Usage of Learner-Centered Methods Among Student-Teachers: Implications for Entrepreneural Skills Acquisition in Kontagora, Niger State, Nigeria

Abstract

Learner-Centered Instructional methods have been adopted the world over, for its emphasis on allowing learning and learning accountability to reflect the fundamental rights of the learners. This study therefore surveys how student-teachers during the 2022/2023 teaching practice session used the methods in delivering their lessons in their various schools. The study adopted a Descriptive Survey Design with 2x2x2 factorial design. The population of the study included all the students who underwent teaching practice in the 2022/2023 academic session, totalling 1,020. Sample for the study was selected using stratified random sampling which made 99 student-teachers as sample for the study. A researcher-made checklist of five items titled learner-centred teaching methods was used to collect data for the study. One research questions and three null hypotheses were formulated to guide the study. Mean and Standard Deviation was used to answer the research questions which showed that  student-teachers significantly used learner-centered methods, while t-test of independent variable was used as statistical tool to analyse the research hypotheses. The findings of the analysed hypotheses revealed that all the null hypotheses showed no significant differences in the use of learner-centered methods in respect of gender, specialization and location. Hence, they were retained. The study therefore recommended that Government should ensure continuous training of in-service teachers on the use of learner methods, and that ICT facilities be installed in the various schools to facilitate online activities that will cater for robust students’ independent studies, which would lead to entrepreneurial skills acquisition by students