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Title and Source: The Impact of Learner-Centered Teaching on Students’ Learning

Skills and Strategies/ International Journal for Cross-Disciplinary Subjects in
Education (IJCDSE), Volume 5, Issue 4, December 2014
Problem Research Methodology

What would be the possible outcome if This study was conducted to all
the students master their learning skills English teachers and select First Year to
and strategies? Fourth Year high school students. It made
use of purposive sampling. There were 10
teachers and 900 students considered as
respondents of this study.

There were three visitations

conducted for each teacher with a total of
30 classroom observations. The
researcher and the Vice Principal for
Academics observed the classes using
the learner-centered teaching checklist. It
is composed of 42 indicators based on
Bekele and Melesse’s 1 study. It made
use of the Likert scale higky evident,
evident, less evident and not evident. This
instrument was used to assess the
learner-centered teaching practices in the
classroom.

The students also rated their

perspective English teacher of their
observations on the extent of learner-
centered teaching implemented in the
classroom. The instrument was pilot
tested for reliability and validity. It has 15
indicators that contained the learner-
centered checklist patterned after the
classroom observation instrument.

With the extent of learner-centered

teaching implemented in the classroom,
the study would also like to determine if
this approach helped students in
developing their own learning skills and
strategies. Hence, the researcher-made
questionnaire adapted from Pintrich et al.
5 was used for this purpose. It is
composed of 15 indicators which was also
pilot tested for reliability and validity. It
also made use of the Likert scale where
 students assessed and rated themselves
whether they very much practiced,
practiced, somewhat practiced or not
practiced the skill or strategy indicated in
the research instrument. In this regard, it
was used to evaluate students’ level on
intrinsic goal orientation, cognitive and
metacognitive skills and strategies, and
resource management skills and
strategies.
Findings Conclusions/Recommendations

The study investigated and The way teachers teach creates

analyzed the impact of learner-centered impact on the development of child’s
teaching in English classes on students’ learning. In one way or another, the
learning skills and strategies in relation teaching approaches and strategies of the
to the extent of implementation of teachers influence the student’s learning
learner-centered teaching in the skills and strategies. Thus, the teacher is
classroom. With this, the following encouraged to become more learner-
results were obtained. centered in his or her teaching.

Table 1 shows the overall extent Making the students master their
of implementation of learner-centered learning skills and strategies should be
teaching in the First Year to Fourth Year implemented in the classroom learning.
classes as observed by the researcher With this, they can be taught how to learn
and the Vice Principal for Academics. It on their own. For instance, if teachers
is presented in this study that majority of have organization skills in the preparation
the teachers were evident in the extent and delivery of instruction, students are
of implementation of learner-centered more likely able to develop this skill.
teaching in their respective classes. When teachers use more of learner-
Overall, it has also shown that the centered teaching in class, the learning
teachers were evident in their learner- skills and strategies of students develop
centered teaching approach. In using or increase significantly for the
Bekele and Melesse’s [1] framework, enhancement of the learning skills and
the strength of the teachers is on using strategies of the students.
instructional materials and activities with
the highest mean score 3.21 and its SD Hence, the learner-centered
0.71. On the other hand, the area to be approach is just apt for students to make
improved is on providing opportunities them learn by doing. It is very important
for learners to utilize new ideas and to that students are engaged and involved in
process information with the lowest their learning process so that they can
mean score 2.75 and its SD 0.66. adapt the skills and strategies for them to
become responsible learners. It is
As part of the English teachers’ important that students will develop their
strength, they were evident in giving learning skills and strategies because
clear instructions, making students work these are life-long learning skills that they
independently, using teaching strategies can use not only for higher learning but in
that match the instructional objectives, their future endeavors in life.
and the like. This implies that teachers
were creative enough in allowing their
students to work on authentic materials
and be engaged in a variety of activities
that stimulated the minds of the
students. However, teachers are
challenged in providing opportunities
where students are engaged in self
assessment and peer evaluation, asking
students to summarize or synthesize the
concepts taken up at the end of the
class, providing proper closure by
guiding students to assess the day’s
lesson, and the like. This would greatly
help students to refresh and process
information what they have learned
within the day.

Table 2 presents the overall

extent of implementation of learner-
centered teaching in the classroom as
observed by the First Year to Fourth
students. The students serve as the
heart of the learning process. With this,
their valuable assessment is considered
in this study. It is revealed that students
rated their teachers as evident in
teaching them with the learner-centered
approach. It is also consistent with the
results in Table 1 wherein most of the
strength among English teachers were
on using instructional materials and
activities. On the students’ observation,
the only less evident was on eliciting
ideas from them before the lesson was
presented and involving them to talk
about what they have already known or
experienced. In the classroom
observations, there were attempts;
however, these were not sustained. This
prompts for more avenues for students
to talk more about their prior knowledge.
In this connection, teachers may
integrate more cooperative learning
activities for students to share with their
peers. Even if they are not called in the
class, there will still be an opportunity to
express oneself through dyad, triad or
small group sharing. It has been shown
that giving enough time for the
cooperative learning in the classroom
gives more effective outcomes [3].
 Table 3 reveals the overall
learning skills and strategies of the First
Year to Fourth students. It shows that
majority of the students rated
themselves as good in their own
learning skills and strategies. Its mean
score also obtained good level.
This implies that students were able to
develop some learning skills and
strategies in the extent of
implementation of learner-centered
teaching in the classroom. This includes
making use of the resources available
for them, exerting some effort to learn
the lesson, balancing academics and
involvement with clubs, and the like. On
the other hand, many students also
rated themselves only as fair in some
areas such as making graphic
organizers like charts or diagrams,
creating one’s own ideas and examples
to be prepared for class, reading ahead
of time and the like. This challenges the
teachers to make students practice
these learning skills and strategies that
they may use in their daily tasks. To
illustrate, students may use the Venn
diagram in giving comparison and
contrasts as a graphic organizer. In this
way, students may see relationships on
the given topic. Thus, providing them
more opportunities will help them to
enrich their learning skills and
strategies.

Table 4 shows the regression

model on the impact of learner-centered
teaching with learning skills and
strategies. The effect of learner-
centered teaching on the students’
learning outcomes was highly
significant. Thus, there was a high
impact of learner-centered teaching to
the learning skills and strategies of the
students. This means that the more
learner-centered teaching skills
implemented in the delivery of
curriculum and instruction the more
learning skills and strategies will be
developed. This implies that the learner-
centered strategies of the teachers have
an impact on the development of the
learning skills and strategies of the
students. The way teachers teach
creates impact on the development of
child’s learning. In one way or another,
the teaching approaches and strategies
of the teachers influence the students’
learning skills and strategies. For
instance, if teachers are organized when
they teach, students are able to develop
this skill. When teachers use more of
learner-centered teaching in class, the
learning skills and strategies of students
develop or increase significantly
because teachers serve as models in
the learning process of the students.
Hence, the learner-centered approach is
just apt for students to make them learn
by doing. It is very important that
students are engaged and involved in
their learning process so that they can
adapt the skills and strategies for them
to become responsible learners. In this
light, teachers are challenged to
become more learner-centered in their
delivery of the curriculum and
instruction. It was shown in the survey
on the learning skills and strategies that
only a very few have achieved very
much practiced or very good rating as
evaluated by the students themselves.
This implies that there is still a room of
improvement to integrate more learner-
centered teaching approach in the
classroom. It is important that students
will develop their learning skills and
strategies because these are life-long
learning skills that they can use not only
in college but in their future endeavors
in life.