Republic of the Philippines

UNIVERSITY OF SCIENCE AND TECHNOLOGY OF SOUTHERN PHILIPPINES

Claro M Recto Avenue, Lapasan, Cagayan de Oro City
Tel. Nos (088) 856-1738/856-1739 Telefax (088) 856-4696
College of Science and Technology Education

FACILITATING LEARNER CENTERED TEACHING

Group No. 3 Names: Hubahib, Jorry Hines A.

Jabar, Angela F.
Literatus, Mark Lorence P.

Course & Year: BSED Math 2B Date Completed: February 10, 2023 Date Uploaded: _______________

Note:
Follow this filename pattern for your submissions:
Section_Group No_Unit1_GA1
Deadline: Submit on or before February 13, 2024

Group Activity 2
Unit 1: Learner- Centered Teaching: Foundations and Characteristics
At the end of the lesson, Pre-service teacher (PST) can:
1. differentiate learner-centered teaching from other teaching approaches (e.g. teacher centered approach) as applied in various
teaching areas;
2. discuss the need to shift from teacher-centered teaching to learner-centered teaching based on philosophical foundations,
teaching principles and current research; and
3. discuss the varied roles of the teacher in learner-centered teaching and learning.
 Research Activity (20pts):
Using google scholar, search the web for related articles that would help you answer the questions: 1.Differentiate teacher-centered
from a learner centered teaching 2.Why is there a need to shift from teacher-centered to learner-centered teaching? And 3. Discuss the
varied role of teachers in a learner-centered teaching. Make sure to include at least 1 research for each question from any reputable
research journals to support your claim. Be ready to present your work in class. Follow the Suggested format below:

Questions Research Title: Problem/Researc Theories: Methodologies: Findings, Discussion Major

h Question: Learnings:(briefly
describe major ideas
(own words)

1. Differentiate
teacher-
centered from a
learner centered  Teacher-  What are the  Discussions about  The study was  Findings revealed  Students do not
teaching. Centered students’ most the effectiveness conducted at a that students only prefer one
Versus and least of different small, private liberal generally prefer a type of teaching
Student- preferred teaching arts college in the combination of as they tend to rely
Centered teaching methods may Northeast. The survey teacher-centered on others by asking
Teaching: methods across draw on cognitive was administered to and student- questions even if
Preferences different load theory, 507 students and centered they are in a
and academic which suggests attempts were made approaches, such learner-centered
Differences majors? that learners have to obtain data across as lectures with teaching
Across  What are some limited cognitive class levels and interaction, environment. They
Academic significant resources, and student majors. demonstrations, learn and
Majors differences effective  There were 27 items, PowerPoint, free- understand more
between teaching and students flowing when they have
teaching methods should indicated their level discussions, and interactions with
methods manage of agreement to the games. Least others rather than
(teacher- cognitive load to items on a 5-point preferred methods just learning alone.
centered vs. optimize learning. Likert Scale (1 = were
student- Also, the strongly agree, 5 = predominantly
centered) comparison strongly disagree). teacher-centered,
across different between teacher- like unscheduled
academic centered and  Data were analyzed quizzes and
student-centered using IBM SPSS lectures without
majors? Statistics for Windows,
methods often visuals. There were
references active Version 25 (IBM Corp., significant
learning, which 2017). Descriptive differences in
involves students and inferential preferences
in activities that statistics were among academic
promote higher- conducted on the majors, with social
order thinking, data. science students
problem-solving,  A one-way analysis of showing a higher
and application variance (ANOVA) preference for
of knowledge. was conducted on films, while nursing
the 27 items of the students favored
preferred teaching classroom
methods by discussions.
academic major. The Experiential
results indicated that activities like
statistically significant library research
differences in were surprisingly
preferences for less preferred,
teaching methods possibly due to
were obtained for 18 students' lack of
of the 27 items. interest or
understanding.
The study
emphasizes the
importance of
active learning
techniques and
suggests
integrating various
teaching methods
to engage
students
effectively across
different
disciplines.
2. Why is there a
need to shift
from teacher-
centered to
 Developing  The research  The study is  The study used the  The findings of the  The study's findings
learner-centered
Probabilistic problem is the anchored on the nonequivalent (pre- present study align strongly support
teaching?
Reasoning in need to assess socio-cultural test and post-test) with previous the need to shift
Preservice and compare constructivist control-group design research that from teacher-
Teachers: the impact of theory of of quasi-experimental highlights the centered to
Comparing learner- Vygotsky (1978) research. effectiveness of learner-centered
the Learner- centered and which contends  Purposive sampling learner-centered methods of
Centered teacher- that learning technique was used approaches in teaching. Learner-
and centered occurs at two to select two intact enhancing centered
Teacher- approaches levels: first, in the classes out of six students' creativity, approaches
Centered on preservice context of classes identified as problem-solving frequently surpass
Approaches teachers' shared social Group A and Group skills, and traditional teacher-
of Teaching probabilistic activity known as B respectively. understanding of centered methods
reasoning the social or  The study utilized SPSS complex in terms of student
skills, interpersonal version 24 for data concepts, such as engagement,
particularly in plane, and analysis. Before mathematics and comprehension,
addressing second, on the analysis, the data statistics. Studies by and skill
misconceptio individual plane. underwent coding Lessani, Md. Yunus, development.
ns related to and editing and Bakar (2017), Learner-centered
probability. processes. To ensure Prideaux (2007), teaching efficiently
the validity of and Roseth, meets varied
statistical tests, a Garfield, and Ben- learning
Levene's test was Zvi (2008) have requirements and
conducted to assess demonstrated that encourages
the homogeneity of learner-centered deeper knowledge
variances between instruction leads to of complex topics
groups, specifically better outcomes by putting students
checking if pre-test compared to first in the learning
scores across groups traditional process and
were mostly equal. teacher-centered encouraging
 For comparing approaches. active
means within each  Moreover, engagement,
group, paired research by collaboration, and
samples T-tests were Gurbuz and Birgin critical thinking. This
 employed to (2011) emphasizes transition not only
determine the the positive impact promotes diversity
statistical significance of computer- and equity in
of differences. assisted teaching education but also
Additionally, on addressing provides students
independent students' with the critical
samples T-tests were probabilistic 21st-century skills
conducted to misconceptions, required for
compare mean indicating that success in an
scores of probabilistic innovative increasingly
reasoning between teaching methods changing and
Group A and Group can effectively connected world.
B before the enhance students'
experiment, assessing reasoning skills.
whether the two However, it's noted
groups were at similar that probability,
levels initially. The despite its
independent T-test importance in the
was chosen due to mathematics
the presence of curriculum, can be
distinct participant challenging for
groups, assuming students to grasp,
unique scores across suggesting a need
groups. for creative and
 Furthermore, learner-centered
Levene's test was teaching
also utilized to ensure strategies.
equality of variance,  The study
a prerequisite for underscores the
running ANCOVA importance of
(Analysis of relevant teaching
Covariance) at a 5% materials, teacher
significance level. training, and the
use of learner-
centered
approaches in
both preservice
and in-service
 teacher
education. It
suggests that
activities
promoting
collaboration and
problem-solving,
such as games,
can effectively
enhance students'
content
knowledge and
cognitive skills.
 While the findings
generally support
the efficacy of
learner-centered
approaches,
contrasting results
from Weltman and
Whiteside's (2010)
study on the
effectiveness of
active learning in
business statistics
indicate the need
for further research
to explore factors
influencing the
effectiveness of
different
instructional
methods across
different contexts
and student
populations.
3. Discuss the
varied role of
teachers in a
learner-centered  Role of  The research  The research  The research study  The study includes  In learner-centered
teaching. Various problem is study addresses a uses the In-depth a number of teaching, teachers
Agencies focused on number of Desk Review (IDR) discussions and have different roles
analyzing the learner-centered technique to findings about to help students
and Persons
roles of education ideas, examine how learner-centered learn better. Firstly,
in Learner- teachers, such as social instructional teaching. It they act as
Centered students, constructivism, materials, parents, addresses the roles facilitators, guiding
Teaching parents, and psychological students, and that instructional and directing
educational constructivism, teachers all play a materials, parents, learning instead of
materials in and constructivist part in learner- and teachers play dominating it. They
learner- theory. Influential centered teaching. in putting learner- also create a
centered thinkers like When it is not possible centered supportive
teaching (LCT). Piaget, Vygotsky, to be physically teaching into environment that
The study aims and Bruner are present at data practice. The suits different
to investigate also mentioned. gathering sites, it is results show that learning styles and
the These ideas place stated that IDR is learner-centered encourages
significance of a strong emphasis utilized as a method. teaching is an students to take
these factors in on the value of The researcher essential strategy charge of their
the students' examines prior study in the field of education.
implementatio independent outcomes to acquire education and Teachers organize
n and learning, active comprehension of that quality learning materials,
effectiveness of engagement, the topic. Evaluations education is design activities,
LCT within and knowledge of papers from other impossible without and provide
educational building within the nations, including a thorough necessary
settings. The educational speeches, policies, understanding of resources for
use of the IDR process. The study reports, secondary learner-centered lessons. They also
(presumably an also emphasizes sources, and oral teaching and its help students
abbreviation how teaching texts, are part of the methodologies. develop skills and
for a specific approaches and research. Using the The paper also create a learning
research student IDR method, the emphasizes the environment that
method) is involvement are researcher traveled transition from works for everyone,
mentioned as affected by the to the USA, UK, learner-centered no matter their
the approach transition from China, Australia, and teaching to abilities or
used for teacher-centered India to examine traditional backgrounds.
analysis. to learner- documents related teaching These roles show a
 centered to the research approaches and shift from teacher-
paradigms. problem. This the influence of centered to
method, which looks many stakeholders student-centered
for material from on this approach's learning, where
official websites, efficacy. It also teachers do more
journals, articles, covers the value to support and
reports, books, and of parental engage students in
papers, reduces the participation and their education.
possibility of leaving the contribution of
out important educational
publications. resources to
improving student
performance and
engagement.

Note: You are allowed to copy the contents in the Articles to fill the columns, to fill the Second to fifth columns, but not in the seventh. Do not
forget to copy the source. You can use google scholar for your searches https://scholar.google.com/ Google Scholar provides a simple way
to broadly search for scholarly literature. From one place, you can search across many disciplines and sources: articles, theses, books,
abstracts and court opinions, from academic publishers, professional societies, online repositories, universities and other web sites. Google
Scholar helps you find relevant work across the world of scholarly research.

References: (Here you copy the References in APA format of the Articles mentioned above).
1. Murphy, M., et al. (2021). Teacher-Centered versus Student-Centered Teaching: Preferences and Differences across Academic
Majors. Journal of Effective Teaching in Higher Education 4(1), 18-39. DOI:10.36021/jethe.v4i1.156
2. Hokor, E. K. & Sedofia, J. (2021). Developing probabilistic reasoning in preservice teachers: Comparing the learner-centered
and teacher-centered approaches of teaching. International Journal of Studies in Education and Science, 2(2), 120-145.
3. Shah, R. K. (2020). Role of various agencies and persons in learner-centered teaching. International Journal of Creative
Research Thoughts, 8(5), 4135-4146.
Rubric to be used by the Group Leaders in Rating the Members
CATEGORY 5 4
Contributions Routinely provides useful ideas
when participating in the group
and in classroom discussion. A
definite leader/member who
contributes a lot of effort.
Quality of Work Provides work of the highest
quality.
Time-management Routinely uses time well
throughout the project to ensure
things get done on time. Group
does not have to adjust deadlines
or work responsibilities because
of this person\'s procrastination.
Attitude Never is publicly critical of the
project or the work of others.
Always has a positive attitude
about the task(s).
Working with Almost always listens to, shares
Others with, and supports the efforts of
others. Tries to keep people
working well together.
Focus on the task Consistently stays focused on the
task and what needs to be done.
Very self-directed.
Usually provides useful ideas when
participating in the group and in
classroom discussion. A strong group
leader/member who tries hard!
Provides high quality work.
Usually uses time well throughout
the project, but may have
procrastinated on one thing. Group
does not have to adjust deadlines or
work responsibilities because of this
person\'s procrastination.
Rarely is publicly critical of the
project or the work of others. Often
has a positive attitude about the
task(s).
Usually listens to, shares, with, and
supports the efforts of others. Does
not cause \"waves\" in the group.
Focuses on the task and what needs
to be done most of the time. Other
group members can count on this
person.
3 1
Sometimes provides useful ideas
when participating in the group and in
classroom discussion. A satisfactory
group leader/member who does what
is required.
Provides work that occasionally needs
to be checked/redone by other group
members to ensure quality.
Tends to procrastinate, but always
gets things done by the deadlines.
Group does not have to adjust
deadlines or work responsibilities
because of this person\'s
procrastination.
Occasionally is publicly critical of the
project or the work of other members
of the group. Usually has a positive
attitude about the task(s).
Often listens to, shares with, and
supports the efforts of others, but
sometimes is not a good team
member.
Focuses on the task and what needs
to be done some of the time. Other
group members must sometimes nag,
prod, and remind to keep this person
on-task.
Rarely provides useful ideas
when participating in the
group and in classroom
discussion. May refuse to
participate.
Provides work that usually
needs to be checked/redone
by others to ensure quality.
Rarely gets things done by the
deadlines AND group has to
adjust deadlines or work
responsibilities because of this
person\'s inadequate time
management.
Often is publicly critical of the
project or the work of other
members of the group. Often
has a negative attitude about
the task(s).
Rarely listens to, shares with,
and supports the efforts of
others. Often is not a good
team player.
Rarely focuses on the task and
what needs to be done. Lets
others do the work.
Research Activity : Group Activity 2 Unit 1: Learner- Centered Teaching: Foundations and Characteristics
CATEGORY 6 4 2 0
Organization Information is very Information is organized with Information is organized, but The information appears
organized with well- well-constructed paragraphs. paragraphs are not well- to be disorganized
constructed paragraphs constructed.
and subheadings.
Quality of Information clearly relates Information clearly relates to Information clearly relates to the Information has little or
Information to the main topic. It the main topic. It provides 1- main topic. No details and/or nothing to do with the
includes several supporting 2 supporting details and/or examples are given. main topic.
details and/or examples. examples.

Sources All sources (information All sources (information and All sources (information and Some sources are not
and graphics) are graphics) are accurately graphics) are accurately accurately documented.
accurately documented in documented, but a few are documented, but many are not
the desired format. not in the desired format. in the desired format.

Mechanics No grammatical, spelling or
punctuation errors.
Amount of All topics are addressed
Information and all questions answered
with at least 2 sentences
about each.
Almost no grammatical,
spelling or punctuation
errors
All topics are addressed and
most questions answered
with at least 2 sentences
about each.
A few grammatical spelling, or Many grammatical,
punctuation errors. spelling, or punctuation
errors.
All topics are addressed, and One or more topics
most questions answered with 1 were not addressed.
sentence about each.

Date Created: Feb 04, 2021 09:13 pm (CST) using Rubistar: http://rubistar.4teachers.org/
Group Activity 2
Unit 1: Learner- Centered Teaching: Foundations and Characteristics

Support Group Members Leader’s Rating (max of 30 pts) Instructor’s Rating Average

1. Literatus, Mark Lorence 30 pts

2. Hubahib, Jorry Hines 30 pts

3. Jabar, Angela 30 pts