Browsing by Author "BRELYNE, RASSY"

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    EFFECTIVENESS OF LEARNER - CENTRED LEARNING ON UNDERGRADUATE ACADEMIC PERFORMANCE: A CASE OF EDUCATION STUDENTS AT GRETSA UNIVERSITY, KENYA
    (Gretsa University, 2025-10) NASIMIYU, MARION; CLAIRE, VALENTINE; BRELYNE, RASSY; OBARE, ELIAKIM
    This study assessed the influence of learner-centered teaching strategies on the academic performance of students at Gretsa University. It focused on assessing whether instructional methods like group discussions, student presentations, peer-led sessions, and case-based learning enhance comprehension, engagement, and academic achievement. The study objectives were: to identify the learner-centered techniques most commonly used by instructors, determine the frequency of their application, evaluate students’ perceptions of their effectiveness, and identify challenges in their implementation. The Faculty of Education's undergraduate students were the target of the study. Using Yamane's (1967) formula, a sample of 90 students were selected. Structured questionnaires were used to gather the data, and descriptive statistics including primarily frequencies and percentages shown in tables and charts were used for analysis. Students' opinions and experiences were captured by conducting a thematic analysis of the qualitative data. The results revealed the most commonly used learner-centered strategies were group discussions and student presentations. The majority of students concurred that these tactics enhanced participation in class activities, fostered collaboration, deepened understanding, and raised engagement. But the study also pointed out a number of issues, such as packed classrooms, little instructional time, a lack of resources for instruction, and trouble efficiently managing group projects. The study concluded that learner-centered teaching strategies, when effectively implemented, positively impact students’ academic performance and learning experiences. It suggests that universities make investments in sufficient teaching resources, lower class sizes to facilitate more interactive learning, and give lecturers ongoing professional development opportunities in order to increase their efficacy. Improve their abilities in active learning techniques. Students should also be motivated to participate and work together in order to take more ownership of their education