Learner-centred Approach in Teaching and Learning in Secondary schools: A Case study of Gulu High School, Uganda

The study investigated the learner-centred approach in teaching and learning at Gulu High School, Uganda. The data was collected through a case study design using a mixed-method approach. The population of the study comprised 30 learners, 6 teachers, 1 Headteacher, 1 deputy Headteacher and 2 officials from the Ministry of Education. The teachers, school administrators and officials from the Ministry of Education were selected using a purposive sampling technique and the learners via simple random sampling. The participants chosen have adequate knowledge of the research under study. The findings indicated that the Learner-centred Approach promotes the active participation of learners, promotes knowledge exchange through respective brainstorming sessions and allows teachers to detect the strengths and weaknesses of individual students. The results also revealed that adequate instructional materials improve the student's concept of mastery as they motivate and arouse a student’s desire to learn. Learners’ knowledge experience is validated, content of instruction is relevant to the learner’s needs and interests. The study identified that the Learner-centred approach in teaching and learning in secondary schools is affected by inadequate instructional materials, introverted learners; introverted learners cannot achieve the desired learning outcomes, limited time for presentation of work, and inadequate time to monitor different groups. The study recommends that the government collaborates with the National Curriculum Development Centre to provide more adequate reading materials and laboratory equipment to enhance the Learner-centred approach in secondary schools