ISSN: 2226-6348
Open access
Student-centered learning has emerged as a transformative pedagogical approach that prioritizes active student engagement, autonomy, and personalized learning experiences. This systematic literature review investigates the effectiveness of student-centered teaching and learning practices in primary education settings. By analyzing empirical studies from 2019 to 2024, this review explores the impact of student-centered approaches on academic performance, cognitive development, motivation, engagement, and overall educational experiences of primary school students. The findings reveal that student-centered methods significantly improve academic achievement, critical thinking abilities, and learner motivation by fostering active participation, inquiry-based learning, and collaborative activities. Additionally, the review examines teachers' perceptions, challenges faced during implementation, and best practices for utilizing student-centered methodologies effectively. Gaps in the existing literature are identified, including the need for longitudinal studies on long-term effects, cultural considerations, and strategies to address implementation barriers in resource-constrained environments. Furthermore, current trends and innovations in student-centered learning, such as technology integration, cross-curricular approaches, and inclusive practices for diverse learners, are discussed. The review concludes by highlighting the importance of student-centered education in nurturing lifelong learning skills, promoting equity and social justice, and fostering sustainable educational systems. Overall, this systematic review contributes to a comprehensive understanding of student-centered learning in primary education and provides insights for educational stakeholders to enhance teaching and learning practices.
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(Mat & Jamaludin, 2024)
Mat, N. C., & Jamaludin, K. A. (2024). Effectiveness of Practices and Applications of Student-Centered Teaching and Learning in Primary Schools: A Systematic Literature Review. International Journal of Academic Research in Progressive Education and Development, 13(3), 1025–1044.
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