Effective learner-centred approach and its effect on lower level learners’ performance in english: a case of Kagarama sector secondary schools

Abstract

Rwanda Education Board, as an important organ in charge of Education, has recommended the use of Learner-Centred Approach (LCA) in teaching English to improve the quality of education. So far there is not enough research done to assess the implementation of that approach and its effects on students’ performance in English. We have conducted this research to make a contribution in that regard. The aim of this research is to evaluate the extent to which Learner Centred Approach is implemented, weigh up the impact it has on the students’ performance in English in Secondary Schools in Kagarama Sector, Kicukiro district, and indicate the challenges faced during the implementation. In this work, mixed research methodology was employed. The research sample consisted of 12 English teachers and 112 students. Questionnaires, interviews and class observation were used to collect data. On the one hand, questionnaires and interviews have shown that Learner-Centered Approach is implemented at the highest degree. On the other hand, findings from class observation indicated that it is not implemented as expected. The reasons for that contradiction are many, but the most important one is the lack of training for English language teachers to be able to apply that approach as required. As a matter of fact, there are teachers who prefer the use Teacher-Centred Approach and this has negative effect on students’ performance in English. This study identified other challenges teachers face in the LCA implementation: overcrowded classrooms, syllabus overload, lower level of English among students, lack of learning and teaching resources, and the approach which is time consuming. As a recommendation, the Government should provide regular training to teachers of English language and avail necessary teaching and learning resources.