Effects of learner-centred education on academic achievement: a meta-analysis

Li, Yin-Die; Ding, Guohua; Zhang, Chi-Ying

doi:10.1080/03055698.2021.1940874

Cited by 8 publications

(7 citation statements)

References 9 publications

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“…Today, efforts are made by educational stakeholders to bring about curriculum reform that advocates for a learnercentered approach to teaching in schools [38,39]. ese reforms focus on the introduction and adoption of modern innovative pedagogy, which helps students' skill development and application of critical thinking in problem-solving when it comes to CP [40]; self-directed learning [41] and working collaboratively are essential [42].…”

Section: Introductionmentioning

confidence: 99%

Assessing the Effectiveness of Innovative Pedagogy and Lecture Method on Students Academic Achievement and Retention in Computer Programming

Omeh

Olelewe

2021

Education Research International

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Education prepares one for the world of work; hence, the adoption of the innovative instructional approach employed in the process of teaching and learning is key to the attainment of this goal. To mitigate students’ poor achievement in computer programming (CP), innovative pedagogy (IP) was adopted to make students become active learners in classroom learning. In this study, a quasi-experimental design was used and nonrandomized the subject with pretest and posttest. Students (N = 145) were nonrandomized to the treatment and control groups. The researchers conducted a repeated measure of analysis of variance to determine the change between the experimental and control groups. Students’ attributes were tested for differences by comparing categorical data with chi-square statistics. The interaction effect was determined using an analysis of covariance. The results revealed that the experimental group’s CP achievement test results outperformed those of the control group at posttest and retention tests. Furthermore, the findings of the study show that there is no significant difference in students’ academic achievement across ability levels and gender. Also, there is no interaction between the pretest and the IP. The study, therefore, recommends that computer educators should adopt innovative teaching practices in their day-to-day teaching since it is more creative, learner-centered, and improved student engagement.

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Section: Introductionmentioning

confidence: 99%

Assessing the Effectiveness of Innovative Pedagogy and Lecture Method on Students Academic Achievement and Retention in Computer Programming

Omeh

Olelewe

2021

Education Research International

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“…The meta-analysis method based on a large sample size overcame these shortcomings and resulted in more credible and referential results. The effect of student-centered education on academic achievements (SMD = 0.5446) was also positive (Li et al, 2021), however, its effect size was lower than that on non-academic achievement (SMD = 0.7158). We observed that student-centered education had positive significance for the cultivation of personal and social competencies.…”

Section: Discussionmentioning

confidence: 97%

“…Wang (2021) showed that inquiry learning could significantly improve learners’ non-academic achievements, while some teaching experiments using receptive learning had no significant effect on non-academic achievements (e.g., Altas & Mede, 2021; Shi & Ji, 2010). However, the student-centered teaching model had different effects on academic achievement in different teaching models, teaching strategies, and learning forms (Li et al, 2021). This indicated that the development of students’ non-academic achievements may not be related to teaching models and strategies adopted.…”

Section: Discussionmentioning

confidence: 99%

Student-Centered Education: A Meta-Analysis of Its Effects on Non-Academic Achievements

Ding

2023

Sage Open

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Non-academic achievement refers to the positive learning quality, personality, and social adaptability students develop during the learning process, which is essential for growth and social development. Can popular student-centered education assume the responsibility of cultivating learners with excellent learning qualities and extraordinary social competencies, as expected by educators globally? Using a meta-analysis, we reviewed and summarized 65 effect sizes from 31 quantitative research papers on the impact of student-centered education on students’ non-academic achievements, published from January 2010 to April 2021. The results showed that student-centered education had a positive impact on students’ non-academic achievements. The impact was greatest at the secondary and higher education levels and over a 3-month experimental period; however, no significant differences were found in curricula, teaching models, teaching strategies, or learning forms. Our results confirm that student-centered education should be widely adopted and accepted in the long term, at secondary and higher education levels.

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“…Problem-, project-and inquiry-based learning approaches were promoted in a set of science education reforms from 1990 until 2011 where teachers facilitate rather than direct learners' actions (Li et al, 2021). Although many other student-centred long-term approaches have been used in education nowadays, such as design-based learning, experience-based learning or computer-based learning, these approaches are either not frequently found in mathematics, or they do not emphasise interdisciplinarity.…”

Section: Interdisciplinary Student-centred Constructivist Approaches ...mentioning

confidence: 99%

“…Effectiveness of educational approaches is usually measured in metaanalyses. Meta-analysis of Li, Ding and Zhang (2021) shows that studentcentred education can significantly improve students' academic achievement. In such studies only quasi-experimental designs with experimental and control groups are analysed and effect sizes can be calculated in order to describe the effectiveness of an approach.…”

Section: Differences Between Ibl Pbl and Pjblmentioning

confidence: 99%

Comparison of Interdisciplinary Connections between Mathematic and other Subjects through Student-centred Approaches

Vidic

2023

REDIMAT

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In some European countries inquiry-based learning (IBL) has become popular in primary and secondary mathematics education, especially for science-connected content. On the other hand, problem-based learning (PBL) and project-based learning (PjBL) have a longer history in mathematics, science, technology, engineering (STEM) and in some other fields in higher education. After presenting the theoretical similarities and differences among these three interdisciplinary student-centred approaches, we review the use of them in mathematics education. We analyse a selection of n=112 high quality research articles about the use of IBL, PBL or PjBL in mathematics, and its interdisciplinary connection with other subjects, level of education, type of research method, research design and participants for each study. Based on these characteristics, we identify the differences between the approaches in mathematics education. Finally, detailed examination of a subsample of experimental studies, where effect size is or can be measured, describes differences in interdisciplinary connections between the target approaches and indicate what kind of studies are still missing in mathematics education.

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Effects of learner-centred education on academic achievement: a meta-analysis

Cited by 8 publications

References 9 publications

Assessing the Effectiveness of Innovative Pedagogy and Lecture Method on Students Academic Achievement and Retention in Computer Programming

Assessing the Effectiveness of Innovative Pedagogy and Lecture Method on Students Academic Achievement and Retention in Computer Programming

Student-Centered Education: A Meta-Analysis of Its Effects on Non-Academic Achievements

Comparison of Interdisciplinary Connections between Mathematic and other Subjects through Student-centred Approaches

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