Do the Learner-centered Approaches Increase Academic Performance? Effect of the Layered Curriculum on Students’ Academic Achievement in English Lesson

Abstract

This study was conducted to demonstrate the effect of the layered curriculum on the academic achievement of the 9th grade students in English lesson. Based on quantitative research method, pretest-posttest matched with control group pattern, one of the quasi-experimental designs, was used in the study. The study group consisted of 67 ninth grade students stdying at Atatürk Anatolian High School, in the city center of Siirt, during 2016-2017 academic year. The applications to be conducted within the scope of the layered curriculum were prepared according to the unit-Seven Wonders. After the unit, in which the activities of the layered currciulum were going to be carried out was determined, an academic achievement test based on the learning outcomes of the unit was formed. After carrying out the reliability and validity procedures, the academic achievement test was conducted to the experimental and control groups as pretest and posttest. Following the pretest, the students in the experimental group did the activities having been prepared according to the layered curriculum for 6 weeks. The students in the control group, on the other hand, did the activities in their textbooks. At the end of the experimental process, both the experimental and the control group were required to take the academic achievement test as posttest.

Investigating how student-centered and teacher-centered teaching paradigms relate to the academic motivation and learning behaviors of secondary school students in China (Explorando las relaciones entre los modelos pedagógicos centrados en el estudiante y centrados en el docente y la motivación académica y conductas de aprendizaje de los estudiantes de secundaria en China)

“…Many scholars (Ay Emanet & Kezer, 2021;Genç, 2020;Jeffrey, 2007;Kassem, 2019;Macaulay & Nagley, 2008;Murphy et al, 2021;Üzüm & Pesen, 2019) have conducted studies to examine how student-centred instruction would lead to affective or behavioural outcomes of students. It was reported in Western literature that student-centred instruction could attribute to the increase of students' academic motivation (Harris et al, 2012;Zhang et al, 2017) and lead to efficient learning behaviours of learners (Pang et al, 2021;Zhang et al, 2017).…”

“…Muchos investigadores (Ay Emanet & Kezer, 2021;Genç, 2020;Jeffrey, 2007;Kassem, 2019;Macaulay & Nagley, 2008;Murphy et al, 2021;Üzüm & Pesen, 2019) han realizado estudios para analizar los resultados afectivos o conductuales de los estudiantes facilitados por una educación centrada en el alumno. En la literatura académica occidental se afirma que el modelo educativo centrado en el estudiante podría atribuirse el aumento de la motivación académica de los estudiantes (Harris et al, 2012;, además de facilitar conductas de aprendizaje efectivas (Pang et al, 2021;Zhang et al, 2017).…”

Textbook-assigned and self-selected topics of Iranian male EFL learners: topic interest, topic familiarity, topic importance, and topic difficulty

“…The learners' goals of language learning and their real-life needs became the central focus of language teaching with the emergence of this new movement. This trend has resulted in a learner-centered approach in teaching and learning a language (Üzüm & Pesen, 2019). Within the last decade, research studies have been conducted to investigate the different aspects of the teaching and learning process based on the learnercentered approach.…”

In-Service Training Needs of English Teachers for New Trends in Contemporary Methods and Techniques in Foreign Language Teaching

“…Moreover, being aware of the fact that every individual in the learning environment has different traits and providing them with activities that address their different learning methods and interests can improve their academic achievement in foreign language learning. Presenting learners with differentiated learning can help achieve a fruitful learning and positively motivate learnings by removing monotony from learning environment (Üzüm, 2017;Üzüm & Pesen, 2019;Üzüm & Pesen, 2020).…”