The influence of learner-centered teaching styles on students’ academic achievements among secondary schools of arumeru district, tanzania
Thereza Emmanuel, Baraka Manjale Ngussa
The purpose of this study was to determine h the influence of learner-centered teaching styles on students ‘academic achievements among the secondary schools of Arumeru district. The study was guided by three research questions that sought to establish the learner-centered teaching styles applied by the teachers, the students’ academic achievement as well as to determine the relationship between the learner-centered teaching styles and students’ academic achievement. The study adopted a quantitative approach using a descriptive correlation design. The study collected data through a self-administered questionnaire which was distributed to 350 students from 5 secondary schools in Arumeru District. Out of 350 questionnaires, 322 were filled and returned for data analysis. The responses were coded and analyzed through the help of the Statistical Package for Social Sciences by descriptive and correlation statistics. The study established that teachers in the investigated secondary schools apply learner-centered teaching styles. The study also found a positive yet weak relationship between learner-centered teaching styles applied by the teachers and students’ academic achievement. Therefore teachers should adopt learner-centered approaches to enhance the academic achievement of the students.
Keywords: Learner, teaching approach, academic, achievement, delegator, facilitator.
Cite this Article
Emmanuel, T., & Ngussa, B. M. (2022). The influence of learner-centered teaching styles on students’ academic achievements among secondary schools of arumeru district, tanzania. University of Arusha Academic Journal, 18-28.
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