Teachers Perspective on the Impact of Student-Centred Education for Teaching and Learning in Secondary Schools in Western Nigeria

Abstract

This study was aimed at investigating the perception of science, technology, engineering and mathematics (STEM) teachers on the impact of student-centred education (SCE) for teaching and learning in secondary schools in Western Nigeria. The specific objectives were to: investigate STEM teachers’ understandings of SCE; understand measures teachers take in implementing SCE in the classroom; understand teachers’ perceptions on the impact of SCE for teaching and learning; and identify challenges teachers face in implementing SCE in Western Nigeria. The study adopted qualitative research methodology and collected data from secondary school STEM teachers using three data collection modes – transcripts from semi structured interviews, teachers’ lesson plans and researcher reflective notes. Data were further analysed using Braun and Clarke’s thematic analysis. This study found that STEM teachers' perspectives of SCE involve students being at the centre (with teachers acting as facilitators/guides), and students’ involvement in the education process. There was an element of democracy in participants’ practice of SCE. However, most of the participants’ understanding of SCE was not reflected in their lesson plans. Findings further showed that identification and grouping of students based on behaviour, learning style, and learning abilities, and considering students’ strengths and capacities, are measures employed in implementing SCE in secondary schools. Additionally, SCE impacts teachers by facilitating their teaching processes; for students, it aids them in the development of curiosity, capacity and confidence, and in decision-making processes. It was also found that large class size and time requirement, cultural issues, limited availability of instructional materials, and lack of supportive educational policies from schools and government, are the challenges that impact the implementation of SCE. Overall, there is inconsistency in belief, understanding and practice of SCE, and this manifests through cultural difficulties experienced by teachers, lack of time and resources, and lack of understanding of the SCE context. While SCE holds significant promise for enhancing the quality of education in secondary schools in Western Nigeria, its successful implementation in the region will require supporting teachers professionally, adapting SCE to cultural contexts, and providing improved institutional support.

Date of Award	2026
Original language	English
Awarding Institution	University of Dundee
Supervisor	Kumara Ward (Supervisor) & Mark Smith (Supervisor)