Teacher-Centered vs. Student-Centered

Abstract

Wright (2011) distinguishes between teacher-centered and student-centered learning approaches along a spectrum of five dimensions: power balance, course content function, teacher and student roles, responsibility for learning, and assessment purposes and processes. Based on Wright’s framework, this study explores students’ perceptions of their experience with teaching methods at Uganda’s Makerere University. Specifically, the investigation uses a mixed-methods research approach that combines survey data with focus group discussions. A total of 82 students volunteered, with 54 returning questionnaires. From among the 54 students, eight were chosen for focus group discussions. Students provided information about course content, educational philosophy, and teaching activities. In the area of course content, students reported that course completion and examination results outweighed skill development. The results for educational philosophy showed that the preparation of compliant citizens took precedence over the development of self-reliant individuals. Finally, the findings for teaching activities indicated that while teacher-centered tasks still predominated, several students had been exposed to some student-centered activities.

Concerning the Prevalence of HPV Genotypes and the Evaluation of Pap smear Results in Iranian Population: An Update

“…Thus Type 16 is the most serotype involving in HPV infections among the average Iranian population (2,6,7,8). It appeared as the type of HPV infections with the most frequency in our study (14.8%) and seemed to have more severe exudates.…”

Teacher-Centered versus Student-Centered Teaching

“…However, the students also had a high level of agreement that active learning was a better test of their learning. Along those lines, Muganga and Ssenkusu (2019) found that teacher-centered methods defined as "lecture, handouts/slides/syllabus content, and teacher-directed reading/viewing" (p. 28), were more frequently used by professors than studentcentered methods. Mathew and Pillai (2016) found that nursing students indicated that they preferred the lecture method as compared to peer teaching, demonstrations, or discussion.…”

“…Based on prior research (Garrett, 2008;Muganga & Ssenkusu;2019;Smaldino et al, 2015), the 27 items were either identified as teacher-centered (e.g., lecture where professor talks with no visuals, watching a film), or student-centered (e.g., experiential activities, free flowing classroom discussion). In addition, the investigators' experience in different academic majors (i.e., business, sports and exercise science, and educational psychology) led to identifying some teaching methods as a combination of both (e.g., lecture where professor talks with student interaction, demonstrations, and practice) (Table 2).…”

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