THE IMPACT OF TEACHER - CENTRED TEACHING METHODS ON STUDENTS‘ ACADEMIC ACHIEVEMENT AND MITIGATION STRATEGY IN CASE OF KONSO, FASHA AND KAMALE SECONDARY SCHOOLS OF GRADE 11 AND 12 STUDENTS

Abstract

Education is universally recognized as a fundamental human right, essential for the personal and social development of individuals. It empowers people with knowledge, skills, and values necessary to participate fully in society, promotes equality, and fosters economic growth. Students‘ academic performance is usually measured through grades and marks, which are determined using standardized assessments. Teaching methods are broadly categorized into two approaches: the teacher centered approach the teacher is the primary source of knowledge and authority in the classroom where as Students are passive recipients of information, expected to listen, take notes, and memorize facts and the student-centered approach a teacher acts as a facilitator or co-learner, guiding, and student actively participants who collaborate, discuss, and construct knowledge through experience. This study aims to critically assess how teacher centered teaching methods influence students‘ academic achievement and effectiveness of assessment strategies in selected Secondary Schools, of Konso zone. A convergent parallel mixed-methods approach was employed in this study. This design integrates both quantitative and qualitative data collection and analysis concurrently, allowing for a comprehensive understanding of the research problem. The total number of students was 268 and sample size consisted of 160 students (80 in the experimental and 80 in the control group) and 30 teachers who were selected purposively. The study utilized pretest and posttest assessments, questionnaires for students and teachers, and interview guides for principals. Quantitative data were analyzed using descriptive statistics in SPSS V20, while qualitative data were analyzed thematically. A p-value of less than 0.05 was used to determine statistical significance. The study found that the student centered approach led to better academic achievement compared to the teacher-centered approach. Implementing student-centered teaching methods, reducing class sizes, and providing adequate teaching resources are interconnected strategies that collectively enhance educational outcomes. Schools that embrace these recommendations create more engaging, effective, and equitable learning environments, ultimately preparing students better for future challenges. The findings of this study are expected to benefit for school administrators, and other educational stakeholders by providing valuable insights that can improve teaching strategies within the educational system.