Student-centered learning in a first year undergraduate course

Saras Krishnan

Abstract


Student-centered learning (SCL) may or may not be the ideal choice of learning method in certain parts of the world depending on many factors including the different learning cultures. This study discusses some of the factors that could have influenced students’ responses towards SCL in an undergraduate mathematics course in Malaysia. The student factor discussed in this study is learning habits and preferences whereas the contextual factors are mathematics content or topic, time of intervention and the teacher. The study found that students generally responded positively towards SCL because it is more fun and provides opportunities for sharing of ideas, among other factors. However, when it came to assessment the students preferred the traditional form of assessment instead of being assessed in a SCL environment. This is primarily because they feel it is easier to score in the former but in the latter other group members contribute towards a student’s score as well.


Keywords


contextual factors, group work, student-centered assessment, student factor

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References


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