Student-Centred Learning (SCL) in Schools in North Cyprus: Teachers' Opinions and ProblemsThe Implementation of Student-Centred Instructional Strategies in Schools in North Cyprus

Aliusta, Gülen Onurkan; Özer, Bekir; Kan, Adnan

doi:10.15390/eb.2015.2822

Cited by 4 publications

(6 citation statements)

References 32 publications

(44 reference statements)

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“…In addition, 39.1% were not in favour of consulting students to provide their evaluation of methods used. These findings appear to score the college low on these basic elements of SCL process which requires the student to play active role at every stage of the teaching and learning process [4].…”

Section: Instructional Strategiesmentioning

confidence: 86%

“…This study revealed that instructional strategy correlated very well with assessment (r = 0.721), role of lecturers (r =.570), and role of students (r =.710). The outcome was not unexpected as instructional strategy largely depend on the role lecturers and students agree on and are expected to play in the instructional process, including the choice of the most suitable mode of assessment [4]. Again, assessment was found to highly correlate with role of lecturers (r =.807), role of students (p =.806), learning environment (r =.659) and overall estimated SCL (r =.937) components.…”

Section: Comparison Of the 8 Scl Assessment Componentsmentioning

confidence: 89%

“…However, there is strong negative feeling among students accessing digital research and study facilities outside of campus. The challenge around access to free digital material reflect the challenges faced by nursing in developing countries where there is limited access to online teaching and learning materials [4,9,10,19].…”

Section: Learning Environmentmentioning

confidence: 99%

“…This approach leaves the student in the position of a passive learner with limited control on learning, but to rely on the one-sided instructions, dictates and control of the teacher [2,3]. The approach, "has long been criticized for encouraging rote memorization and loading" of students with superfluous information that may hardly be of any use or application in real life [4]. Student-Centered Learning (SCL) approach represents both a mindset and culture within the setting of higher education institutions (HEIs) and is a learning approach which relate to, and is supported by, constructivist theories of learning [5].…”

Section: Introductionmentioning

confidence: 99%

“…In Sub Sahara African (SSA) countries, especially Nigeria, the challenge of incorporating SCL in higher education institutions (HEIs) programmes ranges from issues of low-quality educational system, low level of pedagogical understanding among educators, large class sizes, demands of the curriculum, assessment challenges, and challenges related to infrastructure, to issues that borders on electricity and internet connectivity [9]. These in addition to the arrant adamant posture of some educators and policy makers of being averse to change from the traditional talk and chalk TCL approach to the more modern SCL strategy, constitute major impediments to the role-out of SCL even among the few HEIs who have demonstrated interest to buy into it [4,7,10].…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Perception of Students and Lecturers on Students Centered Learning (SCL) in the College of Nursing and Midwifery Gombe Northern Nigeria

Pauline

Danjin

Manjo

et al. 2021

JESBS

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Topmost among the 21st century innovations in pedagogy is the introduction of the constructivist approach in which students are afforded wide latitude of involvement in constructing, reconstructing and ascending a scaffold of knowledge based on student centered learning (SCL) approach. This study aimed to assess the perception of SCL introduced as a form of teaching and learning among students and lecturers in the College of Nursing and Midwifery, Gombe State, Nigeria. Employing a descriptive cross sectional study design and a purposive sampling technique, a sample of 117 students and 24 lecturers were drawn. Using an adapted SCL questionnaire, data collection was done from November to December, 2020 and was analyzed using SPSS (IBM) version 23 and result presented as means and percentages, while Pearson correlation and one-way ANOVA was used to present inferential statistics results. All statistical findings were considered significant at p≥0.05. Cronbach’s alpha reliability score of at least 7.0 was achieved within each set of variables considered. Of the eight SCL components assessed, the most highly rated were role of lecturers (3.99±0.7) and role of students (3.53±0.6) while the least rated were obstacles (2.91±0.9) and learning outcomes (2.95±1.1). Three major obstacles to SCL identified in the study include: “in ability to cover the syllabus using SCL approaches” (3.04±1.4); “lack of infrastructure for SCL in my school” (3.87±1.1) and; “lack of guidelines for the SCL approach in my school” (3.13±1.3). The study findings conclude that, despite the good perception of SCL in the college there are limitations to its full adoption. Therefore, it is recommended that online discussions, training of staff and provision of measures to ensure content coverage using SCL, provision of critical infrastructure and guidelines for SCL be prioritized by the management and other stakeholders.

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Section: Instructional Strategiesmentioning

confidence: 86%

Section: Comparison Of the 8 Scl Assessment Componentsmentioning

confidence: 89%

Section: Learning Environmentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Perception of Students and Lecturers on Students Centered Learning (SCL) in the College of Nursing and Midwifery Gombe Northern Nigeria

Pauline

Danjin

Manjo

et al. 2021

JESBS

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A case study of Northern Cyprus: The voice of senior academic administrators on education

Irkad

Sonyel

Caner

2022

SAJE

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The purpose of the study reported on here was to introduce the perceptions of senior academic administrators in the Northern Cyprus Ministry of Education on the structure of the current education system as a whole. In order to carry out this case study, the views of 14 senior academic administrators were obtained through semi-structured interviews. There is no doubt that in qualitative research semi-structured interviewing is a flexible and powerful tool to capture the voices and the ways in which people make meaning of their experiences (Kvale, 2007). As Yin (2009:18) states: “An empirical inquiry about contemporary phenomena (e.g., ‘case’), set within its own real-world context – especially when the boundaries between phenomenon and context are not clearly evident.” Therefore, by reflecting on the current education system in Northern Cyprus as a case, we tried to show the real context of the education system itself. The data collected from the semi-structured interviews were analysed through content analysis. According to the findings of this research study, the current education system must be reconstructed considering the curriculum, strategies in teaching and learning approaches, developing of collaborative and student-centred classrooms, applying active learning strategies and voicing the voices of the senior academic administrators during the decision-making process.

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Examination of Pre-Service Teachers' Experiences on Student-Centered Instruction

Demir

2024

Sakarya University Journal of Education

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The teaching approach, in which the student is at the center of learning, is becoming more and more common. The teacher is an important factor in the implementation of this approach. Pre-service education plays an important role in the qualified training of teachers. If teacher candidates learn student-centered teaching through experience at the university, they are expected to apply it more easily when they start working. In this direction, it was aimed to examine the student-centered teaching experiences of pre-service teachers. It is supposed that pre-service teachers' views on this process will contribute to the development of pre-service teacher education. The research was carried out with the phenomenology design, and 67 pre-service teachers were included in the research with the criterion sampling method. The research data collected with an open-ended questionnaire form were analyzed by content analysis. According to the results of the research, pre-service teachers think that student-centered teaching encourages them, makes them effective, and provides them with skills. Because of these features, they consider the approach as an effective learning approach and think that the experiences give them emotional awareness and improve their professional competencies. However, pre-service teachers experience educational problems such as indecision, anxiety, lack of self-confidence and knowledge, and inexperience while performing student-centered teaching.

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Student-Centred Learning (SCL) in Schools in North Cyprus: Teachers' Opinions and ProblemsThe Implementation of Student-Centred Instructional Strategies in Schools in North Cyprus

Cited by 4 publications

References 32 publications

Perception of Students and Lecturers on Students Centered Learning (SCL) in the College of Nursing and Midwifery Gombe Northern Nigeria

Perception of Students and Lecturers on Students Centered Learning (SCL) in the College of Nursing and Midwifery Gombe Northern Nigeria

A case study of Northern Cyprus: The voice of senior academic administrators on education

Examination of Pre-Service Teachers' Experiences on Student-Centered Instruction

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