Nigerian students' perception of Student-Centered Learning (SCL)

The Nigerian formal education has long been dominated by the traditional lecture method where the lecturer or professor impart knowledge to the passive learners through oratories; which makes students to be passive recipients of information and thus memorizes facts for tests and examinations. Thus,...

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Main Author:	Bolanle, Jimoh Taibat
Format:	Thesis
Language:	eng eng
Published:	2010
Subjects:	LB1025-1050.75 Teaching (Principles and practice)
Online Access:	https://etd.uum.edu.my/4841/1/s802836.pdf https://etd.uum.edu.my/4841/2/s802836_abstract.pdf
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id	my-uum-etd.4841
record_format	uketd_dc
institution	Universiti Utara Malaysia
collection	UUM ETD
language	eng eng
advisor	Mohd Yusoff, Nurahimah
topic	LB1025-1050.75 Teaching (Principles and practice)
spellingShingle	LB1025-1050.75 Teaching (Principles and practice) Bolanle, Jimoh Taibat Nigerian students' perception of Student-Centered Learning (SCL)
description	The Nigerian formal education has long been dominated by the traditional lecture method where the lecturer or professor impart knowledge to the passive learners through oratories; which makes students to be passive recipients of information and thus memorizes facts for tests and examinations. Thus, there is a need to study the perception of Nigerian students about the learning approach to pave way for successful implementation of Student Centered Learning (SCL) curriculum in the Nigerian education system. Therefore, this study aims at carrying out the perception study among Nigerian students in some Malaysian public Universities about the SCL approach in terms of the perceived benefits and satisfaction. The study was conducted among 222 students from four public Universities in Malaysia using questionnaire as the survey instrument which was developed for the two constructs (perception (benefits) and satisfaction). The data was analyzed using descriptive statistics. The findings of the study showed that the surveyed students perceived SCL to be of great advantages in their learning process and they also feel satisfied with the approach most especially the collaborative form of SCL. It is recommended that future studies should expand the coverage and also investigate the implications of the approach on both the teachers and students.
format	Thesis
qualification_name	masters
qualification_level	Master's degree
author	Bolanle, Jimoh Taibat
author_facet	Bolanle, Jimoh Taibat
author_sort	Bolanle, Jimoh Taibat
title	Nigerian students' perception of Student-Centered Learning (SCL)
title_short	Nigerian students' perception of Student-Centered Learning (SCL)
title_full	Nigerian students' perception of Student-Centered Learning (SCL)
title_fullStr	Nigerian students' perception of Student-Centered Learning (SCL)
title_full_unstemmed	Nigerian students' perception of Student-Centered Learning (SCL)
title_sort	nigerian students' perception of student-centered learning (scl)
granting_institution	Universiti Utara Malaysia
granting_department	College of Arts and Sciences (CAS)
publishDate	2010
url	https://etd.uum.edu.my/4841/1/s802836.pdf https://etd.uum.edu.my/4841/2/s802836_abstract.pdf
_version_	1776103657701376000
spelling	my-uum-etd.48412023-06-25T01:14:54Z Nigerian students' perception of Student-Centered Learning (SCL) 2010 Bolanle, Jimoh Taibat Mohd Yusoff, Nurahimah College of Arts and Sciences (CAS) Awang Had Salleh Graduate School of Arts and Sciences LB1025-1050.75 Teaching (Principles and practice) The Nigerian formal education has long been dominated by the traditional lecture method where the lecturer or professor impart knowledge to the passive learners through oratories; which makes students to be passive recipients of information and thus memorizes facts for tests and examinations. Thus, there is a need to study the perception of Nigerian students about the learning approach to pave way for successful implementation of Student Centered Learning (SCL) curriculum in the Nigerian education system. Therefore, this study aims at carrying out the perception study among Nigerian students in some Malaysian public Universities about the SCL approach in terms of the perceived benefits and satisfaction. The study was conducted among 222 students from four public Universities in Malaysia using questionnaire as the survey instrument which was developed for the two constructs (perception (benefits) and satisfaction). The data was analyzed using descriptive statistics. The findings of the study showed that the surveyed students perceived SCL to be of great advantages in their learning process and they also feel satisfied with the approach most especially the collaborative form of SCL. It is recommended that future studies should expand the coverage and also investigate the implications of the approach on both the teachers and students. 2010 Thesis https://etd.uum.edu.my/4841/ https://etd.uum.edu.my/4841/1/s802836.pdf text eng public https://etd.uum.edu.my/4841/2/s802836_abstract.pdf text eng public http://lintas.uum.edu.my:8080/elmu/index.jsp?module=webopac-l&action=fullDisplayRetriever.jsp&szMaterialNo=0000797222 masters masters Universiti Utara Malaysia Ayele, D., Schippers, K. & Romas, M. A. (2007). Student Centered Teaching and Learning Experience from the external World, Ethiopia Journal of Education and Sciences, 2, (2), 113-123. Craig, A., Goold, A., Coldwell, J. & Mustard, J. (2008). Perception of Roles and Responsibilities in Online Learning: A Case Study Interdisciplinary Journal of E-Learning and learning Objects, 4, (2008), 205-223. Darling-Hammond, L. & Bransford, J. (2005) (eds). Preparing for a Changing World: What Teachers Should earn to Be Able to Do. San Francisco. Davies, T. L., Lavin, A. M. & Korte, L. (2007).Student Perceptions on How Technology Impacts the Quality of Instruction and Learning. Journal of lnstructional Pedagogies. Definitions of Student Centered Learning, Online Medical Dictionary from http://mondofacto .com/facts/dictionary?student-centred+learning. Diamantis, G. V. & Benos, V. K. (2007). Measuring Student Satisfaction with their studies in an International and European Studies Department. An International Journal of Operation Research, 7, (1), 47-59. Hesson, M. & Kaneez, F. S (2007). A Student-Centered Learning Model, American Journal of Applied Science, 4, (9), 628-636. Hugh, C. (1996) Introduction to Research Methods and Statistics in PSYCHOLOGY, (Second Edition), Hodder & Stoughton Educational, a division of Hodder Headline Plc., London. lyamu, E. 0. S. & Ukadike, J. 0. (2007). Perception of Self-Directed Cooperative Learning Among Undergraduate Students in Selected Nigerian Universities, IGI Global, 3, (4), 13-20. Krejecie, R. V. & Morgan, D. W. (1970). "Determining Sample Size for Research Activities," Educational and Psychological Measurement, 30(3), 608. Lestari, E. & Widjajakusumah, D. (2009). Students' self-directed learning readiness, perception toward student-centered learning and predisposition towards student-centered behaviour, South East Asian Journal of Medical Education, 3, (1), 52-56. Leu, E. & Price-Rom, A. (2006). Quality of Education and Teacher Learning: A Reviesw of the Literature, Washington, DC: USAID Educational Quality Improvement Project. Lowerison, G., Sclater, J., Schmid, R. F. & Abrami, P. C. (2006). Student perceived effectiveness of computer technology in post-secondary classrooms. Computer and Education, 47, 465-489. Malaysian Ministry of Higher Education (2009). International Student Statistics from http://educationmalaysia.gov.my/ on February, 2010. McPherson, S., Wang, S., Hsu, H. & Tsuei, M. (2007). New Literacies Instruction in Teacher Education, TechTrends, 15, (5), 24-31. Olaniyan, D. A. & Obadara, 0. E. (2006). Globalization and Nigerian Education: Opportunities and Challenges, International Journal of African & African American Studies, 2, (2), 40-46. O'Nieill, G. & McMahon, T. (2005). Student-Centered Learning: What does it mean for Students and Lecturers? Emerging Issues in the practice of University Learning and Teaching, http://www.aishe.org/readings/2005 -. Ramos, M. A. (2007). Student-Centered in Philippine setting, Ethiopia Journal of Education and Sciences, 2, (2), 136-141. Sekaran, U. (2000). Research Methods for Business: a skill-buiding approach. NYC: John Willey Sons, Inc. Soekartawi (2006). Effectiveness of Collaborative Learning in Online Teaching, Malaysian Online Journal of Instructional Technology (MOJIT), 3, (1), 68-77. Song, L. & Hill, J. R. (2007). A Conceptual Model for Understanding Self-Directed teaming in Online Environments. Journal of Interactive Online Learning, 6, (1), 27-42. Understanding Student Satisfaction (2002). Issue paper of BC College & lnstitute Student Outcome, ISSN 1492- 3718 from http://admin.selkirk.bc.ca/research/ documents/issue_satisfaction. United Agency for International Development (USAID) (2006). Challenges To promoting Active-Learning, Student-Centered Pedagogies, American Institute for Research. Pp. 1-10. William, G. Z. (2003) Business Research Methods. (seventh edition), Thomson South-Western Inc., USA. Wohlfarth, D., Sheras, D., Simon, B., Primentel, J. H. & Gabel, L. E. (2008). Student Perception of Learner-Centered Teaching, A journal of Scholarly Teaching, Vol. 3, 67-74. http:/www.studygs.net/pbl.htm.

Nigerian students' perception of Student-Centered Learning (SCL)

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