Back

The influence of learner-centered teaching styles on students’ academic achievements among secondary schools of arumeru district, tanzania

Thereza Emmanuel, Baraka Manjale Ngussa

Submitted

Oct 20, 2022

Accepted

Dec 19, 2022

Published

Dec 21, 2022
Download PDF

Abstract

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.

References

  1. Ahia, M. (2018). Correlation Between Teaching-Learning Approaches and Pupils’ Academic Performance in Tanzania: A Case of Selected Primary Schools in Korogwe District. Master’s Dissertation, University of Arusha.
  2. Awla, H. A. (2014). Learning Styles and Their Relation to Teaching Styles. International Journal of Language and Linguistics, 2(3), 241-245.
  3. Ellis, R. (2015). Quality Assurance for University Teaching. London: Open University Press.
  4. Ganyaupfu, E. M. (2014). Teaching Methods and Students’ Academic Performance. International Journal of Humanities and Social Science Invention, 2(9), 29-35.
  5. Gilakjani, A. P. (2012). A Match or Mismatch Between Learning Styles of the Learners and Teaching Styles of the Teachers. International Journal of Modern Education and Computer Science, 51-60.
  6. Gill, E. (2020, September 1). What is Your Teaching Style? 5 Effective Teaching Methods for Your Classroom. Retrieved June 1, 2021, from https://resilienteducator.com/classroom-resources/5-types-of-classroom-teaching styles/#:~:text=The%20Hybrid%2C%20
    or%20blended%20style.%20Hybrid%2C%20or%20blended,styles%20to%20
    student%20needs%20and%20appropriate%20subject%20matter.
  7. Gulobia, Wokadala, & Bategeka. (2013). Does Teaching Methods and Availability of Resources Influence Pupils’ Performance.
  8. Heale, R., & Ywycross, A. (2015). Vailidity and Reliability in Quantintative Studies.
  9. Kangu, F. N. (2015). Analysis Of Teaching Strategies On Students’ Performance In Sciences: A Case Of Rev. Muhoro Secondary School For The Deaf; Nyeri County, Kenya. Kenyatta University.
  10. Khalid, M., Akhter, M., & Hashmi, A. (2017). Teaching Styles of Secondary School English Teachers and Learning Styles of their Students and Relationship of Teaching Learning Style Match with Students’ Achievement. Bulletin of Education and Research, 39(3), 203-220.
  11. Kitti, M. (2014). Effect of Teaching Methods on Students’ Performance in Tanzanian Education Institutions: A Case of Public Secondary Schools in Nyamagana District -Mwanza. Mwanza: The Open University of Tanzania.
  12. Kothari, C. (2004). Research Methodology: Methods & Techniques (2 ed.). New Delhi: New Age International (P) Limited, Publishers.
  13. Liu, J., & He, Q. (2014). The Match of Teaching and Learning Styles in SLA. Creative Education, 5(10).
  14. Mark, M., & Janina, J. (2012). Research Design Explained (8 ed.). Cengage Learning.
  15. Ngussa, B., & Gundula, A. (2019). The Effect of Home Environmental Factors on Students’ Academic Achievement: A case of Community Secondary School in Monduli District, Tanzania. World Journal of Educational Research, 6(3).
  16. Nja, C. O., Umali, C.-U. B., Asuquo1, E. E., & Orim, R. E. (2019). The influence of learning styles on academic performance among science education undergraduates at the University of Calabar. Educational Research and Reviews, 14(17), 618-624.
  17. Pooja, G. (2017). Study the effect of teaching method on the academic achievement of school going children of SemiurbanArea, S Schools of Lucknow city. International Journal of Home Science, 3(2), 447-453.
  18. Pyng, H. S., & Rashid, A. M. (2014). Relationship Between Teachers Teaching Styles And Students Interest Towards Integrated Living Skills Subjects In Schools. Journal of International Education Research, 10(1).
  19. Saritaş, E. (2016). Relationship between philosophical preferences of classroom teachers and their teaching styles. Educational Research and Reviews, 11(16), 1533-1541.
  20. Senguo, E. A. (2020). Impact of School Management Towards Students’ Perceived Academic Achievement in Seventh-day Adventist Secondary Schools. A Case of North East Tanzania Conference. Master’s Dissertation, University of Arusha, Arusha.Taherdoost, H. (2016). Validity and Reliability of the Reseach Instruments; How to Test the Validation of a Questionnaire/Survey in a Research. International Journal of Academic Research Management, 5(3), 28-36.
  21. https://www.worldbank.org/en/topic/poverty/overview (Retrieved on 10th July 2021).