WACHEMO UNIVERSITY

COLLEGE OF SOCIAL SCIENCE AND HUMANITIES

DEPARTEMENT OF ENGLISH LANGUAGE AND
LITERATURE

ASSSESSING THE PRACTICE OF STUDENTS CENTERED

LEARNING APPROACH IN THE CLASS ROOM DURING ENGLISH
LESSON WITH PARTICULAR REFERENSE TO HETO GENERAl
SECONDARY SCHOOL GRADE 9Th "9" a_LIN FOCUS

BY: BUZAYEHU ABATE

ADVISOR: EYERUSALELEM HAILE

DECEMBER 20-4-
2013

HOSSANA, ETHIOPIA

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 ACKNOWLEDGMENT

First of all, I would like to express my gratitude to my advisor Mr. Addise Abame for his advice
and guidance and his critical and valuable comments on conducting this study.

Secondly, I would like to thanks Mr. Birhanu Erchafo, the head department of English Language
and Literature for his contribution while conducting this study.

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 ABSTRACT

This study dealt with assessing the practice of student centered learning approach in the class
room during English language lesson with particular reference to Heto general secondary school
in grade 9th"a-lsection. From the total number of520 students 20 students were selected by lottery
method that called random sampling. In addition, the researcher took 3 English language
teachers by purposive sampling method for questionnaires and 3 English teachers for interview,
interview and observation. The collected data was analyzed and results were summarized. The
results showed that the practice of students centered learning method was poor in the class room.
Some of the factors that hinder practice of this learning method are:

1. Traditional teaching
2. Absence of skilled teachers
3. Lack of curricular material and
4 Low understanding of student centered learning will be towards the learner centered
method.

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Table of Contents
CHAPTER ONE..............................................................................................................................1
INTRODUCTION...........................................................................................................................1
1.2 Statement of the problems.................................................................................................3
1.3.1 The General Objective of the Study......................................................................3
1.3.2 The Specific Objectives of the Study....................................................................3
1.4 Research Questions...........................................................................................................3
1.5 Significance of the Study..................................................................................................4
1.6 Delimitation of the Study..................................................................................................4
1.7 Limitation of the Study.....................................................................................................4
CHAPTER TWO.............................................................................................................................5
REVIEW OF RELATED LITERATURE.......................................................................................5
2.1. The Concept of Student Centered Learning Approach....................................................5
2.2. The Definition of Student Centered Learning Approach.................................................6
2.3. How Student centered can be implemented.....................................................................6
CHAPTER THREE.........................................................................................................................8
RESEARCH DESIGN AND METODOLOGY..............................................................................8
3.1. The Research Design.......................................................................................................8
3.2. Subject of the Study.........................................................................................................8
3.3. Sampling techniques........................................................................................................8
3.4. Data sources.....................................................................................................................8
3.5. Data Collecting Instruments.............................................................................................9
3.5.1 Interview................................................................................................................9
3.5.2 Questionnaire.........................................................................................................9
3.5.3 Observation...........................................................................................................9
3.6 Procedures of the Study....................................................................................................9
3.7 Methods of Analyzing and Interpreting Data...................................................................9
CHAPTER FOUR.........................................................................................................................10
DATA ANALYSIS AND INTEPRETATION.............................................................................10
4.2 Analysis of the teachers Interview..................................................................................13

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 4.3 Analysis Data Obtained Through Observation...............................................................13
4.4 Results and Discussions from Teachers Questionnaires.................................................14
CHAPTER FIVE...........................................................................................................................16
CONCLUSION AND RECOMMENDATION............................................................................16
5.1. Conclusion.....................................................................................................................16
5.2. Recommendation...........................................................................................................17

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 CHAPTER ONE

INTRODUCTION
1.1. Background of the study

The term student centered learning approach is an approach in learning process with learner
centered approach instruction function with facilitators of learning rather than lectures. Student
centered approach is potential method for enhancing intrinsic motivation among students
/Honcock, Branny and Nason 1995/

Students centered approach attempts to enhance active learning by using method such as
cooperative leaning ,open ended assignment critical thinking exercises, stimulation and problem
solving activates /Feider and Brant,1996/

The term student centered learning approach refers to the activities in which they have more
responsibility for their own learning where as teachers are needed only as facilitator. According
to Lowry(1989) learner centered is a process in which individual take the initiative to diagnose
their learning needs, formulate teaching goals, identity resources, select and implement learning
strategies and evaluate learning out comes. Assessment tools are determined by learners and
focuses on self reflection that increase promotes self learning.

The goal of student centered approach is to shift student learning away from passive and
listening more challenged and being given more chance and control over instructional activities
which can enhance intrinsic motivation./Wilson and Corpus 2005/

The role of teachers in student learning is guiding and monitoring, helping student access,
interpret, organize and transfer knowledge to solve authentic problem while student expertise
not only in the content areas being studied, but also in learning. Student learning approach shifts
the focus of activity from the teacher to the student. This learning model places the learner in
center of the learning process. It relies on active learning. It is true that students must do more
than just listening and note taking. They must read, write discussed and solve problem.

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The researcher can conclude: the most important to be actively involved, students must engage in
such higher order thinking tasks as analysis, synthesis and evaluation.

Therefore, practicing students centered learning approach in class room situation when delivery
of lesson is extremely important for students to be actively engaged in learning, constructing
understanding and meaning.

Generally, there are many reasons why student centered is needed: One is that student centered
learning is more aligned with the lifelong learning skills needed in the look force of the
information age.

The other fundamental justifications for taking active learning approach to the delivery of lesson
in the widely agreed up on assertion that the degree to which students understand a concept is
indirect proportion the amount of personal energy they have expanded in trying to master.

Finally, learning in this fashion is closely models what students while need to do when they live
the school and inter the work place. Therefore, the researcher is interested to conduct a research
on this area, this study attempts to translate student centered learning approach in the teaching
and learning process as the class rooms situation

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1.2 Statement of the problem
The concept student centered learning approach is widely used in teaching and learning
literature. Many terms have been linked with student centered learning approach such as flexible
learning, experiential learning, self directed learning and therefore, the slightly over used term
student centered can mean different things to different people. (Taylor 2000 and Burned 1999).

Recently, the buzz word for educational reform in different school area is student centered
learning. Even though learner centered approach is widely, but poorly understood concept in
practice. Generally, until recently much discussion concerned to education is most of the time,
centers only system input such as supporting input from Heto utside, enabling school condition.
Even thoughs more or less attention is given to the teaching learning of student centered learning
practice during delivering English language lesson, but it was not because of several reasons.

1.3 Objectives of the study

1.3.1 The General Objective of the Study

The general objective of the study is assessing the practice of student centered learning approach
in the English language lesson particularly in Heto gereneral secondary school (the case of grade
9th "A- L” students).

1.3.2 The Specific Objectives of the Study

The followings are the specific objective of the study:-

 To identify the factor that hinder the student cooperative learning in the class room .
 To investigeting needs on practicing an active learning approach during the delivery of
the lesson

1.4 Research Questions

 What are the factors that hinder the student centered approach.
How presence of student centers learning approach important in the class room
What is the need of practicing an active learning approach during delivery in the class
room.

1.5 Significance of the Study

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The study will be believe to have the following practical significance:-

 Make the students to have great responsibility for their own learn.
 To make the students more aware of what they doing, why they are doing it.
 It creates awareness about the student centered approach of teaching learning method
among the teachers and students.

1.6 Delimitation of the Study

The study will be focused on assessing the practice of student centered learning approach. It is
clear that there are so many sections found in He to secondary school.

But the study will be focused on or restricted only grade 9 th “A-L” section students due to
shortage time. In order to avoid personal bias while conducting this research.

The researcher selects the grade 9th “A-L” students by lottery method out of 12 total sections.

1.7 Limitation of the Study

In conducting this researcher faced many problems such as some students were unwilling to give
back the questionnaires that were distributed. The researcher had lack of finance, related to
materials and shortage of time.

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 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1. The Concept of Student Centered Learning Approach
The term student centered learning approach is widely used in teaching and learning literature.

Many terms have been linked with student centered learning such as flexible learning (Taylor
2000), experiential learning (Burned 1999), self directed learning and therefore, the slightly over
used term student centered can mean different things to different people

In addition, in practice it is also described by range of terms and this had led to confusion
surrounding its implementation.

The concept of student center has been credited early as 1905 to Hayward and 1956 to Dewey’s
work (O Sullivan 2005), Cart Ranger, the of client centered counseling is associated with
expanding this approach into general theory of education (Burned 1999, Rogott 1999)

The term student centered learning was also associated with work of Paget and more recently
with Malcolm knowledge (Burned 1999) Roghgers (1983a:25), in his book freedom to learn for
the 80’s describes the shift in power the expert teacher to the student learner driven by need for
change in the environment where in this. So called educational condition, student are become
passive apathetic and bored.

Kember (1997) described broad orientations in teaching: the teacher centered or

Content oriented conception and the student centered or learning oriented conceptions.

In ever useful breakdown of these orientation many authors view in relation to student centered
view including: that knowledge is constructed by students and that the lecture is facilitator of
learning rather than a presenter of information.

Rogers (1983b:188) identified the important precondition for student centered learning as the
need for: …… a leader or person who perceived as an authority figure in the situation is
sufficiently secure within himself(herself) and in her/his relationship to others that she /he

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experiences an essential trust in the capacity of others to think for themselves, to learn
themselves.

The term student centered learning refers to a wide variety of educational programs, learning
experience instructional approach, and academic support strategies that are intended to address
the distinct learning need, interest aspiration or cultural back grounds of individual students and
group of students.

To accomplish this goal schools, Teachers, guidance, counselors, and other educational specialist
may employ a wide variety of educational method from modifying assignments and instructional
strategies in the class room to entirely redesigning the way in which students are grouped and
thought in school.

Student centered learning put students’ interests first, acknowledging student voice as central to
learning experience. In a student centered classroom, students choose what the use assess their
own learning.

2.2. The Definition of Student Centered Learning Approach

Student centered instructional approach which student’s effluence the content, activities,
material, and place of learning. This learning model places the student in the centered learning
process. The instructor provide student with opportunities to learn independently and form one
another coaches in the skills they need to do effectively.

Therefore, the term student centered learning is approach defined activities of students in which
they have more responsibilities for their own learning where the teacher needed only as guide,
facilitator or leader.

2.3. How Student centered can be implemented

The paradigm shift away from teaching to an emphasized on learning has encouraged power to
be moved from the teacher to student (Barr and Tags 1995). The teacher focused/transmission of
information formats such us lecturing, have began to increasingly criticized and this has paved
the way for a wide spread growth of student centered learning as an alternative approach.

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However, despite wide spread use of term, Lacteal (2003) maintain that one of issues with
student centered learning is the fact that: many interactions educations claim to be putting
student centered learning into practice but in reality they are not (2003:322)

Learning is often presented in this dualism of student centered learning or teacher centered
learning. In the reality of practice the situation was less black and white.

In examining how you might at this practice, it is worth thinking how far up continuum you are
able to move within contextual barriers in your teaching situation.

In relation to curriculum design student centered centeredness include the idea that student have
choice in what to study, how to study. However, to what extent can this be carried out in the
structure of today’s universities?

Modularization, which will be expected in all European under graduated courses by 2006,
provide structure that allow, students an element of choice in what modules the study.

One student centered approach to curriculum design, problem based learning allows for some
choice with in a program of area that students may study.

It allows student to set some of their own learning objectives (out comes dependent on prior
knowledge). Problem based learning through the use of problem (issues) triggers encourages the
students to develop their own learning goals. There by filling in the gaps in their knowledge or
understanding (Bond and Feletti 1992).

The University of Glass Glow (2004) identified four main strategies on student centered learning
practice in their university.

The first strategy way to make the student more active in acquiring knowledge and skills might
include exercises in class, field work.

The second strategy was to make the students more aware of what they are doing, why they are
doing it.

The third strategy is focuses orientation, which the use of tutorial and other discussion a groups.

The final strategy is focuses on transferable skills.

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 CHAPTER THREE

RESEARCH DESIGN AND METODOLOGY

The methods that the researcher cast out the study would be the following:

3.1. The Research Design

This study aimed at assessing the practice of student centered learning approach during English
language lesson with particular reference to Heto general secondary school, in case of grade 9 th
“A-L” section. This research includes both quantitative and qualitative techniques of research
analysis. The quantitative techniques described or analysis research in terms of numbers of
respondents. Qualitative mean description of events scientifically without the use of numerical
data.

3.2. Subject of the Study

The subjects of this study will grade 9th “A-L” section and English language teachers of HHeto
general secondary school.In our country student centered learning approach is probably not
adopted.So He to general secondary school is one of an Ethiopian educational organization.The
researcher chose this place because of the proximity for the researcher.

3.3. Sampling techniques

The valid data of the study will be collected through purposive sampling technique and lottery
methods. The reason the researcher used purposive sampling technique is the respondents are
few in numbers, and the reason why the researcher will used lottery method,, it is appropriate for
respondents many in number.

The researcher will be selected 20 students by lottery method from 520 students of grade 9" A-
L of Heto secondary school to gate information’s and will be selected 3 teachers from 8 English
subject teachers of the school by using purposive sampling to gate more information and
knowledge.

3.4. Data sources

The source of this research will be Heto secondary school grade 9th “A-L” students and English
subject teacher. The population of this study focused on 520, grade 9 "A-L students. The total
sample students will be 20 and they will taken out of grade 9 “A-L” students through lottery

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method and 3 English teachers from 8 total populations of English subject teachers through
purposive sampling method.

3.5. Data Collecting Instruments

The instruments that the resresearwere will be used to gather data will be interview,
questionnaire, and observation.

3.5.1 Interview
One instrumens will be used to collect data is interview. The instrument will be used to get first
hand data from 2 English subject teachers.

3.5.2 Questionnaire
The questionnaires will have prepared to be answered by students and teachers. The researcher
will be selected 20 students by lottery method from total 520, grade 9 “A-L” students, and 3
English subject teachers will be selected out of 8 total populations of English teachers by
purposively sampling method.

Two types of questionnaires will be prepared. This questionnaires are close ended which
includes “Yes” or “No” responses, and open ended questionnaires which include listing and
jotting down ideas on a given blank spaces for response.

3.5.3 Observation
The researcher will be have observed the grade 9”A-L” students of Heto general secondary
school during their English language lesson in class room by being participant observer while
delivery of the lesson.

3.6 Procedures of the Study

To obtain valuable information from the participants of the research, first the purpose and
importance of study will be explained to the subject of the study. Next, concerning the result
found from the subjects of the study will be analyzed by using quantitative and qualitative
method.

To make it simpler, first the responses of students will be organized and analyzed. Then they will
be described in percentage. Finally, conclusion and recommendation will be for-warded based up
on the result of the analyzed data.

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3.7 Methods of Analyzing and Interpreting Data
After the data will be collected the researcher changed it to table and percentage, and analyzes
quantitatively and qualitatively. Finally, conclusion and recommendation forwarded based on the
result of the analyzed data.

CHAPTER FOUR

DATA ANALYSIS AND INTEPRETATION

This chapter deals with the analysis and interpretations of data which was gathered from target
populations by questionnaires, interview and observation concerning the assessment of the
practice of student centered learning approach during English lesson in class room.

Both qualitative and quantitative research design have been employed.

The analysis, conclusion and interpretation of each data were given after each table.

4.1 Results and Discussion from Students Questionnaire

Table 1.5 students’ response about practicing study corrected learning approach in class room
situation.

Items Alternative No of respondents Percentage

1. Have you practiced Yes 15 60%

student centered
No 10 40%
learning approach
in classroom? Total 25 100

In the above table 15 or 60% of the respondents responded that they did practice student centered
learning in the class room while the remaining 8 or 40% of the respondent responded that they
didn’t practice student centered learning approach. Therefore, it is possible to conclude that the
students did the student centered learning approach in the class room, as much as it wanted.

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Table 2: students’ response on how often they practice student centered method in the class
room.

Items Alternative No of respondents Percentage

1. How often do you Always 5 20%

practice student
Sometimes 16 64%
centered learning
approach in the Never 4 16%

class room Total 25 100%

As it stated in the above table the high percentage of respondent is 16 or 64% and 5 or 20% of
the respondent responded that they practiced student centered some times and always
respectively, whereas, the remaining 4 or 16% of the respondents responded that they never
practiced student centered. From this one can understand that student centered learning approach
is implemented rich in practice.

Table 3: students’ response on how their teacher did motivate them to practice student centered
learning method.

Items Alternatives No of respondents Percentage

3Does your Yes 18 72%

teacher
No 7 28%
motivate you
to practice Total 25 100%

student
centered
learning
approach in
the class
room?
As it stated in the above 18 or 72% of respondents responded that their teachers motivate them to
practice student centered learning approach. Whereas 7 or 28% of respondents responded that

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their teachers didn’t motivate them to practice student centered learning approach in the class
room. Therefore, from this table one can conclude that teachers have weakness in motivating
students to practice student centered learning approach.

Table 4: Students’ response on the disadvantages of student centered on the disadvantages of

student centered learning approach.

Items Alternatives No of respondents Percentage

4. are there any Yes 11 44%

disadvantage of
No 14 56%
student centered
learning approach Total 25 100%

As it stated in the table 14 or56% of respondents responded that student centered learning
approach has such as time consuming. While 11 or 44% of them responded that student centered
learning approach has no disadvantages.

So from this, the researcher can conclude that student centered learning approach play a great
role in improving students’ capacity.

5. What Was the Importance of Student Centered Learning Approach?

According to the information the researcher got from the respondents, the importance of student
centered learning approach are:

It help students to have experience of doing some tasks by themselves when they leave the
school/inter the work place, they do not care less in their learning because of the nature of this
method encourage the students to prepare themselves, students dig out farther information by
themselves as the result of self awareness of student develop towards the lesson being taught.

6. What are the Factors that Affect Student Centered Learning Approach?

Based on the information gathered from the respondent’s one of the factors that affect student
centered learning approach is traditional teaching which focused teacher dominated method.

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In this teaching style most class time is spent with lecture giving and students are only passive
recipients. The students do not care about watcher they get knowledge or not.

4.2 Analysis of the teachers Interview

This section deals with the response of teachers on interview. The researcher used semi
structured interview. The answered each of the questions comparing and varying the idea and
question from different people’s response.

Effective teaching and learning requires the use of different methodologies and ever changing
educational environments.

The challenges to find new ways stimulate to motivate creativity of today’s generation who have
different set of orientation towards learning.

The traditional chalk and lecture students as passive recipient knowledge may not be suitable for
today’s generation.

From this response, one can understand that why most of teachers although recognized the
importance of active learning, have not embraced on active learning in the light of factors that so
called tradition of teaching.

4.3 Analysis Data Obtained Through Observation

As the researcher observed grade 9 th “A-L” of Heto general secondary school when they take
lesson in class room, there from doing certain factors that hinder them from doing some tasks
toward the practice of student centered learning method. The researcher observed by being
participant observer.

There were lack of knowledge about the importance if student centered learning approach to
guide this style, materials is not prepared relatively compared with students ability, most of class
time is spent with lecture method, the teachers do not give chance for students to do some
activities before start the lesson, shortage of time to complete the text, overcrowding of students
in class, lack of management while teaching the students in the class room.

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4.4 Results and Discussions from Teachers Questionnaires
Table 1: Teachers’ are response about practicing student centered learning approach in class
room situation.

Item Alternatives No of respondents Percentage

1 Do you believe that Yes 3 75%

student centered
No 1 25%
approach is more
preferable than other Total 4 100%

approach

As it stated in the above table, the high percentage of the respondent is 3 or 75% and 1 of 25%
the low percentage of the respondent responded that they believe student centered learning
approach is not more profitable than other approaches respectively. From this it can be
concluded that student centered learning approach is more preferable than other approaches.

Table 2: teachers responses about how often do they use student centered approach to each
student?

Item Alternatives No of respondents Percentage

2 How often do you Always 2 75%

use student centered
Some times 5 25%
approach to each
student Never 0 0%

Total 6 100%

As it stated in the above table, the high percentage of respondents is 3 or 75% and 1 or 25%the
low percentage of the respondent responded that they like to use student centered approach to
each student some times and always respectively. From this it can be concluded that most of the
teachers like to use student centered approach to each students some times and a few teachers
like to use student centered approach to each students always.

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Table 3: Teachers are response about how much do they motivate their students during group or
pair discussion.

Item Alternatives No of respondents Percentage

3 How much do you Good 2 50%

motivate your
Very good 1 25%
students during group
or pair discussion Excellent 1 25%

Total 4 100%

As it stated in the above table, the high percentage of respondents is 2 or 50% and 1 or 25% of
the respondents responded that they do motivate their students during group or pair discussion in
a good and very good manner respectively, whereas the remaining one or 25% of the respondents
responded that they motivate their students during group or pair discussion in excellent manner.

From this, it can be concluded that most of the teachers motivate their students during group or
pair discussion in good manner.

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 CHAPTER FIVE
CONCLUSION AND RECOMMENDATION
5.1. Conclusion
The main purpose of this study focused on assessing the practice of student centered learning
approach in English language class rooms with particular reference to Heto general secondary
school grade 9th “A-L” section in focus.

Detailed analysis and discussions were presented in chapter four. Here are only the important
major findings presented by condensing what discussed in the analysis section, even though the
importance of student centered learning is recognized by teachers and students.

Most of students have no positive practice for student centered learning approach. Similarly they
were not motivated for learning English language through student learning approach, they didn’t
participate actively on the group in the class room.

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5.2. Recommendation
Having concluded the study, the researcher would like to recommend some points to be applied
by students and teachers. So, the points that needed to be recommended are as follows.

 The school should give solution for factors that hinder the practice of student
centered learning approach
 Under such circumstances curriculum designers text book writers, teachers
training in situation, education, experts and teachers of all(followed) their own
way in translating learner centered approach in to practice.
 Government policy and implementation strategies encourage learner centered in
order to make it most commonly understood for what it is.

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Reference

Burned /1999/, active learning; an introduction Retrieved June 10, 2015 from http//home.et net
/burn/article htm.

Collins Obeys /2003/. Implementing technology education problem solving activities. Journal
technology education.

Dewey’s works /O.Sullivan 2005/. Carl Rangers. Student center approach to teaching material
land energy balances. Retrieved. June 10, 2014 from hyy: www….end/www.

Kember /1997/ conception of teaching art held by secondary school art teachers’ international
journal of art and design education. Lea al /2003/ beliefs and class room action. Journal of
research in science teaching.

Rogers /1983b: 188/. Thinking skills and problem solving methods. Retrieved from http://files
Eric. Pdf

University of Flass Gow /2004/. Main strategies on student centered learning practice.

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 APPENDIX A

Questionnaires for students

These questionnaires are set to obtain data for the study of factors affecting student centered
approach from grade 9 "A-L with particular Heto general secondary school of the year 2013.
The success of the study largely depends on earnest of the respondents. The respondents are
kindly requested to complete the questionnaires carefully.

1. Have you practiced student centered learning approach?

A. Yes B. No
2. How often do you practice student centered learning approach in the classroom?
A. Always B. Sometimes C. Never
3. Is there some challenges that hinder you since you practice student centered learning?
A. Yes B. No
4. Do your teachers motivate you to practice student centered learning in the classroom?
A. Yes B. No
5. If some challenges phase since you practice student centered approach, how can you
solve it?
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6. What is the importance of student centered approach?
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7. What are challenges that hinder student centered learning method?

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APPENIX A
WACHEMO UNIVERSITY
COLLEGE OF SOCIAL SCIENCE AND HUMANITY
DEPARTEMENT OF ENGLISH LANGUAGE AND LITERATURE
QUESTIONNAIRES FOR TEACHERS
1. Do you believe that student centered approach is more profitable than other approach?
A. Yes B. No
2. How often do you use student centered learning approach to each student?
A. Always B. Sometimes C. Never
3. How much do you motivate your student during group discussion?
A. Good B. Very good C. Excellent
4. Do you think all your students have interest for student centered learning task?
A. Yes B. No
5. Do you give proper support for the students during the practice student centered learning
approach?
A. Yes B. No

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Observation check list.

Check list for researcher on observation of student’s practice of learner centered approach in
classroom.

No Item Yes No

1 Does the teacher encourage the students towards practice student

centered learning approach

2 Does each student have active participation on given class activity

3 Does teacher given class activity before starting reasons

4 Does each student have text book to read from discussion

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22