Exploring Barriers and Prospects of Implementing Student-centred Learning (SCL) Approaches at Secondary Level in Bangladesh

Abstract

The purpose of this phenomenological qualitative research study is to explore the barriers and prospects of implementing student-centred participatory learning approach in the secondary schools in Bangladesh, along with investigate the present mind sets of the class room teachers, students, head teachers and teacher educators on student-centred learning. The study is conducted through one to one interviews with six head teachers, ten teacher educators and focus group discussions with six groups of students and six groups of classroom teachers in six different secondary schools of Dhaka division. Besides, observation and field notes were taken from twelve classes to see what are actually happing in the classes. Findings of the study reveal that all stakeholders of the secondary level in Bangladesh reflect common understandings on student-centred learning and its objectives. The study also indicats that though teachers are highly positive to student-centred learning approach, they were not able to apply the techniques effectively because of some reasons like large class sizes, excessive class loads, lack of subject-based teachers, no time for before class preparation and lack of necessary teaching aids. The findings of the study also recommend that to overcome the barriers in the way of implementing student-centred learning approaches there need some steps. Class-wise number of students should be kept within 40. Number of classes per teacher per day should be brought in 4 out of 6. To get maximum benefits from teaching learning activities subject-based teachers’ recruitment should be ensured in every school. The major implications of the study reveal that for shifting from teachers’ dominating lecture paradigm to collaborative, interactive and democratic student-centred teaching-learning mode positive role of head teachers, special training for classroom teachers and ensuring monitoring with mentoring by teacher educators should be incorporated for overall school effectiveness and quality education.