Contextualizing teacher-centered versus student-centered learning approaches: a study of university graduates

Abstract

This study aims to investigate pedagogical approaches within a public university in Pakistan. The study takes place against the backdrop of a widespread and deeply entrenched culture of conventional teacher-centered learning across academia including institutions of higher learning. The objectives of the study were to determine the degree of autonomy students enjoy within classrooms. Student autonomy signifies class participation, questioning, discussion, critical thinking, and teacher allocating sufficient time for questions and answers, and student asserting themselves without any fear or hesitation of the teachers. In addition, the study attempted to ascertain the amount of teacher-centric and student-centric tendencies, and examine its causes. Employing a mixed methods of data collection involving questionnaires, focus group interviews and observation (participant and non-participant), the research drew students from all the faculties. A total of 101 students responded to the questionnaire while 40 students participated in focus group interviews. The findings indicate that teachers predominantly exercise teacher-centric approaches in classrooms. A small segment of the students usually participates and asks questions in the class. Communication anxiety does play its part in low class participation; however, it is not the only reason. The study traces the causes of teacher centric approaches primarily in the broader socialization patterns and the influences of local cultural norms. Besides, larger classes and workload also appear to be the major impediments in the execution of teacher-centered learning methodologies. In the end, a workable framework has been suggested for execution of student-centric practices