A Meta-Analysis on Students-Centred-Learning in Educational Institutions
DOI:
https://doi.org/10.64386/xhasKeywords:
student-centered learning, meta-analysis, educational institutions, active learning, teaching strategies, academic performanceAbstract
The significance and efficacy of approaches to student-centered learning (SCL) in educational settings are the subject of this meta-analysis. SCL is a teaching strategy that places an emphasis on active learning, collaboration, critical thinking, and individualized instruction rather than the instructor. Through the analysis of numerous qualitative and quantitative studies conducted over the last two decades, this paper examines how SCL impacts student engagement, academic performance, motivation, and retention rates across various disciplines and educational levels. Institutions that employ student-centered strategies like project-based learning, flipped classrooms, and problem-based learning consistently report higher levels of student satisfaction and improved learning outcomes. However, challenges such as lack of teacher training, resistance to change, and insufficient institutional support are common barriers to successful implementation. The review suggests that integrating SCL within a supportive institutional framework leads to sustainable educational improvement and fosters lifelong learning among students.
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