Abstract
This study compares the impact of student-centred and instructor-dominated teaching approaches on secondary school students' academic performance in Economics. The objectives include evaluating disparities in pretest scores between the two methods, investigating variations in pretest and post-test scores within each approach, and exploring potential gender differences in learning outcomes. A quasi-experimental design was employed, analyzing data from pretests and post-tests administered to students taught using both approaches. The results showed no significant difference in pretest scores between the two methods. However, post-test scores indicated a significant improvement with the student-centred approach compared to the instructor-dominated approach. Gender analysis revealed no significant differences in pretest and post-test scores between male and female students. This study contributes to evidence-based educational practices by providing empirical insights into the effectiveness of different teaching methods, particularly within the Nigerian educational context. Recommendations include incorporating student-centred teaching in Economics, adopting a balanced pedagogical approach, considering gender factors, enhancing teacher training in differentiated instruction, leveraging technology for student-centred learning, and conducting further research on Economics pedagogy.
Keywords: Student-Centred Learning, Instructor-Dominated Learning, Performance, Economics, Comparison
Publication Date: 2024-12-08