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.
