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Research Article |

Assessing the Practice and Challenges of Student-Centered Learning Approach; The Case of Mi’eso Secondary School Grade Ten in Focus

The purpose of this study was to assess the practice and challenges of student-centered approaches to learning. To this end, Mi’esso secondary school, which is found in West Hararghe Zone, Mi’esso Woreda, was selected. The participants of the study were four EFL teachers and 195 students in grade ten. A descriptive research design was used to conduct this study, and simple random sampling techniques for students and availability sampling were used for EFL teachers. Instruments used to collect data were a questionnaire, an observation checklist, and an interview. Then the data were analyzed through frequency and percentage score for quantitative data, and data obtained through observation and interview were analyzed qualitatively. The findings of the study revealed that the majority of EFL teachers had used traditional approaches or teacher- centered language learning method. The commonly stated factors for the low level of practicing student-centered approach were: most teachers have a tendency to use traditional methods/ lecture methods, there is lack of interest to practice leaner centered approach, large classroom size and poor classroom condition and another factor that affect leaner centered approach, and teachers and students have problems to implement leaner centered approach though they believe that it helped them. Finally, recommendations were forwarded based on the major findings of the study. Accordingly, it is suggested that for EFL teachers: For effective practice of learner -centered approach in the EFL classes, teachers should perceive the importance of learner centered approach, teachers should use and practice learner centered approach in their EFL classes, so EFL teachers should practice learner centered approach using various teaching aids in the EFL classes, EFL teachers should continue to motivate, encourage, give attention for student-centered and support students’ participation in the classroom. Students should: practice student-centered approach of learning in the classroom, and should participate actively in the classroom. Ministry of education: should give training for Teachers, should arrange the classroom condition. For other researchers: Since the student-centered approach is not implemented in this study, then it is recommended for other researchers to undergo further research in studying the assessment of student-centered approaches of leaning in English language classroom.

Assessing, Practice, Challenges, Student-Centered, Learning Approach

APA Style

Gonfa, T. A. (2023). Assessing the Practice and Challenges of Student-Centered Learning Approach; The Case of Mi’eso Secondary School Grade Ten in Focus. Science Journal of Education, 11(6), 183-193. https://doi.org/10.11648/j.sjedu.20231106.12

ACS Style

Gonfa, T. A. Assessing the Practice and Challenges of Student-Centered Learning Approach; The Case of Mi’eso Secondary School Grade Ten in Focus. Sci. J. Educ. 2023, 11(6), 183-193. doi: 10.11648/j.sjedu.20231106.12

AMA Style

Gonfa TA. Assessing the Practice and Challenges of Student-Centered Learning Approach; The Case of Mi’eso Secondary School Grade Ten in Focus. Sci J Educ. 2023;11(6):183-193. doi: 10.11648/j.sjedu.20231106.12

Copyright © 2023 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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