEARCH METHODOLOGY
learner-centered techniques hence they use a limited number
of teaching activities in the teaching of students in secondary This study was mixed research whereby both qualitative and
schools. Teachers’ lack of interest in the application of quantitative methods were adopted to get data from
learner-centered teaching prohibits lifelong learning in participants in a convergent parallel design. Creswell and
students. Therefore, the teachers should be encouraged and Plano (2007) noted that the use of quantitative and
motivated to use LCA in teaching students to develop qualitative approaches in combination provides a better
lifelong learning skills in students. understanding of the research problem. Also, purposive and
non-purposive sampling techniques were employed to get
In Tanzania, Salema (2015) assessed the attitudes of teachers
165 informants from teachers, heads of schools DEO,
and students towards learner-centered pedagogy in
WEOs, and students to provide data on the implementation
secondary schools in the Kilimanjaro region. The study used
of LCA in secondary schools. Furthermore, questionnaires,
mixed research methods in the collection and analysis of
interview guides, and observation checklists were used as
data. The researcher employed questionnaires and in-depth
instruments of data collection in the field. During the process
interviews to collect data from the participants. The study
of data collection validity and reliability of the instruments
indicated that teachers in public secondary schools have low
were checked to seek if they could measure the required
attitudes towards learner-centeredapproaches compared to
content. After the data collection process, the analysis was
private secondary school teachers. In the same line (Ngailo,
done through the aid of Statistical Package for Social
2019) in Mbeya Tanzania found that teachers in public
Science (SPSS) for quantitative data while for qualitative
secondary schools do not conduct field trips due to lack of
data content analysis method was applied. Therefore, for
funds and the introduction of a new educational curricular
qualitative data, it was assigned into categories, themes,
2015 of fee-free education. The findings implied that
integration, and summarization then interpreted in
teachers do not believe in the use of LCA for classroom
combination. Finally, the researcher observed ethical
management and therefore advocated the use of a teacher-
standards for conducting educational research by
centered approach that cannot aid students to develop
acknowledging sources of materials, privacy, and safety of
lifelong learning skills and good performance.
participants.
The researcher noted some gaps in previous literature such as
methodology, context, and contents gaps. Some reviewed
literature indicated that many countries in the world have VII. RESULT AND DISCUSSION
adopted LCA in their education system so that learners In this objective, the researcher wanted to examine the extent
achieved quality education. European and Asian countries to which Learner Centred Approach contributes to
seem to have many studies on LCA compared to African repositioning education in public secondary schools in
countries, such as Go (2018), Risk and Mackean (2018), Nyamagana District. Participants involved included teachers,
Keiler (2018), Zeki (2014), Toole (2015), and Jony (2016) students, heads of schools, Ward Education Officers
among others. African countries, especially Tanzania, had (WEOs), and District Education Officer (DEO) for
inadequate studies over the implementation of LCA to secondary schools in the Nyamagana district. Teachers and
reposition education. Also, some of the previous studies have students were given questionnaires to fill in while DEO,
shown that researchers employed single methods for the data WEOs, and heads of schools were interviewed to provide
collection process in which findings could not be data.
generalized. These include Thomas (2013), Kok and Lim
7.1. Contribution of Learner Centred Approach on
(2016), Jony (2016), Cain (2020) Jabbour (2013), Elize
Repositioning Education
(2020), Mkimbili (2018), Mpho (2016), Go,
Krawczack&Pawe (2018), Bosser, Lundin &Lindahl (2015), Teachers were asked if the Learner Centred Approach in
Gelsli (2009), Zhao, Ah and Mock (2019), Kumar (2016), school promoted lifelong learning skills in students. The
Idd and Chimwanga (2017), Mtitu (2014) and others. The results showed that 83.9 percent replied “Yes” while
current study employed mixed research methods to get

https://theshillonga.com/index.php/jhed 89
Mgyabuso et al. Journal of Humanities and Education Development (JHED)
4(1)-2022

16.1 percent of the participants said “No” which means it did therefore lack of pedagogical content knowledge and beliefs
not promote lifelong learning in students. Similarly, students in some teaching methods inhibits them from adopting
were asked similar questions and the data indicated that 86.5 constructivist learning. On the other hand, 13.5 percent of
percent replied “Yes’’ while 13.5 percent said “No” which the participants denied it because they do not use LCA in the
means it did not promote lifelong learning skills. The teaching and learning process in public secondary schools
findings entail that majority of the participants agreed that which led to the poor academic performance of students in
the application of LCA in teaching and learning develops life Nyamagana District.
learning skills in students however, in a real sense majority Moreover, teachers were asked to explain how LCA
of teachers in the selected schools do not apply it. For promotes lifelong learning skills in students in Nyamagana
example, through observation, the researcher recognized that District. Participants said that Learner Centred Approach
teachers preferred teaching through the lecturing method to develops creativity, critical thinking, problems solving skills,
other methods of teaching. In line with the findings by career choices, selection of combination, and promotes
Thomas (2013) that teachers are not well equipped with the independent learning in students as indicated in Figure 4.1.
knowledge and skills required to utilize LCA in class and
Table 7.1 Participants Responses on the Importance of LCA (Teachers n = 62; Students n =96)
Teachers Responses Teachers Students
Frequency Percentage Frequency Percentage
Independent Learning 14 22.6 10 10.4
Critical thinking 22 35.5 21 21.9
Problem-Solving skills 12 19.4 7 7.3
Career Choices 8 12.9 0 0
Select Combination 6 9.7 0 0
Promotes leadership skills 0 0 17 17.7
Enhances Cooperation 0 0 8 8.3
Source: Field Data September 2021

Developing Critical Thinking new ideas on the study topic (Interviewee,

Table 7.1 shows that 35.5 percent of the participants argued 1st September 2021).
that LCA develops critical thinking in students. Just like This finding was in line with the conceptual framework
teachers, students were asked a similar question and the which showed that teaching students through discussions,
result showed that 56.3 percent entailed LCA develops group projects and brainstorms develops creativity in
creativity in students. The findings imply that Learner students. Moreover, in discussing constructivism learning
Centred Approach plays a significant role in developing theory, Gunduz and Hursen (2015) argued that in the
students’ competence in the learning process. It develops classroom constructivist activities empower the learners to
students thinking capacity and widens their knowledge in gain access to their experiences and beliefs.
various issues about their daily life. Also, during the Thus, despite the acceptance of the participants on the role
interview, an interviewee asserted that; played by LCA in developing students’ ability to think
Focusing a learner as the center of learning critically, in the selected schools’ things were different. The
develops his/ her ability to think critically methods used to teach students in the selected public
about what is learned. The student learns secondary schools were not in line with LCA. For example,
curiously and discovers various issues through observation, the researcher observed that the
about given contents. The student goes majority of teachers in classrooms applied the lecture
beyond the content and thus comes with method whereby students were passive in learning. This
situation may result in poor academic performance of

https://theshillonga.com/index.php/jhed 90
Mgyabuso et al. Journal of Humanities and Education Development (JHED)
4(1)-2022

students in the selected public secondary schools in the Also, in responding to the question on how LCA promotes
Nyamagana District. lifelong learning Table 7.1 indicates that 19.4 percent of the
Independent Learning respondents said that it developed problem-solving skills in
students. Just like teachers, also respondents from students,
The teaching which focused on the learner as a center of
7.1 percent argued similarly to their teachers’ responses.
learning develops independent learning in students. In
Respondents viewed LCA as a crucial strategy in teaching
responding to the question of how LCA promotes lifelong
and learning that empowers students in critical thinking and
learning skills in students, table 7.1 indicated that 22.6
dealing with their prevailing challenges.
percent of the participants argued that it made students learn
independently. Also, when students were asked a similar Although both teachers and students in the selected schools
question, 10.4 percent showed that it promoted independent found LCA as an important learning strategy, it was found
learning. The findings entailed that participants viewed LCA that teachers in the selected schools did not apply it in the
as an important teaching and learning strategy that could teaching and learning process. For example, through
promote students’ accountability and commitment to observation, it was found that teaching and learning
learning. The findings concurred with Risk, Self & McKean resources were inadequate and some teachers did not have
(2014) who reported that the learner-centered Approach awareness of appropriate teaching approaches that could
increased students' level of self-efficacy, students' develop students’ knowledge to solve their prevailing
excitement in learning, raise achievement in learning. challenges.
Despite the role played by LCA to empower students Similarly, in South Africa, Manqele (2017) maintained that
learning ability, in the Nyamagana district few teachers rural schools failed to adopt and implement LCA due to lack
adopted Learner-Centered Approach to instruct students in of relevant resources, poor quality teachers, insufficient and
the selected secondary schools. inappropriate teacher support programs. In the selected
In the same vein, in the interview, some respondents elicited schools, the researcher found out that teaching was mainly
Learner-Centered Approach as an important teaching based on memorization of facts than the creation of
strategy that raised students’ desires in learning. An knowledge. The findings were contrary to the principle of
interviewee responded that: constructivism learning theory which is based on the
assumption that learning emphasis is not on memorizing
The learner-Centered Approach is a crucial
facts and reproducing knowledge but rather using knowledge
teaching method that can drive students
and transforming it. Thus, it can be concluded that there is a
from teacher-dependent to self-learning.
need to retrain teachers through seminars and workshops to
When a student participates in his/ her
help them adopt LCA effectively in public secondary schools
learning will not forget what she/ he
in the Nyamagana district.
learned. Also, the method motivates a
student to be curious and learn more and Selection of combinations for further studies
more independently. This type of learning Table 7.1 indicates that 9.7 percent of the participants argued
develops a curiosity in students and that LCA enabled students to select a combination for further
confidence in learning (Interviewee, 5 studies. The findings entail that learning which focused on
September 2021). constructivist activities motivates students to specify their
This response was also in line with constructivism learning favorite subjects. The finding is also in line with
theory which posits LCA results to active learners who can constructivism learning theory as stated by Gunduz and
create their knowledge (Hariss, Jessica &Spina, 2013). Hursen (2015) that in the classroom constructivist activities
Similarly, in the conceptual framework, it is indicated that empower the learners to gain access to their experiences and
employing learner-centered techniques such as discussion, beliefs. Moreover, Risk, Self, McKean, and McKean (2014)
group projects and brainstorms leads to lifelong learning added that the learner-centered Approach increased students'
skills and self-directed learning. Thus, teachers in the level of self-efficacy, students' excitement in learning, raise
selected secondary schools have to adopt LCA to stimulate achievement, and improved students' confidence levels.
independent learning in students. Thus, LCA has a significant impact on students; it develops
as their’ awareness of what he/she can learn, throughouttheir
Develops problem-solving skills
life. Also, cost-increased learning activities increase

https://theshillonga.com/index.php/jhed 91
Mgyabuso et al. Journal of Humanities and Education Development (JHED)
4(1)-2022

students’ learning efficiency and thus ability to select students work cooperatively as they practice the learning
properly desired subjects. In Nyamagana district, the activities. In the same vein, the conceptual framework
findings entailed LCA was not mostly applied because very showed that LCA required the use of discussions, field trips,
few participants (9.7) percent were argued it helped students brainstorms, and cooperative learning techniques such as
to select the combination compared to other attributes. The gallery walk to help the student to think critically on various
results addressed that there was a need to emphasize the issues as well as problem-solving skills. These learning
application of LCA in the selected schools to help students in techniques help students develop friendships and work
the selection of their favorite subjects. cooperatively in solving their prevailing challenges.
Career choices Develops leadership skills
Just like other attributes table 7.1 showed that 12.9 percent Table 7.1 indicated that 17.7 percent of students investigated,
said LCA helped students to select their career. The result demonstrated that LCA help to develop leadership skills. The
was similar to Lawrence and Abdullah (2019) in Malaysia finding showed that participants viewed LCA as an
who found that the student-centered approach created a important teaching method to help students develop
platform or an opportunity for the learners to be more leadership skills. LCA encourages group discussions and
independent in decision making and encourage learners to be group works in which students practice leadership within the
more responsible. In the Nyamagana district, it was found respective learning groups. The findings were similar to
that in schools where teachers advocated LCA in the those of Keiler (2018) in the USA who revealed that LCA
teaching and learning process students were eager to perform helped teachers to develop shared responsibility for students
certain careers after their studies. In responding to the learning with student leaders.
interview question an interviewee asserted that: In the observation, the researcher found that in the
Students are motivated to do what they management of the teaching and learning process where
learn by practice. LCA widen up their LCA was applied students were able to organize themselves
knowledge of different things. Also, it in representing what they learned. This showed that LCA
helps students to make choices of what to helped students practice leadership when at school and later
do in life (Interviewee, 4 September 2021). they might become great leaders in society.
The findings also concurred with Cabe (2015) in Ireland who 7.2. Perception of Teachers on the Application of LCA in
found that the student-centered approach enables the creation Teaching and Learning Process
of a more autonomous learning environment and helped In this section, the researcher intended to seek the perception
students to make meaningful content for their society and of teachers on the use of the Learner-Centered Approach in
economy. Teachers need to emphasize the use of LCA in the public secondary schools in the Nyamagana District. The
selected public schools in the Nyamagana district to help study involved teachers, students, heads of schools, WEOs,
students to develop their career choices. and District Education Officers for secondary schools. The
Likewise, participants from students were asked to explain researcher used questionnaires to collect data from teachers
how LCA promotes lifelong learning skills. Table 7.1 shows and students. Furthermore, interview guides were used to
that students develop creativity by 34.4 percent, problem- collate data from heads of schools, WEOs, and DEO for
solving skills by 7.3 percent, cooperation by 8.3, critical secondary schools.
thinking by 21.9 percent, independent learning by 10.4 Teachers Perception on LCA
percent, and promoting leadership skills by 17.7 percent.
Participants from students were asked whether they enjoyed
Encourages cooperation learning through the Learner-Centered Approach. The
In responding to the question asked on LCA, table 7.1 finding showed that 85.5 percent responded “Yes” while
showed that 8.3 percent asserted that students develop 14.5 said “No” as shown in figure 7.1.
cooperation. The findings entail that learning by doing made

https://theshillonga.com/index.php/jhed 92
Mgyabuso et al. Journal of Humanities and Education Development (JHED)
4(1)-2022

Frequency
9

Yes
No
53

Fig.7.1 Teachers’ Response on Enjoying LCA (n=62)

Source: Field Data September 2021

From the findings, the result showed that teachers had good ability of students to learn the content and prepare them for
attitudes towards the application of LCA to instruct class. Although teachers perceive LCA as important teaching
secondary school students in the Nyamagana district. Despite and learning method in the selected secondary schools in
their positive perception of the use of LCA in teaching Nyamagana it was found out that some teachers did not have
students, through observation, the researcher recognized that a clear understanding of LCA, as a result, they only focus on
teachers rarely apply it in teaching students. For example, in questions and answers. This teaching technique could not
the four selected schools, teachers were teaching by lecturing develop students’ knowledge rather than memorizing facts.
and asking students questions. It should be remembered that Likewise, participants from students were asked if they
students learn best by doing and practicing rather than enjoyed it when teachers applied LCA in teaching and
listening and memorization of facts. The findings were learning. Figure 7.1 demonstrated that 84.6 replied “Yes”
similar to Jony (2016) who found that teachers perceive which means that they enjoyed the method while 15.4
student-centered instructions as important to improve the percent never enjoyed it.

Frequency

15

81 Yes
No

Fig.7.2: Students Responses on Enjoying LCAA

Source: Field Data September 2021

https://theshillonga.com/index.php/jhed 93
Mgyabuso et al. Journal of Humanities and Education Development (JHED)
4(1)-2022

The finding in figure 4.2 implies that participants had a good teaching and learning to boost students’ academic
perception of the use of LCA in the teaching and learning performance.
process however, in the selected schools it was rarely used. Notwithstanding participants were asked to explain how they
Participants viewed LCA as an important teaching and perceived the adoption of LCA in teaching and learning. The
learning technique that develops critical thinking and respondents argued that LCA prepares students for life,
lifelong life learning skills. Also, the finding shows that 15.6 develops lifelong learning, learns from students' experience,
percent who replied “No” were not aware of the use of LCA and develops a sense of confidence, inadequate knowledge
in the selected schools. Thus, from the finding, it can be as shown in figure 7.3.
concluded that teachers should emphasize the use of LCA in

40

35 33.9
30.6
30

25
21
19
20
16.1 Frequency
15
Percentage
10 9.7 9.7
10
6 6
5

0
Prepares Learn from Lack of Interest Consumes time Inadequate
students for students knowledge
life experience

Fig.7.3 Teachers’ Perception on LCA (n= 62)

Source: Field Data September 2021

Prepares students for life The findings indicated that teachers had good attitudes on the
When teachers were asked to explain how teachers perceived application of LCA in the teaching and learning process.
LCA, they indicated that 16.1 percent argued Learner However, in the real situation, it was rarely practiced in the
Centred Approach prepared students for life. Likewise, in the selected schools in the Nyamagana district. The finding was
interview, a respondent argued: in line with Jony (2016) in Bangladesh who found that
teachers perceived student-centered instructions as important
Teachers have good attitudes towards the
to improve the ability of students to learn the content and
Application of LCA in secondary schools. For
prepare them for class. Also, it entailed that LCA was
example, teachers believe that schools in which
affected by examination pressures whereby teachers did their
students participated in different economic activities
teaching to make students pass their exams. Moreover, in
like gardening, animal keeping, and other economic
discussing constructivism learning theory, Neill and
activities, prepare students for life. But the problem
McMahon (2005) argued that in constructivism much focus
is that current examination pressures hinder the
is given to individual learners. However, teachers' and
applicability of competency-based education
learners’ belief system affected their applications. Thus,
(Interviewee One September 2021).
there is a need to emphasize the application of LCA in the

https://theshillonga.com/index.php/jhed 94
Mgyabuso et al. Journal of Humanities and Education Development (JHED)
4(1)-2022

teaching and learning process in public secondary schools in make sense in the life of students and promotes the intended
the Nyamagana district rather than preparing students for skills and competencies. The findings are also supported by
examination. (the MoEC) report which showed that teaching and learning
Learn from students’ experiences in secondary schools have remained traditional for a long
time, most of the teachers have not been exposed to modern
Also, figure 7.3 shows that 30.6 percent of the participants
teaching and learning practice consistently with current
perceived LCA as an important teaching and learning
theoretical development in teaching and learning (URT,
method that could help teachers learn from students’
2004).
experiences in the study content. The findings entail that
participants had positive perceptions of the use of LCA for Thus, the findings entailed that teachers in the selected
the teaching and learning process. This is because LCA public secondary schools in Nyamagana District have an
provides an opportunity for the teachers to learn from interest in LCA implementation but do not have adequate
students' experiences. Although teachers perceived the use of knowledge of its application. Therefore, there should be
LCA positively in the teaching-learning process, in the efforts to make sure teachers are well trained on LCA to
selected schools' teachers did not apply it to the students. increase their interest in its application.
The situation made students remain passive in class during Consumes time
the teaching and learning process. Also, figure 7.3 indicates that 9.7 percent of the participants
Lack of interest viewed LCA to consume time in its application. Participants
Some participants argued that sometimes teachers did not argued that LCA requires adequate time and appropriate
have an interest in the use of LCA in the teaching and class size to enable its application. The finding implied that
learning process. The data in figure 7.3 demonstrated that the majority of the selected secondary schools in the selected
33.9 percent said teachers lack interest in the use of LCA to field of study had big class sizes which forbade teachers to
instruct students. The finding was similar to Nyimbili, use LCA in the teaching and learning process. This situation
Namuyamba, and Chakanika, (2018) in Zambia who found made teachers have negative attitudes towards the
that teachers were not interested in teaching using learner- application of LCA in the selected schools in the Nyamagana
centered techniques hence they use a limited number of district. The findings were in line with Neill and McMahon
teaching activities in the teaching of students in secondary (2005) who identified that in constructivism much focus is
schools. given to individual learners. However, teachers' and learners'
belief system affect their applications. Therefore, some
In the interview, an interviewee asserted,
participants had a negative view on the use of LCA in the big
However, the government emphasized teachers to apply class size, which set back its implementation to promote
Learner Centred Approach in the teaching and learning lifelong learning.
process, still, teachers did not have adequate knowledge of
Inadequate knowledge
its applications. Teachers normally used question and
answers as an LCA teaching technique while other methods Inadequate knowledge was explained by the participants by
were not used. Teachers lacked knowledge and skills on the 9.7 percent. Participants argued that teachers did not have
application of LCA in secondary schools. adequate knowledge to implement LCA in public secondary
schools. Participants viewed inadequate knowledge as the
Nevertheless, in the observation, the researcher observed that
major hindrance to applying LCA in the selected public
some selected schools had computers but students were not
schools in the Nyamagana district. The finding was similar
instructed to use computers in the learning process. The
to Thomas, (2013) who found that teachers in Pakistan were
finding implies that teachers in the selected schools did not
not well equipped with the knowledge and skills required to
have adequate knowledge of LCA. The situation made
utilize LCA in class. Therefore, lack of pedagogical content
teachers lack interest in its application in the teaching and
knowledge and beliefs in some teaching methods inhibits
learning process.
them from adopting constructivist student-centered teaching.
In the background to the study, the data showed that the The findings implied that however, teachers perceive LCA
government is insisted on the use of LCA in the positively in teaching and learning, they do not have
implementation of ordinary level secondary education (TIE, adequate knowledge of its application. The situation
2013). Likewise, the curriculum emphasizes learning to prohibits the implementation of LCA and thus lowers

https://theshillonga.com/index.php/jhed 95
Mgyabuso et al. Journal of Humanities and Education Development (JHED)
4(1)-2022

students’ academic achievement in the selected public Moreover, the study sought to seek the perception of
secondary schools in Nyamagana District. Also, the findings students on implementation of Learner Centred Approach in
were contrary to those of Jabbour (2013) who found that public secondary schools in Nyamagana in District.
schools required the adaptation of the traditional lecture Participants were asked to state whether they enjoyed
approach of education through which physical, human and learning through learner-centered pedagogy. The data
financial resources can be controlled. showed that 84.4 percent said they enjoy the lesson while
15.6 percent denied as indicated in figure 4.4.

90
81
80

70

60

50
Frequency
40
Percentage
30

20 15

10

0
Yes No

Fig.7.4 Students Perceptions on LCA

Source: Field Data September 2021

From the findings, it was indicated that participants had a schools. Some parents do not want even to
good perception of the use of LCA in the learning process. support their children financially when
The finding showed that participants enjoyed learning fields trip is demanded by students. This
through LCA because it stimulated their thinking capacity situation forbids the implementation of
and develops lifelong learning skills. However, in the LCA in school (Interviewee 5th September
selected public secondary schools LCA was rarely 2021).
applicable. During the interview, an interviewee asserted, The finding implies that students were eager on pedagogical
Our students preferred practical learning content which focused on LCA but its application in school
like field trips but sometimes financial is minimal.
deficits made us have limited field trips in
On the other hand, participants were asked to explain how they perceive LCA application in schools. The participants explained
that LCA is important pedagogical content that develops lifelong learning skills, develops confidence in students, and consumes
time in its application as shown in figure 7.5.

https://theshillonga.com/index.php/jhed 96
Mgyabuso et al. Journal of Humanities and Education Development (JHED)
4(1)-2022

65.7
70 63

60

50

40
Ferquency
30 Percentage
20 20.8
20 13 13.5

10

0
Develops lifelong Develops confidence Consumes time
learning skills

Fig.7.5: Students Perception in Adoption of LCA

Source: Field Data September 2021

Figure 7.5 indicated that 65.7 percent argued that adoption of the teaching and learning process, students developed
LCA helped students to develop lifelong learning skills. The confidence in various matters. For example, a student who
finding implied that the majority of the participants had works in collaboration exercises leadership at schools and
positive attitudes towards the application of LCA. develops independent learning. In constructivism learning
Participants explain that when student-centered is theory, Museum and Israel (1991) argued that learners
implemented it develops creativity, innovations, and construct knowledge for themselves and each learner
curiosity in students. The findings were similar to Kok and individually and socially constructs meaning as he or she
Lim (2016) in Malaysia who found that teachers viewed learns. Therefore, LCA helps students to be confident and
LCA as an important learning approach in which students develops independent learning. In the selected secondary
engaged in the learning process, be aware of their schools, the researcher found out that where LCA was
responsibilities, create a sense of autonomy in learning, and practiced students were confident to ask and learn more for
teachers can learn from their experience. Notwithstanding, in what was taught compared to schools where teacher-centered
discussing principles of Constructivism learning theory was mostly implemented.
Dagar (2016) maintained that learning should stimulate Consuming Time
students thinking activities and enhance their meta-cognitive
Also, figure 7.5 showed that 13.5 percent said the adoption
and self-regulative skills which are embedded in the study
of LCA in the teaching and learning process consumes time.
content knowledge. Therefore, although both teachers and
Participants argued that teachers who advocated LCA as a
students had positive perceptions on the use of LCA on
teaching pedagogy require abundant time for preparation and
developing lifelong learning skills in students, in the selected
in the teaching process. The finding was in line with Jabbour
secondary schools were either implemented partially or not
(2013) that schools require the adaptation of the traditional
implemented at all. There is a need to emphasize the
lecture approach of education through which physical,
application of LCA in the selected schools in the Nyamagana
human and financial resources can be controlled. The finding
District.
implied that students believed that LCA needs time and
Developing students’ confidence conducive teaching and learning environment which
Also, figure 7.5 demonstratedthat the adoption of the Learner supports the adoption of LCA. For example, for schools
Centred Approach develops students’ confidence by 20.8 where there are big class sizes, teachers consume time,
percent. Participants explained that when LCA was used in especially when opting to apply a student-centered approach

https://theshillonga.com/index.php/jhed 97
Mgyabuso et al. Journal of Humanities and Education Development (JHED)
4(1)-2022

in the teaching and learning process. Participants argued that [2] Benlahcene, A., Lashari, S., Lashari, T., & Shehzad, W.
teachers consume much time in assigning students in groups (2020). Exploring the perception of students using student-
for discussion and presentation of their work. The finding centered learning approach in a Malaysian public university
International journal of higher education. vol. 9, 1(January).
also implied that the application of LCA requires an
https://doi.org/ 10.5430/ijhe.v9n1p204
appropriate class size for a teacher to manage the approach.
[3] Businge, D., &Kakongoro, K. (n.d.). The teacher-centered
Thus, however, students perceived the approach positively; delivery approach in Uganda's secondary school education
they showed that it may consume time in the absence of and empowering learners with higher-order skills.
good class size. Unpublished Dissertation, 99–116.
https://doi.org/10.4018/978-1-5225-6331-0.ch007
[4] Cabe, A. M. (2015). Tourism and hospitality research in
VIII. CONCLUSION AND RECOMMENDATIONS Ireland conference Cork institute of technology 2014 student-
8.1 Conclusion centred learning : ' Letting Go ', the role and responsibility of
the lecturer. (May 2014).
This study sought to ascertain the implementation of Learner [5] Cain, C. M. (2020). Understanding the Use of Learner-
Centred Approach to reposition education in public Centered Teaching Strategies by Secondary Educators at
secondary schools. Based on the findings the study Walden University. Unpublished Dissertation.
concludes that Learner Centred Approach plays a significant [6] Ching, L. F., Lawrence, R., & Abdullah, H. (2019). Student-
in students learning outcomes. The findings showed that centred learning in a selected higher education institution.
LCA develops critical thinking, problem-solving skills, International Journal of Innovative Technology and Exploring
cooperation, and career choice skills in students. However, Engineering (IJITEE), (2), 505–510.
https://doi.org/10.35940/ijitee. B1121.1292S319
the findings indicated LCA as an important learning
[7] Cresswell, J. & Plano, C. V. (2007). Designing and conducting
approach that develops lifelong learning for the students,
mixed methods research. Thousand Oaks, CA: Sage.
teachers had varied perceptions towards the implementation [8] Dagar, V. (2016). Constructivism : a paradigm for teaching
of LCA. Some teachers believed that the learner-centered and learning constructivism : A Paradigm for Teaching and
approach prepares the student for life while others believed Learning. (January). https://doi.org/10.4172/2151-
that teachers do not have adequate knowledge to implement 6200.1000200
a student-centered approach. Moreover, participants argued [9] Ec, E. (2020). Student teachers ' perceptions, experiences, and
that LCA requires adequate time for its usage. challenges regarding learner-centred teaching. South African
Journal of Education, 40(1), 1–10.
8.2 Recommendations [10] Garrett, T. (2008). Student-centred and teacher-centred
Based on the study findings, the researcher recommended the classroom management: A case study of three elementary
following for effective implementation of Learner Centred teachers. The Journal of Classroom Interaction, 34-47.
Approach in public secondary schools. [11] Gelisli, Y. (2009). The effect of student-centred instructional
approaches on student success. Journal of Procedia Social and
i. The government enacts effective education and Behavioural Science, 1, 469–473.
training policy to emphasize the implementation of https://doi.org/10.1016/j.sbspro.2009.01.085
a student-centered approach in public secondary [12] Go, A., Krawczak, M., &Pawe, G. (2018). Empowering
schools. The policy should be enforced by strict teachers for a student-centred approach. Unpublished
laws to ensure its implementation. Dissertation.
ii. Notwithstanding, the Ministry of Education Science [13] Gunduz, N., &Hursen, C. (2015). Constructivism in teaching
and learning ; content analysis evaluation. Procedia - Social
technology should plan for training and retraining
and Behavioural Sciences, 191(392), 526–533.
for teachers on the adoption of the new teaching
https://doi.org/10.1016/j.sbspro.2015.04.640
paradigm to equip teachers with the required [14] Harriss, J. and Spina, N. (2013). Literature review : Student-
knowledge for the application of LCA. centred schools make a difference. Brisbane Australia:
REFERENCES Queensland University of Technology.
[15] Iddy, S., &Chiwanga, F. E. (2017). Is the learner-centred
[1] Asoodeh, M. H., Asoodeh, M. B., &Zarepour, M. (2012). The
approach indeed adopted in the teaching-learning of French in
impact of student-centered on academic learning achievement
O-level state secondary schools in Dar es Salaam, Tanzania ?
and social skills. Procedia-Social and Behavioural Science,
Educational Research Journal, 7 (June), 123–133.
46, 560–564. https://doi.org/10.1016/j.sbspro.2012.05.160

https://theshillonga.com/index.php/jhed 98
Mgyabuso et al. Journal of Humanities and Education Development (JHED)
4(1)-2022

[16] Jabbour, K. K. (2013). Issues that restrain teachers from Bangladesh. International Journal of Advanced Research in
adapting student-centred instruction in Lebanese school. Education & Technology (IJARET), 3(3), 172-178.
Unpublished Dissertation, 17, 85–96. [31] Thomas, M. (2013). Teachers ' beliefs about classroom
[17] Kamugisha, N. A. (2019). The use of learner-centred teaching — teachers ' knowledge and teaching approaches.
approach and materials in teaching and learning social Procedia - Social and Behavioural Sciences, 89, 31–39.
science subjects in Tanzania secondary schools. 3(8), 84–93. https://doi.org/10.1016/j.sbspro.2013.08.805
[18] Keiler, L. S. (2018). Teachers’ roles and identities in student- [32] TIE. (2013). Curriculum for ordinary level secondary
centred classrooms. International journal of STEM education, education (p. 40). Ministry of Education Science and
5(1), 1-20. Technology. Dar es Salaam Tanzania. https://doi.org/10.1017/
[19] Kok, E., & Lim, S. (2016). Investigating teachers ' views of CBO9781107415324.004
student-centred learning approach investigating teachers ' [33] Toole, L. O. (2015). Student-centred teaching in initial teacher
views of student-centred learning approach. International education. International Journal for Cross-Disciplinary
Education Studies, Vol.7 (7). (September). https://doi.org/ Subjects in Education (IJCDSE), 6(1), 2111–2119.
10.5539/ies.v7n7p143 [34] URT. (1999). Tanzania development vision 2025. Ministry of
[20] Kumar, M. K. (2016). Challenges of implementing student- Education and Culture. Dares-Salaam Tanzania.
centred strategies in classrooms. International Research [35] URT. (2004) Education sector development programme: a
Journal of Engineering and Technology (IRJET), 3(12), 1224– mechanism for posting teachers to government secondary
1227. schools for ESDP 2004-2009. Ministry of Education and
[21] Manqele, C. M. (2017). An evaluation of learner-centred Culture Dares-Salaam- Tanzania.
teaching as part of curriculum delivery in under-resourced [36] URT. (1999). Secondary education master plan (SEMP).
schools. Unpublished Doctoral Thesis, University of South Ministry of Education and Culture (MoEC). Dares-Salaam
Africa. Tanzania.
[22] Matsau, M. A. (2007). Investigating the learner-centred [37] URT. (2004). Secondary education development programme
approach in language teaching in Lesotho. Unpublished (SEDP). Ministry of Education and Culture. Dares-Salaam
Dissertation. Tanzania.
[23] Mtitu, E. A. (2014). Learner-centred teaching in Tanzania : [38] Zek, C. P. (2014). Student teachers ' perceptions about their
geography teachers ' perceptions and experiences: A thesis experiences in a student-centred course. South African Journal
submitted to Victoria University of Wellington in fulfilment of of Education, 34(3).
the requirements for the degree of Doctor of Philosophy [39] Zhao, W., Ah, I., &Mok, C. (2019). Factors influencing
Victoria University. Unpublished Doctoral Thesis, Victoria teachers ' implementation of a reformed instructional model in
University of Wellington. China from the theory of planned behaviour perspective: A
[24] Museum, T., & Israel, J. (1991). Constructivist learning theory multiple case study. Journal ofSustainability, 12(1), 1–21.
(pp. 15–22). pp. 15–22.
[25] Neill, G. O., & McMahon, T. (2005). Student-centred
learning : What for students and lecturers ? What does it
mean? University College Dublin.
[26] Ngailo, M. (2019). Investigate the perceptions of teachers and
students on the implementation of field trip in enhancing
learner-centred approach in Tanzanian secondary schools : A
case study of Mbeya city master of arts in education at the
University of Dodoma. Unpublished Dissertation, University
of Dodoma.
[27] Nyimbiri, F. (2016). The use of Learner Centred Techniques in
the teaching of English language in selected secondary schools
of Lundazi district. Unpublished Master’s Dissertation,
University of Zambia.
[28] McKean, S. (2014). The Effects of Implementing Student-
centred Learning on At-risk Students' Self-efficacy (Doctoral
dissertation).
[29] Singh, N. (2011). Student-centred learning (SCL) in
classrooms — A comprehensive overview. Educational Quest,
2(2), 275–282.
[30] Jony, S. (2016). Student centred instruction for interactive and
effective teaching learning: Perceptions of teachers in

https://theshillonga.com/index.php/jhed 99