IMPLEMENTATION OF STUDENT-CENTRED TEACHING AT IIUM: LECTURERS PERSPECTIVE AYESHA ABDULLAH NAJIEB BADIB

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IMPLEMENTATION OF STUDENT-CENTRED

TEACHING AT IIUM: LECTURERS’ PERSPECTIVE

BY

AYESHA ABDULLAH NAJIEB BADIB

A dissertation submitted in partial fulfillment of the

requirements for the degree of Master of Education

Institute of Education

International Islamic University Malaysia

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ABSTRACT

The Malaysian Qualification Agency (MQA) has put a major strain on local universities to enforce the practice of student-centred teaching as part of requirements of a government accredited educational institution (MQA Act, 2007). The student-centred approach is geared to mould students into independent individuals that are able to think critically and shape their own worldview. In accordance with government requirements, this study set out to investigate whether the International Islamic University Malaysia (IIUM) was meeting MQA requirements in implementing student-centred learning, and to identify whether subject discipline, nationality, gender and administrative positions of lecturers determine the implementation of the approach. The sample of this study (N=100) comprised of IIUM lecturers from all faculties in the Gombak and Kuantan campus. Data collection was done via an online questionnaire which was designed based on criteria of the student-centred teaching approach. Results show that lecturers of IIUM are both opinionated towards student-centred teaching as well implementing it in teaching practices in the classroom. Subject discipline, nationality, gender of lecturers and seniority of administrative positions however, do not play a role in the level of implementation of the student-centred approach and are not predicative of its teaching practices. Based on these findings, this study proffers a better understanding for lecturers on the implementations of student-centred teaching, and to re-assure the MQA on the quality assurance of local universities.

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ﺚﺤﺒﻟﺍ ﺺﺨﻠﻣ

ﺪﻳﺪﺷ ﻁﻮﻐﺿ ﻊﺿﻮﺑ ﺔﻳﺰﻴﻟﺎﳌﺍ ﻞﻴﻫﺄﺘﻟﺍ ﺔﻟﺎﻛﻭ ﺖﻣﺎﻗ ﺪﻘﻟ

ﺓ

ﺔﻴﻠﶈﺍ ﺕﺎﻌﻣﺎﳉﺍ ﻰﻠﻋ

ﺔﺳﺭﺎﳑ ﺽﺮﻔﻟ

ﺮﺘﻌﳌﺍ ﻲﻣﻮﻜﳊﺍ ﻢﻴﻠﻌﺘﻟﺍ ﺕﺎﺴﺳﺆﻣ ﺕﺎﺒﻠﻄﺘﻣ ﻦﻣ ﺀﺰﺠﻛ ﺐﻟﺎﻄﻟﺍ ﻰﻠﻋ ﺁﺰﻛﺮﻣ ﻥﻮﻜﻴﻟ ﺲﻳﺭﺪﺘﻟﺍ

ﺎ ﻑ

._{(MQA Act, 2007)}

ﻥﻮﻜﻴﻟ ﺐﻟﺎﻄﻟﺍ ﺔﺌﻴﻬﺘﻟ ﻑﺪﻫ ﻭﺫ ﺐﻟﺎﻄﻟﺍ ﻰﻠﻋ ﺰﻛﺮﻳ ﻱﺬﻟﺍ ﺲﻳﺭﺪﺘﻟﺍ ﺏﻮﻠﺳﺃ

ﺭﺪﻘﻟﺍ ﻪﻳﺪﻟ ﻥﻮﻜﻳﻭ ﻪﺴﻔﻧ ﻰﻠﻋ ً ﺍﺪﻤﺘﻌﻣ

ﺓ

ﱂﺎﻌﻠﻟ ﻪﺘﻳﺅﺭ ﻪﻟ ﻞﻜﺸﻳ ﻲﻛ ﻱﺪﻘﻨﻟﺍ ﲑﻜﻔﺘﻟﺍ ﻰﻠﻋ

.

ﺂﻘﻓﻭ

ﻣﻮﻜﳊﺍ ﺕﺎﺒﻠﻄﺘﳌ

ﺔ

ﺚﺤﺒﻟﺍ ﺍﺬﻫ ،

ﺔﺻﺎﳋﺍ ﲑﻳﺎﻌﳌﺍ ﰲ ﺚﲝ ﱃﺇ ﻑﺪﻬﻳ

ﻌﻣﺎﳉﺎﺑ

ﺔ

ﻴﻣﻼﺳﻹﺍ

ﺔ

ﻴﳌﺎﻌﻟﺍ

ﺔ

ﺔﻳﺰﻴﻟﺎﳌﺍ

) IIUM (

ﻣ ﺪﻳﺪﲢﻭ ،ﺐﻟﺎﻄﻟﺍ ﻰﻠﻋ ﺰﻛﺮﳌﺍ ﺲﻳﺭﺪﺘﻟﺍ ﺬﻴﻔﻨﺗ ﰲ

،ﻲﻋﻮﺿﻮﳌﺍ ﻁﺎﺒﻀﻧﻹﺍ ﺍﺫﺇ ﺎ

ﺔﻴﺴﻨﳉﺍ

ﺐﻟﺎﻄﻟﺍ ﻰﻠﻋ ﺰﻛﺮﳌﺍ ﺲﻳﺭﺪﺘﻟﺍ ﺬﻴﻔﻨﺗ ﺩﺪﳛ ﻢﻠﻌﳌﺍ ﻯﺪﻟ ﻱﺭﺍﺩﻹﺍ ﻒﻗﻮﳌﺍ ﻭﺃ ،ﺲﻨﳉﺍ ،

.

ﻒﻟﺄﺘﺗ

ﺚﺤﺒﻟﺍ ﺔﻨﻴﻋ

) N = 100 (

ﺔﻴﳌﺎﻌﻟﺍ ﺔﻴﻣﻼﺳﻹﺍ ﺔﻌﻣﺎﳉﺍ ﺓﺬﺗﺎﺳﺃ ﻦﻣ

ﺘﻟﺍ ﻊﻴﲨ ﻦﻣ ﺔﻳﺰﻴﻟﺎﳌﺍ

ﻡﺮﺣ ﰲ ﺕﺎﺼﺼﺨ

ﻥﺎﺘﻧﺍﻮﻜﺑ ﺔﻌﻣﺎﳉﺍ ﻡﺮﺣ ﻭ ،ﻙﺎﺒﻣﻮﻗ ﺔﻌﻣﺎﺟ

.

ﺕﺎﻧﺎﻴﺒﻟﺍ ﻊﲨ ﰎ ﻭ

ﺓﺬﺗﺎﺳﻸﻟ ﻥﺎﻴﺒﺘﺳﻹﺍ ﻝﺎﺳﺭﺇ ﻖﻳﺮﻃ ﻦﻋ

ﺖﻧﺮﺘﻧﻹﺍ ﻝﻼﺧ ﻦﻣ

.

ﻰﻠﻋ ﺰﻜﺗﺮﳌﺍ ﺲﻳﺭﺪﺘﻟﺍ ﺏﻮﻠﺳﺃ ﻦﻣ ﲑﻳﺎﻌﻣ ﻰﻠﻋ ﻥﺎﻴﺒﺘﺳﻹﺍ ﻢﻴﻤﺼﺗ ﺪﻨﺘﺳﺇﻭ

ﺐﻟﺎﻄﻟﺍ

.

ﺓﺬﺗﺎﺳﻷﺍ ﺀﺍﺭﺁ ﻥﺃ ﺞﺋﺎﺘﻨﻟﺍ ﺖﻨﻴﺑﻭ

ﻌﻣﺎﳉﺍ ﰲ

ﺔ

ﻴﻣﻼﺳﻹﺍ

ﺔ

ﻴﳌﺎﻌﻟﺍ

ﺔ

ﺎﳌﺍ

ﻳﺰﻴﻟ

ﺔ

ﺏﻮﻠﺳﺃ ﻰﻠﻋ ﻖﻓﺍﻮﺗ

ﺔﻴﺳﺍﺭﺪﻟﺍ ﻝﻮﺼﻔﻟﺍ ﰲ ﺲﻳﺭﺪﺘﻟﺍ ﰲ ﻖﺒﻄﻳ ﻥﺃ ﺐﳚ ﻭ ،ﺐﻟﺎﻄﻟﺍ ﻰﻠﻋ ﺰﻜﺗﺮﳌﺍ ﻢﻴﻠﻌﺘﻟﺍ

.

ﻥﺍﺮﻬﻇ ﺪﻗﻭ

ﰲ ً ﺍﺭﻭﺩ ﺐﻌﻠﻳ ﻻ ﺔﻳﺭﺍﺩﻻﺍ ﺐﺗﺍﺮﳌﺍ ﰲ ﺔﻴﻣﺪﻗﻻﺍ ﻭ ،ﺓﺬﺗﺎﺳﻻﺍ ﺲﻨﺟ ،ﺔﻴﺴﻨﳉﺍ ،ﻲﻋﻮﺿﻮﳌﺍ ﻁﺎﺒﻀﻧﻻﺍ

ﺐﻟﺎﻄﻟﺍ ﻰﻠﻋ ﺰﻜﺗﺮﳌﺍ ﺲﻳﺭﺪﺘﻟﺍ ﺏﻮﻠﺳﺃ ﺬﻴﻔﻨﺗ ﺔﺟﺭﺩ

.

ﻩﺬﻫ ﱃﺇ ﺍﺩﺎﻨﺘﺳﺍ

ﺢﺿﻮﻳ ﺚﺤﺒﻟﺍ ﺍﺬﻫ ،ﺞﺋﺎﺘﻨﻟﺍ

ﻦﻋ ﺔﻳﺰﻴﻟﺎﳌﺍ ﻞﻴﻫﺄﺘﻟﺍ ﺔﻟﺎﻛﻮﻟ ﺪﻛﺆﻳ ﻭ ،ﺐﻟﺎﻄﻟﺍ ﻰﻠﻋ ﺰﻜﺗﺮﳌﺍ ﺲﻳﺭﺪﺘﻟﺍ ﻡﺍﺪﺨﺘﺳﺇ ﺔﻴﻔﻴﻛ ﺓﺬﺗﺎﺳﻸﻟ

ﺓﺩﻮﺟ

ﺔﻴﻠﶈﺍ ﺕﺎﻌﻣﺎﳉﺍ ﰲ ﻢﻴﻠﻌﺘﻟﺍ

.

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ABSTRAK

Agensi Kelayakan Malaysia (MQA) telah memberi penekanan pada Universiti tempatan untuk melaksanakan amalan pengajaran berpusatkan pelajar sebagai sebahagian daripada keperluan dan saranan daripada Kerajaan Lembaga Pendidikan Akreditasi (Akta Agensi, 2007). Pengajaran ini dilaksanakan untuk membentuk para pelajar yang mampu membentuk dunia pembelajaran mereka sendiri dan sekaligus menjadi pelajar berfikiran kreatif dan kritis. Bersesuaian dengan saranan kerajaan, kajian ini dapat mengkaji samada Universiti Islam Antarabangsa Malaysia (UIAM) mampu memenuhi keperluan MQA serta mengenalpasti samada ciri-ciri seperti mata pelajaran, kewarganegaraan, jantina dan kedudukan pentadbiran diantara para pensyarah memainkan peranan penting dalam menentukan keberkesanan pelaksanaan ini. Sampel kajian ini (N=100) terdiri daripada para pensyarah di Universiti Islam Antarabangsa Malaysia (UIAM) dari seluruh fakulti di kampus utama Gombak dan Kuantan. Pengumpulan data dilakukan melalui senarai soalan secara online yang direka berdasarkan kriteria yang berpandukan pengajaran berpusatkan pelajar. Keputusan kajian menunjukan bahawa pensyarah UIAM mendapati pelaksanaan pendekatan pengajaran berpusatkan pelajar dipraktiskan di dalam kuliah mereka. Pelaksanaan ini melalui ciri-ciri seperti mata-pelajaran, kewarganegaraan, jantina di antara para pensyarah dan kedudukan pentadbiran tidak mainkan peranan utama dalam pelaksanaan pendekatan yang berpusatkan pelajar dan tidak predikatif terhadap amalan pengajaran ini. Hasil kajian ini memberi lebih pemahaman kepada para pensyarah di atas pelaksanaan pengajaran berpusatkan pelajar dan juga meyakinkan MQA di atas pelaksanaan pengajaran ini di universiti tempatan.

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APPROVAL PAGE

I certify that I have supervised and read this study and that in my opinion, it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a dissertation for the degree of Master of Education.

……….. Dr. Nor Azian Mohd. Noor Supervisor

I certify that I have read this study and that in my opinion it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a thesis for the degree of Mater of Education.

……….. Dr. Siti Rafiah Abdul Hamid Examiner

This dissertation was submitted to the Institute of Education and is accepted as a partial fulfillment of the requirements for the degree of Master of Education

……….. Assoc. Prof. Nik Ahmad Hisham B. Ismail

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DECLARATION

I hereby declare that this dissertation is the result of my own investigations, except where otherwise stated. I also declared that it has not been previously or concurrently submitted as a whole for any other degrees at IIUM or other institutions.

Ayesha Abdullah Najieb Badib

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INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

DECLARATION OF COPYRIGHT AND AFFIRMATION

OF FAIR USE OF UNPUBLISHED RESEARCH

IMPLEMENTATION OF STUDENT-CENTRED TEACHING AT IIUM: LECTURERS’ PERSPECTIVE

No part of this unpublished research may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, elec tronic, mechanical, photocopying, recording or otherwise without prior written permission of the copyright holder except as provided below.

1. Any material contained in or derived from this unpublished research may only be used by others in their writing with due acknowledgement.

2. IIUM or its library will have the right to make and transmit copies (print or electronic) for institutional and academic purposes.

3. The IIUM library will have the right to make, store in a retrieval system and supply copies of this unpublished research if requested by other universities and research libraries.

Affirmed by Ayesha Abdullah Najieb Badib

……… ………..

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To my beloved parents who believed in me and supported me regardless of the weather conditions, and brother dearest who encouraged me in whatever decisions

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ACKNOWLEDGEMENTS

Firstly, I would like to give my sincere appreciation to my supervisor, Dr. Nor Azian Mohd. Noor for her endless guidance and patience throughout the duration of the research.

Secondly, I would like to thank Dr. Zainurin Abdul Rahman, Dr. Nik Suryani Nik Abdul Rahman, Dr. Mohyani Razikin, Assoc. Prof. Nik Ahmad Hisham Ismail, Assoc. Prof. Yedullah Kazmi, Dr. Mastura Badzis, Dr. Joharry Othman, Dr. Siti Rafiah Abd. Hamid and all of my other lecturers, colleagues and individuals who played a part in the development of my thesis.

I would also like to extend my gratitude to all the lecturers who took time to respond to the online questionnaire to be part of the research sample.

Lastly, I would like to thank my parents for giving me the support and encouragement needed to carry out this research.

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LIST OF TABLES

Table No. Page No.

2.1 Examples of student-centred learning/teaching methods 13 (O’Niell & McMahon, 2005)

2.2 Examples of learning outcomes and student-centred learning 31 (O’Niell & McMahon, 2005)

2.3 Comparison of teacher-centred and learner-centred paradigms 32 (Huba & Freed, 2000)

2.4 Teaching-centred versus learning-centred instruction 34 (Allen, 2003)

4.1 Demography of sample 45

4.2 Practice of student-centred teaching 48

4.3 Difference in opinion towards teaching and learning 49 according to Kulliyah

4.4 Difference in teaching practices according to Kulliyah 49 4.5 Difference in opinion towards teaching and learning 50

according to nationality

4.6 Difference of teaching practices according to nationality 50 4.7 Difference of opinion towards teaching and learning 51

according to gender

4.8 Difference of teaching practices according to gender 51 4.9 Seniority of administrative position 52

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LIST OF FIGURES

Figure No. Page No.

2.1 Examples of student-centred assessments (Gibbs, 1995) 15

2.2 Student-centred and teacher-centred continuum 30 (O’Neill & McMahon, 2005)

3.1 Data Collection Timeline 42

4.1 Years of teaching experience 45

4.2 Highest qualification achieved 46

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ABBREVIATIONS

IIUM International Islamic University Malaysia MQA Malaysian Qualification Agency

MQF Malaysian Qualification Framework MOHEM Ministry of Higher Education PBL Problem-based learning

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CHAPTER ONE

INTRODUCTION

1.0 INTRODUCTION

This chapter will be discussing the reasons on why this study needs to be conducted and the necessity for its findings. It will describe the problems of the issue in itself and the purpose of investigating this issue. It identifies the research questions in which the study will be focusing on in approaching the issue. This study is very much related to the criteria of the Malaysian Qualification Agency in which the Ministry of Higher Education Malaysia is trying to implement.

1.1 BACKGROUND OF THE STUDY

The Ministry of Higher Education Malaysia (MOHEM) has just recently allotted a new department to ensure the quality of graduates that are being produced by the universities of the country. The Malaysian Qualification Agency (MQA) (MQA Act, 2007), which is under MOHEM, is now responsible to oversee that universities are meeting the criteria of standards set in order to maintain the accreditation of the local universities. It is to standardise the level of higher education in order to ensure that every student undergoes a course that has been certified by the government. It provides a scale of which the earned academic levels, learning outcomes of study areas and credit system are universally recognised.

MQA has eight levels of qualifications which include the Skills Certificate, Vocational Certificates, Technical Certificates, Diploma, Advanced Diploma, Bachelors degree, Masters degree and Doctoral degree subsequently. As claimed by MQA, each level of qualification has been laid out in order to measure the level of

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capability according to the depth, complexity and comprehension of knowledge; the application of knowledge and skills; the degree of autonomy and creativity in decision making; the communication skills; the breadth and sophistication of practices.

As stated in the Malaysian Qualification Framework (MQF) of MQA, it ‘emphasises eight domains of learning outcomes; knowledge; practical skills; social skills and responsibilities; values, attitudes and professionalism; communication, leadership and team skills; problem solving and scientific skills; information management and lifelong learning skills; managerial and entrepreneurial skills. In order to fulfill all these learning outcomes, MQA has enforced all higher education institutions to implement the student-centred teaching approach. Through many studies, such as those done by McMillan (1990), Taylor (1989), Mulligan and Griffin (1992), Polanco, Calderon and Delgado (2001), etc., student-centred teaching has been reported to have positive effects on student learning outcomes. Therefore in order to comply with the requirement of MQA to implement student-centred teaching in all classrooms, professional development workshops are now being conducted in all institutions in order to familiarise teachers and lecturers to the student-centred approach. In the International Islamic University Malaysia (IIUM) alone, several workshops on student-centred teaching have been conducted for the lecturers. These workshops are geared to steer the university into a more student-centred direction as a whole in order to fulfill the requirements of the Malaysian Qualification Agency.

1.2 STATEMENT OF THE PROBLEM

Academic staff from all Kulliyahs of IIUM in the Gombak and Kuantan campus have been required to attend workshops conducted by the Centre of Professional Development (CPD) on the implementation of student-centred teaching in the classrooms. The university has invested its time, money and effort in conducting these

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workshops to increase the standards of the university in order for it to be fully accredited. It is therefore expected that all academic staff should be carrying out the student-centred teaching approach in their classrooms throughout the university in order to meet the MQA requirements (MQA Act, 2007). This study aims to investigate if lecturers really are implementing the practice of student-centred teaching in their classrooms. If they are, which Kulliyahs are effectively implementing the approach. This is to investigate if the nature of the subject itself may affect the type of teaching approach used by the lecturer. For example, are the science subjects such as engineering and medicine more inclined to use the student-centred approach because of its hands-on practical approach to the subject? Do the human sciences tend to divert from the student-centred approach because of its dry theoretical nature of the subject?

This study also aims to research on the other factors that may affect the actual implementation of student- centred teaching, such as the nationality of the lecturers. Does the background of the lecturer affect the type of teaching approach that the lecturer is comfortable with? For example, a lecturer coming from China may be more proficient in the teacher-centred teaching approach due to the country’s educational structure that has been influenced by the communist regime. Another factor could be the seniority of the lecturer, for example, younger lecturers may prefer to use student-centred teaching and incorporate many creative activities as compared to a more senior lecturer who is too used to the habit of using a teacher-centred approach as how he was trained during his time. Could the seniority in administrative position of a lecturer affect the teaching approached used. For example would a lecturer who holds the position as a Dean of Kulliyah enforce stronger student-centred approaches to set a standard for the other lecturers in the department? This study also aims to find out if the gender of the lecturer is another determining factor on the type of teaching approach that is used in the classroom. It is to identify all the elements that may affect

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the teaching approaches used and the factors that contribute to a complete effective student-centred teaching approach.

1.3 PURPOSE OF THE STUDY

The purpose of this study is to verify whether the lecturers of the International Islamic University Malaysia are carrying forth the requirements of the MQA in implementing the student-centred approach in classroom teaching. It is to ensure that IIUM is in fact meeting the criteria of the MQA in producing quality graduates. This study will also help policy makers of MQA indentify the different subject areas that are actively engaged in student-centred teaching and others that may need more work on gearing it towards the student-centred approach. It is to highlight the variables that effect the implementation of student-centred teaching and the problems that the institutions of higher education may encounter when revamping all teaching approaches to student-centred teaching. This study will also serve the Malaysian Qualification Agency as a model on the implementation of student-centred teaching in higher educational institutions and will contribute to the existing Malaysian Qualification Framework on the qualification levels of different faculties. Once the study has identified whether student-centred teaching is actually being practiced in classrooms, MQA can be assured that higher educational institutions of the country are slowly equipping themselves towards a body of government accredited organisations with the highest quality graduates.

1.4 OBJECTIVES OF THE STUDY

The objective of this study is to identify whether IIUM is actively implementing the student-centred teaching approach in the teaching practices carried out in the classrooms. The study also aims to investigate whether lecturers’ demography such as

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gender, nationality, administrative position and subjects taught are predicative to their teaching practices. It is to determine whether IIUM is indeed complying with national requirements in producing quality graduates through the use of student-centred teaching.

1.5 RESEARCH QUESTIONS

This study aims to address the following issues by answering the subsequent questions:

1. Is the practice of student-centred teaching being implemented in classrooms? 2. Does the nature of the subject taught in the classroom affect the type of

teaching approach used?

3. Does the nationality of the lecturer affect the type of teaching approach used? 4. Does the gender of the lecturer affect the type of teaching approach used? 5. Does the seniority in administrative position of the lecturers affect the type of

teaching approach used?

1.6 DEFINITION OF TERMS

There are some terms that need to have their definitions operationalised. These are as follows:

Learning outcome – This refers to the result of what students know, understand and

apply after completion of a certain period of study. It is the product of the type of students that will be produced and the success of each student. It is the reflection on the standard and quality of the teaching, learning and curriculum as a whole. ‘Student learning outcomes are defined in terms of the knowledge, skills, and abilities that students have attained as a result of their involvement

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in a particular set of educational experiences’ (YCCD Academic Senate, 2005).

Teaching approach - The teaching style in which the teacher or lecturer has chosen

to adopt in order to effectively teach the students. It is the method in which teachers will use in the classrooms to which will in turn influence the type of learning approach students will adopt to suit the subject. The type of teaching approaches used by the teacher will contribute to the potential of the learning outcomes. ‘The term teaching style refers to the distinct qualities displayed by a teacher that are consistent from situation to situation regardless of the material being taught’ (Liu , Qioa & Liu, 2006: 78)

Learning approach – This refers to the learning style that students have adopted in

order to effectively make sense of the subject taught. It is the method used by students that best suits them in order to grasp the knowledge that is being taught.

Student-centred teaching – It is the teaching approach of student-centred learning

that is used by teachers in which the student is the focal point. According to Dupin-Bryant (2004) as quoted in Liu et al. (2006), it is “a style of instruction that is responsive, collaborative, problem-centered, and democratic in which both students and the instructor decide how, what, and when learning occurs” (p.42).Concentration on student learning is a number one priority in which students are able to express opinions, inquire, explore and discover. Students are given opportunities to experiment with the content learnt and develop self-autonomy. Teachers play the role of facilitators rather than transmitters of knowledge.

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that is used by teachers in which the teacher is the main source of information. It is a classic classroom situation in which the teacher transmits knowledge and students absorb passively. Textbooks are used as main materials without any external teaching aids. According to Dupin- Bryant (2004), as quoted in Liu et al. (2006),‘it is a style of instruction that is formal, controlled, and autocratic in which the instructor directs how, what, and when students learn’ (p.42).

Kulliyah - A term used for faculties in the International Islamic University Malaysia.

It is the Arabic term that has been adopted as a substitute for the term ‘faculty’.

1.7 LIMITATIONS OF THE STUDY

The limitations that this study will be expected to encounter would be subject cooperation of lecturers willing to participate in the study. Another limitation would be if lecturers would answer the questionnaire honestly and openly admitting to the practice of their own teaching techniques. Other limitations include the availability of the lecturers, time constraints in carrying out the research and limited access to the science faculties of IIUM situated in the Kuantan campus.

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CHAPTER TWO

LITERATURE REVIEW

2.0 INTRODUCTION

Student-centred learning is a teaching approach in which the focus is more towards the students rather than the teacher. It is a teaching method in which students are encouraged to learn through doing. Students explore the learning content through hands on experience. Student-centred learning may be referred to through many names such as active learning, self-directed learning, inductive learning, participatory teaching and cooperative learning, which will be used interchangeably throughout this topic. Student-centred learning also incorporates many other teaching methods such as discovery-based learning, problem-based learning, inquiry-based learning, case-based teaching, just-in-time teaching, experiential learning and reflective learning. In this section we will be looking at the differences between the student-centred approach and the teacher-centred approach, and defining just exactly what is active learning.

2.1 STUDENT-CENTRED APPROACH

Student-centred learning is a continuous process that is learned through action with a clear set of goals that is accomplished with the support of the people and things around in order to get things done. It is the learning process that is based on the relationship between reflection and action. It is when students learn through experience by reflecting on past events and acting out their perception of what they have understood. It is to seek ideas and make sense of the event from previous knowledge and build new structures of similar situations. It is to link up the past to the present in order to react to the future. ‘It is to engage in learning from experience in

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order to change rather than simply repeating previous patterns’ (McGill & Beaty, 1992: 19). Student-centred learning is an active form of expanding students’ thinking abilities and increasing student involvement. ‘It is the shift in focus from the individual as the agent of knowing to learning as a communal act’ Palmer (1987), as cited in Meyers and Jones (1993: 5).

Active learning is very much the opposite of passive learning. It is to move away from the traditional classroom of teacher-centred and textbook reliance to a variety of teaching materials and student interaction. Teachers are no longer seen as the sole provider of knowledge that simply transmits information while students passively absorb like empty sponges. Instead, teachers are expected to take on the role of facilitators and assist students in their own learning. Teachers are to encourage students to adopt self- directed learning and help steer students in the right direction. Textbooks are used as a reference and not a sole source of information. A variety of audio-visual aids are also frequently used as added teaching materials. As Meyers and Jones reminds us, ‘transmission presumes a passive audience of individuals; dialogue assumes an active interchange among a community of learners and an intrinsic human learning capability’ (Meyers & Jones, 1993: 5).

Student-centred learning encourages students to discuss ideas, debate concepts, explore reasons, challenge content and discover abstracts. Students are to actively participate in classroom activities and reflect on the content they have learnt. Students are provided opportunities to communicate their concerns in the class and relate past experiences. As cited in Meyers and Jones, ‘learning is not so much an additive process, with new learning simply piling up on top of existing knowledge, as it is an active, dynamic process in which the connections are constantly changing and the structure reformatted’ (Cross, 1991: 9). As students grasp the idea of the content, their structure of knowledge will slowly evolve as their understanding deepens. As quoted

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in Meyers and Jones (1993: 6), ‘what matters…is not just what students know but what they can do with what they know. What’s at stake is the capacity to perform, to put what one knows into practice’ (Hutchings, 1990).

A study conducted by Pizzolato (2009) suggests that pedagogical reform of active learning in higher education classrooms can help students make progress epistemologically, which might not happen otherwise. The study concentrated on 29 undergraduates that were drawn from three sections of an introductory psychology class, TE/CEP 150, taught between fall 2000 and 2002. Semi-structured interviews and surveys were used as data instruments. Interview questions fell into three categories of students’ initial reaction to study, what students learnt from the self-study and how they engaged in self-self-study. After their interviews, students completed a survey that gathered information on students’ college careers as well as seven open-ended questions. These findings show that students need classrooms to be more relative to the real lives of students in the construction of knowledge and to empower them to engage in self-study or else they may not be able to do so themselves.

As cited in O’Neill & McMahon (2005), the concept of student-centred learning originated from Rogers’ concept of client-centred counseling which eventually evolved into an educational framework and further expanded by works of Piaget, Kowles and many more. According to Rogers (1983), student-centred learning ‘describes the shift in power from the expert teacher to the student learner, driven by a need for a change in the traditional environment where in this ‘so-called educational atmosphere, students become passive, apathetic and bored’ (O’Neill & McMahon, 2005: 27). Simon (1999) describes it as where ‘teachers should not interfere with this process of maturation, but act as a guide’ (O’Neill & McMahon, 2005: 27). Brandes & Ginnis (1986) describes student-centred learning as encompassing the following elements where: