Article Sidebar
A Systematic Review Comparing Teacher-Centred and Learner-Centred Teaching Approaches in Tanzanian Secondary Schools
Main Article Content
Abstract
This study investigates the effectiveness of teacher-centred and learner-centred approaches in promoting meaningful learning in Tanzanian secondary schools. Despite the widespread use of both teaching methods, there remains limited empirical evidence regarding their comparative impact on student outcomes in Tanzania. To address this gap, a meta-analysis was conducted on 35 studies published between 2000 and 2024 from various academic repositories. The methodology involved synthesising data from these studies to evaluate the effect sizes of learner-centred methods compared to teacher-centred approaches. An effect size of 5.9997 (95% CI: 5.0230 to 6.9761) was found in favour of learner-centred methods, highlighting their superior ability to enhance student engagement, comprehension, and retention. The study also revealed significant heterogeneity (I² = 93%) among the studies, suggesting that the outcomes were influenced by differences in study design and contextual settings. This research is original in its comprehensive examination of Tanzanian educational contexts and contributes valuable insights for selecting teaching/learning methods to maximise learning outcomes. The findings underscore the importance of employing diverse learner-centred teaching approaches to accommodate varying student needs and context, ultimately improving the quality of education in Tanzanian secondary schools’ classrooms.
Article Details
References
Afzal, A., Kamran, F., & Naseem, A. (2023). The role of teachers in fostering critical thinking skills at the university level. Qlantic Journal of Social Sciences and Humanities, 4(3), 202-214. https://doi.org/10.55737/qjssh.409505257
Altun, M. (2023). The ongoing debate over teacher centered education and student centred education. International Journal of Social Sciences & Educational Studies, 10(1), 106 – 110. https://doi.org/10.23918/ijsses.v10i1p106
Bartlett, L. & Mogusu, E. (2013). Teachers’ Understandings and Implementation of Learner-Centered Pedagogy. Vavrus, F., & Bartlett, L. (eds.), Teaching in Tension, 61–74.
Barrett, A. M. (2007). The Role of Teacher-Centered Approaches in Tanzanian Education. Comparative Education, 43(2), 273 – 294. https://doi.org/10.62277/mjrd2024v5i30051
Bremner, N., Sakata, N., & Leanne C. (2022). The Outcomes of Learner-Centered Pedagogy: A systematic review. International Journal of Educational Development, 90(102649), 1 – 11. https://doi.org/10.1016/j.ijedudev.2022.102649
Chunga, J. O. (2020). Competence Based Curriculum in Student-Teacher Education Programs in Tanzania: Resources, Strategies and Assessment. International Journal of Social Science and Humanities Research, 8(1), 230-237.
Cui, R., & Teo, P. (2023). Thinking through talk: Using dialogue to develop students’ critical thinking. Teaching and Teacher Education, 125(104068), 5 – 18. https://doi.org/10.1016/j.tate.2023.104068
Cyiza, E. & Maniraho, J. F. (2022). Implementation of Learner-Centered Strategies in Teaching and Learning Mathematics in Rwandan Secondary Schools of Rulindo District: Challenges and Achievements. Journal of Research Innovations and Implications in Education, 6(3), 335 – 346.
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, 1(1), 18 – 27.
Fadhili, M. B., Ogoti, E., & Salema, V. (2024). Evaluation of the Implementation of Learner Centered Teaching Methods in the Quest Forward Learning Program Secondary Schools in Tanzania. International Journal of Innovative Science and Research Technology, 9(8), 1710 – 1718.
Ghafar, Z. N. (2023). The Teacher-Centered and the Student-Centered: A Comparison of Two Approaches. International Journal of Arts and Humanities, 1(1), 1 – 6.
Greco, T., Zangrillo, A., Biondi-Zoccai, G. & Landoni G. (2013). Meta-Analysis: Pitfalls and Hints. Heart, Lung, & Vessels, 5(4), 219 – 225.
Garrett, T. (2008). Student-Centered and Teacher-Centered Classroom management: A Case Study of Three Elementary Teachers. Journal of Classroom Interaction, 43(1), 34 – 37. https://files.eric.ed.gov/fulltext/EJ829018.pdf
Hattie, J. A, C. (2009). Visible Learning: A synthesis of Over 800 Meta Analyses Relating to Achievement. Routledge & Francis Group, New York, USA. https://inspirasifoundation.org/wp-content/uploads/2020/05/John-Hattie-Visible-Learning_-A-synthesis-of-over-800-meta-analyses-relating-to-achievement-2008.pdf
Hilary, S. S., & Malengo, F. A. (2023). Implementation of Learner-Centered Approaches in Mathematics in Secondary Schools at Morogoro Municipality in Tanzania: Uses and Challenges. International Journal of Research Publication and Reviews, 4(2), 1617-1627.
Ho, D. G. (2024). Student-centered Approach in Teaching and Learning: What Does It Really Mean? Acta Pedagogia Asiana, 2(2), 72 – 83. https://doi.org/10.53623/apga.v2i2.218
Iddy, S. & Chiwanga, F. E. (2017). Is the learner-centered approach indeed adopted in the teaching-learning of French in O-level state secondary schools in Dar es Salaam, Tanzania? Education Research Journal, 7(6), 123 – 133.
Ishemo R., & Hallitzky, M. (2023). Exploring The Learner Centered Teaching Practices in Secondary Schools in Tanzania. PhD Thesis: Leipzig University, Germany, 1 -123.
Ishemo R. (2021). Progress of the implementation of the learner centered approach in Tanzania. International Journal on Integrated Education, 4(4), 55 – 72.
Issa, F. (2020). An Exploration of Students Centered Learning in Institutions of Higher Learning in Tanzania: Benefits Challenges and Recommendations. Uongozi-Journal of Management and Development Dynamics, 30(1), 103-139.
Julius A. W. & Mkulu, D. G. (2022). Implementation of Learner-Centered Pedagogy through Innovative Teaching in Public Primary Schools in Maswa, Tanzania. Direct Research Journal of Education and Vocational Studies. 4(7), 238 – 245.
Kamugisha N. A. (2020). The Use of Learner-centered Approach and Materials in Teaching and Leaning Social Science Subjects in Tanzanians Secondary Schools. International Journal of Research and Innovation in Social Science. 3(8), 84 – 93.
Kaput, K. (2018). Evidence for Student Centered Learning. Education Evolving, 1(2), 1 – 22. https://files.eric.ed.gov/fulltext/ED581111.pdf
Kawishe, K. (2016). Implementation of Learner Centered Methods within the Constraints of Shortage of Instructional Resources and Facilities. A Case of Itigi District Council. MA-Education Thesis. Mzumbe University, 1 – 125.
Kerimbayev, N., Umirzakova, Z., Shadiev R., & Jotsov, V. (2023). A student-centered approach using modern technologies in distance learning: a systematic review of the literature. Smart Learning Environment, 10(61), 1 – 28. https://doi.org/10.1186/s40561-023-00280-8
Kitta, S., & Tilya, F. (2018). Assessment Status of Learner-Centered Learning in Tanzania in the Context of the Competence-based Curriculum. Dar es Salaam University Press (DUP), 1 – 14.
Langu, N. & Lekule, T. (2017). The Effectiveness of Learner-Centered Approach in Teaching and Learning Geography in Secondary Schools: A Case of Nkoaranga and Nasholi Secondary Schools in Arumeru. Tanzania Journal of Education, 3(3), 126–136.
Marzano, J. R., Pickering D. J., and Pollock E. J. (2001). Pre-assessment for Classroom Instruction That Works: Researched-Based Strategies for Increasing Student Achievement. Alexandria, VA: ASCD.
Mavumba H, Z. & Mtitu E. A. (2022). The Use of Learner-centered Approaches in Mathematics Subject: A Case of Pugu Secondary School in Ilala District, Tanzania. East African Journal of Education and Social Sciences 3(3), 39-45.
Mdessa, F. & Nyoni, K. Z. (2022). Challenges of Learner-centered Assessment in Teaching and Learning Geography in Secondary Schools in Kilolo District, Tanzania, Ruaha Catholic Journal of Education, 71 – 101.
Means, M., Toyama, Y., Murphy, R., and Baki, M. The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature. Teachers College Records, 115(030303), 1- 47.
Mebert, L., Barnes, R., Dalley, J., Gawarecki, L., Ghazi-Nezami, F., Shafer, G., Jill Slater, J., & Yezbick, E. (2020). Fostering student engagement through a real-world, collaborative project across disciplines and institutions. Higher Education Pedagogies, 5(1), 30 – 51. https://doi.org/10.1080/23752696.2020.1750306
Metto, E. & Makewa, L. N. (2014). Learner-Centered Teaching: Can It Work in Kenyan Public Primary Schools? American Journal of Educational Research, 2(11), 23-29.
Mgyabuso, G. & Mkulu, D. G. (2022). The Implementation of Learner Centered Approach and Reposition of Education in Public Secondary Schools in Nyamagana District, Mwanza-Tanzania. Journal of Humanities and Education Development, 4(1), 85 – 99.
Mhule, D. & Kalimasi, J. P. (2021). Implementation of learner-centered approach among teachers in ordinary level secondary schools in Tanzania. A case of Mbinga District Council. International Journal of Research in all Subjects in Multi Languages, 9(4), 1 – 11.
Milinga, J. R., Amani, J., & Lyakurwa, S. E. (2023). Teachers’ Perceptions of Differentiated Instruction for Academically High-Achieving Secondary School Students in Tanzania. Journal of Advance Academics, 34(1), 68 – 102. https://doi.org/10.1177/1932202X221129970
Mindey, S. L. (2024). The Influence of Teaching Methods on Approaches to Student Learning in Teacher Education: The Case of Kilosa District in Morogoro, Tanzania. MUST Journal of Research and Development, 5(3), 812 – 825. https://mjrd.must.ac.tz/index.php/mjrd/article/view/129
Mkimbili, S. T. (2018). Learner-Centered Science Teaching in Community Secondary Schools in Tanzania. PhD Thesis, University of Oslo, Norway, 1 – 106.
Msendekwa, M. (2017). Pedagogical Beliefs of Teachers in Tanzania: Experience of Pre-service and In-service Teachers of University Students. International Journal of Sciences: Basic and Applied Research, 36(5), 228 – 237.
Msonde, C. E. (2011). Enhancing teachers' competencies on learner-centered approaches through learning study in Tanzanian schools. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4722985
Msonde S. E. & Msonde, C. E. (2019). Re-Innovation of Learner-Centered Pedagogy in Tanzania’s Secondary Schools. Journal of Education, 199(3) 142–154.
Mwanahanja, G. (2023). Evaluation of the Implementation of Learner-Centered Approach in Teaching and Learning Process in Tanzania. A Systematic Review. International Journal of Social Science: Current and Future Research Trends, 20(1), 225 – 239.
Ntebi, E. (2023). Provision of Contextualized Secondary Education in Tanzania for Sustainable Development: Teachers' and Students' Perceptions in Dodoma Region. Journal of Adult Education in Tanzania, 25(1), 98 – 116. https://doi.org/10.61408/jaet2023v25i01.06.
Qochqorova, Z & G'opirjon-qiz, A. J. (2023). The Advantages and Disadvantages of Teacher-Centered Approaches. Scientific Journal of Psychology and Sociology, 17(1), 62 – 65.
Plessis E. P. (2020). Student teachers’ perceptions, experiences, and challenges regarding learner-centered teaching. South African Journal of Education, 40(1), 1-10.
Roberts, D. M. (2015). Cracks in Support for Two Tanzanian Rural Primary Schools with High Performance on National Exams. International Journal of Educational Development, 43(2) 32 – 40. https://doi.org/10.1016/j.ijedudev.2015.04.006
Tadesse, A., Lehesvuori S., Posti-Ahokas, H., & Moate, J. (2023). The learner-centered interactive pedagogy classroom: Its implications for dialogic interaction in Eritrean Secondary schools. Thinking Skills and Creativity, 50(101379), 1 – 12. https://doi.org/10.1016/j.tsc.2023.101379
Thornhill-Miller, B., Camarda, A., Mercier, M., Burkhardt, J. M. Bourgrine, S. B., Vinchon, F., Hayek S. E., Landais M. A., Mourey, F., Feybesse, C., Sundquist, D., and Lubert, T. (2023). Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education. Journal of Intelligence, 11(3), 1 – 32. https://doi.org/10.3390/jintelligence11030054
Vavrus, F., Thomas, M., & Bartlett, L. (2023). Ensuring quality by attending to inquiry: Learner-centred pedagogy in sub-Saharan Africa. UNESCO: International Institute for Capacity Building in Africa, 4(1), 1 – 14. https://unesdoc.unesco.org/ark:/48223/pf0000216063
Waziri, T., Muteti, C., & Salema, V. (2021). Effectiveness of Learner Centered Methods on Enhancing Teaching and Learning Process in Public Secondary Schools Moshi District, Tanzania. International Journal of Innovative Research and Development, 10(9), 208 – 215.