Learner-centered vs Teacher-centered Approach in Teaching Gardening

Abstract

 Learner-centered approaches in education consider learners the most important element of the learning process, thus, they should be empowered to be capable of learning things by themselves. In this study, two blocks of third-year BEED students for the school year 2023-24 were involved; one block was assigned as the control group and the other as the experimental group. The study aims to determine the differences in the students’ attitudes toward gardening by employing two approaches: teacher-centered for the control group and learner-centered for the experimental group. Furthermore, the study also aims to give recommendations for enhancing the EEd 11 course syllabus. Data was collected during gardening activities by directly observing students’ different attitudes listed in the checklist, such as enthusiasm, participation, and the like. An in-depth analysis was done by triangulating the observations with a focus group discussion on the gardening experiences of selected participants. The transcript of the data gathered was coded, categorized, and grouped into themes. From the findings, the strengths and weaknesses of the two teaching approaches were assessed, and recommendations for enhancing the course syllabus were determined. Results revealed that both groups showed the same level of excitement and enthusiasm, however, the learner-centered approach showed more significant commitment and problem-solving skills. Findings also revealed that although both groups manifested positive shifts in attitudes, the learner-centered approach displayed greater independence and intrinsic motivation compared to the teacher-centered approach. Findings further suggest that challenges such as discouragement and lack of teamwork can be addressed by combining both approaches to enhance student engagement, critical thinking, and knowledge retention. Recommendations for enhancing the course syllabus include hands-on learning opportunities, reflective practices, and combining both approaches to achieve meaningful learning and skill development.