A COMPARATIVE STUDY OF STUDENT-CENTERED AND TEACHER-CENTERED APPROACHES IN ENHANCING LEARNING OUTCOMES OF SECONDARY SCHOOL STUDENTS

This quantitative study surveys the impact of student-centered and teacher-centered teaching methods on the academic performance of secondary school students onexactly within the situation of science teaching. Using a pre-test and post-test quasi-experimental project where 60 Grade 10 students were selected from two schools and casuallyallocated to an investigational group (student-centred) and a control group (teacher-centred) each containing of 30 students. The study expected to measure how each educationmethodeffects students' understanding and preservation of scientific thoughts over a period of four weeks.The student-centred group contributed in inquiry-based learning, combined group workand classroom debateswhere students assumed an active roleshaping their learning experiences. In dissimilarity the teacher-centred group was subjected to traditional lecture-basededucation with a focus on direct teacher-led explanations and organized note-taking.Academic success was assessedfinished a researcher-developed accomplishment test, which was managedbeforehand and after the instructional dated. Numericalexaminationexposedaimportantdevelopment in the post-test scores of the student-centred group likened to the teacher-centred group. The student-centred group establishedaadvanced mean gain in abstractpresentationimportance the confidentproperties of active appointment in the knowledgeprocedure. Allthese resultspropose that student-centredmethods, which foster greater communication, seriousthoughtfuland independence,central to better knowledgeconsequences in subordinate school science teaching.The study highlights the position of includingcollaborative and learner-centredapproaches in current classrooms to surge student inspiration, appointmentand attainment. The results have important insinuations for teaching performs, curriculum progress and teacher proficientgrowth, advocating for a shift near more student-centric trainings in secondary education to enhance learning results.