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

Syed Abdul Manan; Tariq Mehmood

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 l E a r n i n G 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.