Use and Challenges of Learner-Centered Pedagogy: Basic School Teachers’ Perspective

Abstract

The purpose of the study was to identify the instructional strategies that basic (primary) school teachers often use in learner-centered pedagogy and examine the challenges associated with the implementation of learner-centered pedagogy. A mixed-method research design was used to study basic school teachers’ use of learner-centered pedagogy and the challenges they face in the implementation of learner-centered pedagogy. The sample for the study consisted of 53 public school teachers and 32 private school teachers selected through convenience sampling. A Use of Learner-Centered Pedagogy Questionnaire (ULCPQ) was administered to the sample. After the analysis of the quantitative data collected with the ULCPQ, a semi-structured interview guide named Challenges of Learner-Centered Pedagogy (CLCP) was administered to 15 basic school teachers at their convenience. The study found that the top three learner-centered instructional strategies used by the participants are discussion, brainstorming, and cooperative learning instructional strategies. In their application of learner-centered instructional strategies, the participants for the study reported that there are four key challenges to the use of learner-centered instruction. The four challenges are inadequate teaching and learning resources, inadequate time, weak teacher knowledge of learner-centered instruction, and large class size.