The outcomes of learner-centred pedagogy: A systematic review. (October 2022)

• Record Type: Journal Article
• Authors: Bremner, Nicholas; Sakata, Nozomi; Cameron, Leanne
• Is Part Of: International journal of educational development. Volume 94(2022)
• Publication Date: 2022-10
• Subjects: Learner-centred pedagogy -- Implementation outcomes -- Systematic review -- Low- and middle-income countries; Education -- Periodicals; Education -- Social aspects -- Periodicals; Education -- Economic aspects -- Periodicals; Education -- Periodicals; Éducation -- Périodiques; Education; Periodicals; 370.11
• DOI: 10.1016/j.ijedudev.2022.102649
• Languages: English
• ISSNs: 0738-0593

Abstract

Abstract: An increasing number of studies have investigated the implementation of Learner-Centred Pedagogy (LCP) in different countries, but there is still limited empirical evidence on what impacts LCP may have on learners and learning. This article summarises the findings of a systematic review of 62 journal articles reporting the outcomes of LCP implementation in low- to middle-income countries. The review found relatively few studies that provided objective evidence of LCP effectiveness. A higher number of studies identified non-objective perspectives of LCP effectiveness, such as teacher and student perceptions, as well non-cognitive outcomes such as increased student motivation, confidence, and enhanced relationships. Highlights: Learner-Centred Pedagogy tends to be perceived positively by teachers and students. But relatively little objective evidence to prove LCP effectiveness. Reported impacts of LCP may stretch beyond academic learning outcomes. Call for larger scale, objective, rigorous research on LCP effectiveness over time.