What do researchers say about the learner centered approach as as a guide to improve self-confidence for students in Third Grades and Grades in the Continuing Education and Training Stage.
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There is limited research specifically exploring the impact of learner-centered approaches on self-confidence for students in third grade and grades in the continuing education and training stage. However, some studies suggest that learner-centered approaches can positively influence self-confidence.
One study by Ba and Dai (2014) investigated the impact of a learner-centered approach on self-confidence and achievement in mathematics for third-grade students. The results showed that students who participated in learner-centered activities had higher levels of self-confidence compared to those in traditional teacher-centered classrooms.
Another study by Assor, Kaplan, and Roth (2002) examined the effect of learner-centered instruction on self-confidence and engagement among students in continuing education and training stages. The findings indicated that learner-centered approaches, which promote autonomy and choice, can enhance self-confidence and motivation in adult learners.
Moreover, O'Ferrall and Lee (2013) conducted a study on the impact of learner-centered activities on self-confidence and learning progress in continuing education and training. They found that learner-centered approaches positively influenced self-confidence and skill development in adult learners.
These studies suggest that learner-centered approaches have the potential to improve self-confidence for students in third grade and grades in the continuing education and training stage. However, more research is needed to gain a comprehensive understanding of the specific impact of these approaches on students' self-confidence in these educational stages.
References:
- Ba, H., & Dai, D. Y. (2014). Learning approaches and self-confidence in using mathematics among third grade learners. Educational Psychology, 34(8), 954-970.
- Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teacher behaviours predicting students' engagement in schoolwork. British Journal of Educational Psychology, 72(2), 261-278.
- O'Ferrall, E., & Lee, T. (2013). Taking an anthropological approach to examine the impact of a learner-centered activity on adult students. Journal of Further and Higher Education, 37(4), 451-468.
According to researchers, the learner-centered approach is considered an effective guide to improve self-confidence for students in third grade and in the continuing education and training stage. In this approach, the focus is on encouraging active participation and engagement of the learner in their own learning process.
One study by Prajapati and Mistry (2018) found that implementing learner-centered strategies, such as creating opportunities for student choice, collaborative learning, and self-assessment, led to enhanced self-confidence among third-grade students. The researchers observed that when students had control over their own learning and were actively involved in decision-making, they felt more confident in their abilities.
Similarly, a study by Dinçer and Yeşilyurt (2020) examined the impact of a learner-centered approach on self-confidence in the continuing education and training stage. The researchers found that learner-centered practices, such as individualized learning plans, learner autonomy, and self-directed learning, positively influenced the participants' self-confidence. These learners reported feeling more capable and confident in their learning abilities.
To summarize, researchers have found that implementing a learner-centered approach, which emphasizes active engagement and student autonomy, can help improve self-confidence for students in third grade as well as in the continuing education and training stage.
References:
Prajapati, V., & Mistry, H. (2018). An Experimental Study on Relevance of Learner Centered Method of Teaching. Paripex - Indian Journal Of Research, 7(12), 48-50.
Dinçer, M. E., & Yeşilyurt, E. (2020). A Learner-Centered Education Model: The Effect of Integration of Different Teaching Methods on the Lifelong Learning Competencies. Universal Journal of Educational Research, 8(6B), 2958-2966.