Comparative Study Of Effectiveness Of Student-Centered Versus Lecture Based Teaching Method On Students Performance Learning Physics

Abstract

In the present study among two methods of teaching and learning strategy was done in Meki Preparatory School in Oromia, East Shewa Zone, Dugda Wereda. About 80 sampled students’ were taken for the study by lottery draw method and by observing their 2010 E.C first semester physics examination result and taking two classes. The objective of the study was to know which method among student-centered and Lecture based learning if applied is more efficient and appropriate to improve students’ performance, attitude and retention. The study was on the physics topics in which both groups were taught the same topic. The experimental group was taught the content through student-centered and the comparison group were taught the content through lecture method. To measure differences between the two groups before and after treatment, pre-test, post-test, and delayed retention-test items were prepared in the form of multiple choice, fill in the blanks space, and short answer questions. The test was aimed to ass’s students’ prior knowledge, performance, and attitude change and retention capacity in the subject. The data obtained from pre-test, post-test, delayed retention-test, students’ attitude response and teachers focused group discussion responses were analyzed using t-test. No significant differences was observed between the two groups on pre-test and retention- test between experimental and comparison groups. From the study, the experimental group students who were taught the content through SC were found to benefit more than the comparison group who were taught the content through LBL. From the research findings, the mean gain of experimental group on post-test was 6.75 and on retention-test was -0.08, whereas the mean gain of control group in post-test was 2.93 and on retention-test was -1.90. The mean gains by the experimental group were statistically more significant as compared to comparison group on post-test and retention-test. The response given through student’s attitude response and teacher’s focus group discussion response strongly supported the above test result. In general, the researcher recommended that student-centered was more effective and had significant impact on students’ performance, attitude and retention of subject matter than traditional lecture method.