TRACING THE EFFECTS OF STUDENTS’ CENTERED TEACHERS’ PEDAGOGICAL APPROACHES ON LEARNERS’ EDUCATIONAL GAINS: CASE OF PUBLIC SECTOR SECONDARY SCHOOLS
Open Access
- 15 June 2020
- journal article
- Published by Scientia Socialis Ltd in Problems of Psychology in the 21st Century
- Vol. 14 (1), 39-53
- https://doi.org/10.33225/ppc/20.14.39
Abstract
Applications of teachers’ pedagogical approaches for learners’ educational gains have been remained one of the educational debates since ago. Teachers transfer chunk of information among students through implementing techniques to strengthen teaching learning process. Relevance of ground-breaking instructional strategies put concrete effect on students’ entire academic success. Present quantitative research was conducted to explore the effect of teachers’ usage of students’ centered teachers’ pedagogical approaches on students’ educational gains. Researchers adopted ex-post-fact research design on sample of 800 respondents; 400 urban and 400 rural students randomly selected from public sector secondary schools of District Kasur Punjab-Province of Pakistan. Data were collected by administering self-constructed questionnaire mode of 5-point Likert type options. Validity of the instrument was confirmed from experts and Cronbach’s Alpha was applied to ensure instrument’s reliability scores; .864. Learners’ educational gains of science and arts students were obtained from gazette of Board of Intermediate and Secondary Education, Lahore. Results of independent sample t-test and regression analysis ascertained that teachers’ centered students’ pedagogical approaches effect 58% on learners’ educational gains whereas brainstorming 43%, inquiry 57%, problem solving 54% and cooperative technique effect 50% on learners’ educational gains. Science teachers were making more use of brainstorming, inquiry, problem solving, and cooperative teaching as compared to arts teachers. Study recommends that Govt. may train heads of the institutions on students’ centered teachers’ pedagogical approaches and bound them to implement with true spirit and vigor through teachers to overcome science and specially arts students’ declining level of educational gains; stakeholders’ cause for concern. Keywords: brainstorming, cooperative teaching, inquiry base, learners’ educational gains, problem solving.Keywords
This publication has 42 references indexed in Scilit:
- Effect of Cooperative Learning on Secondary School Students’ Mathematics AchievementCreative Education, 2013
- Effect of four teaching strategies on senior secondary students’ achievement in an aspect of agricultural scienceAfrican Journal of Educational Studies in Mathematics and Sciences, 2010
- An assessment of the effects of teaching methods on academic performance of students in accounting coursesInnovations in Education and Teaching International, 2010
- Using team-based learning to prepare medical students for future problem-based learningMedical Teacher, 2010
- Problem‐based learning and action research in postgraduate teaching: the interdisciplinary coreEducational Action Research, 2009
- Implementing and sustaining science curriculum reform: A study of leadership practices among teachers within a high school science departmentJournal of Research in Science Teaching, 2009
- The Use of Problem‐Based Learning to Enhance MIS EducationDecision Sciences Journal of Innovative Education, 2008
- Examining Informed Consent in Persons with SchizophreniaIssues in Mental Health Nursing, 2008
- Ethical issues in identifying and recruiting participants for familial genetic researchAmerican Journal of Medical Genetics, 2004
- Reading Growth in High-Poverty Classrooms: The Influence of Teacher Practices That Encourage Cognitive Engagement in Literacy LearningThe Elementary School Journal, 2003