Learner-Centred Approach: Its influence on Quality of Learning in Public Secondary Schools in Hanang District

Abstract

Learner Centred Pedagogical Approaches have become a global practice in the teaching and learning process. The approaches have been credited with the potential to impart learners with different skills and prepare them to work effectively in this ever-changing world. This study investigated the role of learner centred pedagogical approaches on quality learning in public secondary schools in Hanang District. The Social Constructivism Theory by Vygotsky (1968) provided a theoretical lens to this study. The Mixed research approach and a Concurrent embedded research design were used in this study. Data was obtained from a sample of 174 participants, including students, teachers, Heads of schools, Ward Education officers, and District Education officer. Questionnaires and interview guide were used to collect primary data. Quantitative data were analysed through descriptive statistic with the help of Statistical Package for Social Science (SPSS) version 21 while Qualitative data were analysed thematically. The study revealed that learner centred approach contributes to quality learning through student’s involvement in complex learning situations in the classroom and ensuring active learning in the classroom. The study also reported that learner centred approach attracts learner’s interest and thus enhances good academic achievement. On the basis of the findings, it was concluded that though learner centred approach had contributed in some way to improving quality of learning it had failed to influence –effectively, the quality of learning because of some challenges. Among challenges identified includes; lack of enough knowledge on implementation of learner centred, teacher’s resistance to change, overcrowded classroom, teacher’s low morale, poor teaching and learning material. Therefore, the study recommended that school administrators should work tirelessly resolve these challenges- for better implementation of learner centred approach in secondary schools in the country.

Special Needs Education Teachers: Their Roles in the Learning Process of Students with Special Needs in Inclusive Secondary Schools in Dar es Salaam City, Tanzania

“…In this case, in-service training to equip regular teachers with basic knowledge about teaching students with different disabilities is very important. Additionally, the philosophy of cognitive inclusive education practises stresses the use of various instructional approaches that are centred on learning tasks such as taking notes and summarising [33]. According to behaviourists, "shaping," which divides difficult tasks into several steps and ensures that each step is reinforced in a specific order, should be used as a strategy to maximise students' learning of new behaviours [34].…”