Journal of Pedagogical Sociology and Psychology
Examining the challenges of using student-centred teaching strategies in secondary schools: A qualitative approach
Fekede Sileshi Fufa 1 * , Abera Husen Tulu 1, Ketebo Abdiyo Ensene 1
More Detail
1 Jimma University, Ethiopia
* Corresponding Author
Open Access Full Text (PDF)
ARTICLE INFO

Journal of Pedagogical Sociology and Psychology, 2023 - Volume 5 Issue 3, pp. 61-72
https://doi.org/10.33902/jpsp.202323181

Article Type: Research Article

Published Online: 20 Oct 2023

Views: 370 | Downloads: 247

ABSTRACT
The purpose of this research was to investigate the challenges that are associated with using student-centred teaching strategies in the classroom. This study focused on history education at Sebeta town government secondary schools. The aim was to investigate the challenges that teachers encounter when applying student-centred teaching strategies in history education at Sebeta town government secondary schools.  Student-centered learning is a teaching strategy that involves students actively in the teaching and learning process, but the concept yet poorly understood. Different determinant factors might have an impact on student-centered learning. Interviews, classroom observations, and document analysis were used to collect data for this study, which was then presented, analyzed, and interpreted in accordance with the study's objectives. The outcomes of this study indicated that the implementation of a student-centered learning technique in history instruction at Sebeta town government secondary school is not appropriate. The findings also revealed that factors influencing student-centered teaching method implementation included a large number of students in a classroom, traditional classroom seating arrangements, insufficient teaching materials, a lack of time allocated for history education subject, and teachers' perceptions of the use of student-centered teaching strategies. It was recommended that concerned bodies work on improving teachers' awareness through training, fulfilling learning materials, revisiting the time allocated for each subject, continuing training for teachers on how to implement the student-centred method, and balancing the number of students in a classroom in order to apply the student-centred method in history education class.
KEYWORDS
In-text citation: (Fufa et al., 2023)
Reference: Fufa, F. S., Tulu, A. H., & Ensene, K. A. (2023). Examining the challenges of using student-centred teaching strategies in secondary schools: A qualitative approach. Journal of Pedagogical Sociology and Psychology, 5(3), 61-72. https://doi.org/10.33902/jpsp.202323181
In-text citation: (1), (2), (3), etc.
Reference: Fufa FS, Tulu AH, Ensene KA. Examining the challenges of using student-centred teaching strategies in secondary schools: A qualitative approach. Journal of Pedagogical Sociology and Psychology. 2023;5(3), 61-72. https://doi.org/10.33902/jpsp.202323181
In-text citation: (1), (2), (3), etc.
Reference: Fufa FS, Tulu AH, Ensene KA. Examining the challenges of using student-centred teaching strategies in secondary schools: A qualitative approach. Journal of Pedagogical Sociology and Psychology. 2023;5(3):61-72. https://doi.org/10.33902/jpsp.202323181
In-text citation: (Fufa et al., 2023)
Reference: Fufa, Fekede Sileshi, Abera Husen Tulu, and Ketebo Abdiyo Ensene. "Examining the challenges of using student-centred teaching strategies in secondary schools: A qualitative approach". Journal of Pedagogical Sociology and Psychology 2023 5 no. 3 (2023): 61-72. https://doi.org/10.33902/jpsp.202323181
In-text citation: (Fufa et al., 2023)
Reference: Fufa, F. S., Tulu, A. H., and Ensene, K. A. (2023). Examining the challenges of using student-centred teaching strategies in secondary schools: A qualitative approach. Journal of Pedagogical Sociology and Psychology, 5(3), pp. 61-72. https://doi.org/10.33902/jpsp.202323181
In-text citation: (Fufa et al., 2023)
Reference: Fufa, Fekede Sileshi et al. "Examining the challenges of using student-centred teaching strategies in secondary schools: A qualitative approach". Journal of Pedagogical Sociology and Psychology, vol. 5, no. 3, 2023, pp. 61-72. https://doi.org/10.33902/jpsp.202323181
REFERENCES
  • Abay, M., & Marishane, N. (2023). Challenges facing the leadership of Ethiopian higher learning institutions in assuring quality education. Journal of Educational and Social Research, 13(2), 223-236. https://doi.org/10.36941/jesr-2023-0046
  • Abdi, A. (2014). The Effect of Inquiry-based Learning Method on Students’ Academic Achievement in Science Course. Universal Journal of Educational Research, 2(1), 37-41. https://doi.org/10.13189/ujer.2014.020104
  • Abulhul, Z. (2021). Teaching strategies for enhancing student’s learning. Journal of Practical Studies in Education, 2(3), 1-4. https://doi.org/10.46809/jpse.v2i3.22
  • Alpi, K. M., & Evans, J. J. (2019). Distinguishing case study as a research method from case reports as a publication type. Journal of the Medical Library Association, 107(1), 1–5. https://doi.org/10.5195/jmla.2019.615
  • Ayele et al. (2019). Teachers’ classroom teaching practices in Amhara Region and Addis Ababa City, Ethiopia. Africa Education Review, 16(1), 1-21. https://doi.org/10.1080/18146627.2017.1361332
  • Baru, A. (2021). Factors affecting the implementation of active learning methods in bale zonesecondary schools: exploring perceptions, knowledge and experiences of students, teachers and school leadership. Humanities and Social Sciences, 11(1), 35-46. https://doi.org/10.7176/RHSS/11-1-05
  • Creswell, J. W. (2012). First step in research. Van Schaik.
  • Creswell, J. W. (2013). Qualitative inquiry and research design: choosing among five approaches. Thousand Oaks.
  • Davidson, N., Major, C. H. & Michaelsen, L. K. (2014). Small-group learning in higher education–cooperative, collaborative, problem-based, and team-based learning: an introduction by the guest editors. Journal on Excellence in College Teaching, 25(3,4), 1-6.
  • Davis, M. L., Witcraft, S. M., Baird, S. O., & Smits, J. A. (2017). Learning Principles in CBT. In S. G. Hofmann & G. J. G. Asmundson (Eds.), The science of cognitive behavioral therapy (pp. 51–76). Elsevier Academic Press. https://doi.org/10.1016/B978-0-12-803457-6.00003-9
  • Derebssa, S. (2006). The tension between traditional and modern teaching-learning approaches in Ethiopian primary schools. Journal of International Cooperation in Education, 9(1), 123 -140.
  • Ejigu, O. & Tesemma, A. (2017). Factors affecting the implementation of student-centered learning methods. Journal of humanities and cultures studies R&D, 2(1), 1-10.
  • Elliot, M. (2008). Approaches to narrative research: national centre for research methods review paper. The University of East London.
  • Elliott, S. N., Kratochwill, T.R., Littlefield Cook, J. & Travers, J. (2000). Educational psychology: Effective teaching, effective learning. McGraw-Hill College.
  • Ezurike, C. P., Ayo, V., & Adewunmi, F. (2020). Influence of teacher-centred and student-centered teaching methods on the academic achievement of post-basic students in biology in Delta State, Nigeria. Teacher Education and Curriculum Studies, 5(3), 120-124. https://doi.org/10.11648/j.tecs.20200503.21
  • Fox, R. (2001). Constructivism examined. Oxford Review of Education, 27(1), 23-35.
  • Ganyaupfu, M. E. (2023). Teaching methods and students’ academic performance. International Journal of Humanities and Social Science Invention, 2(9), 29-35.
  • Gay, L. R, Miles, G. E. & Airasian, P. (2011). Educational research: competencies for analysis and applications. Pearson.
  • Glewwe, P. W., Hanushek, E. A., Humpage, S. D. & Ravina, R. (2011). School resources and educational outcomes in developing countries: a review of the literature from 1990 to 2010. National Bureau of Economic Research.
  • Gogus, A. (2012). Constructivist learning. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (pp. 783-786). Springer. https://doi.org/10.1007/978-1-4419-1428-6_142
  • Hassen, M. A. (2015). Strategies in the teaching of Geography in higher education preparatory secondary schools of Ethiopia [Unpublished doctoral dissertation]. Wollo University, Dessie, Ethiopia.
  • Johnson, B. & Christensen, L. (2012). Educational research, qualitative, quantitative and mixed approach. Sage.
  • Johnson, D. W., Johnson, R. T. & Holubec, E. J. (1994). Cooperative learning in the classroom. Association for Supervision and Curriculum.
  • Kim, S. (2005). The effects of a constructivist teaching approach on student academic achievement, self-concept, and learning strategies. Asia Pacific Education Review, 6(1), 7-19.
  • Kintsch, W. (2009). Learning and constructivism. In S. Tobias & T. M. Duffy (Eds.), Constructivist instruction: Success or failure? (pp. 223–241). Routledge.
  • Kuh, G. D., Kinzie, J., Buckley, J., Bridges, B., & Hayek, J. C. (2007). Piecing together the student success puzzle: Research, propositions, and recommendations. ASHE Higher Education Report, 32(5), 1-182.
  • Kumar, R. (2011). Research methodology: a step-by-step guide for beginners. Sage.
  • Leeuwen, A., & Janssen, J. (2019). A systematic review of teacher guidance during collaborative learning in primary and secondary education. Educational Research Review, 27, 71-89. https://doi.org/10.1016/j.edurev.2019.02.001
  • Luka, M. J. B. (2018). Impact of teaching methods on the attitude of secondary school students toward the learning of history in Malawi: a case study of some schools in Shire Highland Education Division (SHED) [Unpublished doctoral dissertation]. Mzuzu University, Mzuzu, Malavi.
  • Matthew, J. & Bradbury, T. (2015). Contributions of social learning theory to the promotion of healthy relationships: Asset or liability? Journal of Family Theory and Review,7(1), 13-27. https://doi.org/10.1111/jftr.12057
  • McCollin, E. D. (1998). Faculty and student perceptions of teaching styles: Do teaching styles differ for traditional and nontraditional students? The University of Southern Mississippi.
  • Ministry of Education. (1994). Ethiopian education and training policy. Author.
  • Muganga, L., & Ssenkusu, P. (2019). Teacher-centered vs. student-centered: an examination of student teachers’ perceptions of pedagogical practices at Uganda’s Makerere University. Cultural and Pedagogical Inquiry, 11(2),16-40.
  • Punch, K. F. (2009). Introduction to research method in education. Ashford Colour Press.
  • Race, P. (2014). Making learning happen: A guide for post-compulsory education. Sage.
  • Ramsook, L. (2018). Cooperative learning as a constructivist strategy in tertiary education. International Journal of Education and Research, 6(12), 149-160.
  • Right J. (2018). The Importance of Learning Materials in Teaching. Retrieved June 13, 2023 from https://www.theclassroom.com/way-5289430-components-effective-teaching.html
  • Schreiber, L. M., & Valle, B. E. (2013). Social constructivist teaching strategies in the small group classroom. Small Group Research, 44(4), 395–411. https://doi.org/10.1177/1046496413488422
  • Seifert, K., & Sutton, R. (2009). Educational psychology. Orange Grove.
  • Slavin, R. E. (2011). Instruction based on cooperative learning. In R.E. Mayer & P.A. Alexander (Eds). The nature of learning: using research to inspire practice (pp. 388-404). OECD.
  • Tadesse A. & Daniel T. (2016). An Assessment of the practice and its determinant factors ofactive learning methodologies by teachers of teacher education colleges of Begemidir and Gondar: North and South Gondar zones of Ethiopia. British Journal of Education, 4(1), 32-50.
  • Tadesse, L. (2020). Problems affecting the practice of student-centred approach in teaching social studies. Journal of Pedagogical Sociology and Psychology, 2(2), 69-79. https://doi.org/10.33902/JPSP.202026294
  • Tam, M. (2000). Constructivism, instructional design, and technology: implications for transforming distance learning. Educational Technology and Society, 3(2), 50-60.
  • Temesgen, S. (2017). Factors affecting the implementation of student-centred method in mathematics classes: the case of otona secondary school grade 10, Wolayta Zone, SNNPR Region. International Educational Scientific Research Journal, 3(8), Article 14.
  • Tennyson, R. D., & Volk, A. (2015). Learning theories and educational paradigms. In J. D. Wright (Ed.), International Encyclopedia of the Social & Behavioral Sciences, 699-711. https://doi.org/10.1016/B978-0-08-097086-8.92036-1
  • Tran, N. A. (2014). The role of mentoring in the success of women leaders of color in higher education. Mentoring and Tutoring, 22(4), 302-315. https://doi.org/10.1080/13611267.2014.945740
  • Whicker, K.M., Bol, L., & Nunnery, J. A. (1997). Cooperative learning in the secondary mathematics classroom. Journal of Educational Research, 91, 42-48. https://doi.org/10.1080/00220679709597519
LICENSE
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.