Investigating how student-centered and teacher-centered teaching paradigms relate to the academic motivation and learning behaviors of secondary school students in China (Explorando las relaciones entre los modelos pedagógicos centrados en el estudiante y centrados en el docente y la motivación académica y conductas de aprendizaje de los estudiantes de secundaria en China)

Abstract

To foster the pursuit of a better understanding of how the shift of teaching paradigms from teacher-centred instruction to studentcentred instruction might have effects on Chinese students' learning, this study investigated the associations between teaching paradigms (student-centred and teacher-centred) and students' academic motivation and learning behaviours in Chinese secondary schools. Measures assessing the teaching paradigms perceived by students and participants' academic motivation and learning behaviours were administered to 492 secondary school students who were experiencing the paradigm shift. The results of data analyses indicated that student-centred instruction in comparison to teacher-centred instruction presented higher significance levels in relating to students' academic motivation and learning behaviours in general. However, student-centred instruction was not found significantly related to Chinese students' autonomous, independent, planning and managing behaviours in learning. Furthermore, it was found that grade significantly moderated the relations between student-centred instruction and learning behaviours of students. RESUMENPara conocer mejor los efectos en el aprendizaje de un grupo de estudiantes chinos del cambio de paradigma de una educación centrada en el profesor a una centrada en el estudiante, en este estudio investigamos la relación entre el modelo pedagógico (centrado en el estudiante vs. centrado en el docente) y la motivación académica y conductas de aprendizaje de los estudiantes en los centros de Educación Secundaria de China. Para ello, se realizaron medidas sobre el modelo educativo percibido por los estudiantes, así como su motivación académica y conductas de aprendizaje, con una muestra de 492 estudiantes de ARTICLE HISTORY

EFL teaching approaches in Saudi K–12 education: teacher-centered or student-centered

“…In EFL education, pedagogical approaches play a pivotal role in shaping the learning experiences of students. The delicate balance between teacher-centered and student-centered methods has garnered significant attention within educational discourse [1], [10]. This dichotomy reflects the broader philosophical underpinnings of education, where the locus of control in the classroom environment oscillates between the educator and the learner.…”