Learner-centred practices in primary school human ecology classrooms: a case of selected schools in chankhanga zone, kasungu district

Abstract

Human Ecology is a specialized science subject that is practical in nature, which needs active involvement of learners, however, for a long time, teachers have been using transmission. In 2001, Malawi adopted the Outcome-Based Education (OBE) which saw pedagogical paradigm shift from the traditional teacher-centred practices to learner-centred practices. The purpose of this study was to explore the extent to which primary school teachers use learner-centred education methods in Human Ecology classrooms. The study explored Human Ecology teachers’ understandings of learner centred education; how learner centred the teachers are when teaching Human Ecology content in primary schools; and factors that affect the use of learner centred education methods in primary school Human Ecology classrooms. Employing a qualitative case study design guided by the social constructivist learning theory, this study was carried out in four selected primary schools in Chankhanga zone in Kasungu district. Data were collected through face to face interviews, classroom lesson observation and document analysis and thematically analysed using predetermined and emerging themes. The findings of the study revealed that teachers have limited knowledge about learner-centred practices and teachers continue to use the traditional teacher-centred education methods in Human Ecology classrooms. Some factors that affect the use of learner-centred education methods in Human Ecology classrooms include large class sizes, lack of teaching/learning and assessment resources, class management problems, teachers’ lack of pedagogical content knowledge, misconceptions about the use LCE, big work load, and teachers’ limited knowledge about learner-centred education among others.

For primary school teachers to fully embrace learner-centred education methods, there is need for support in terms of TLA resources, CPDs, deploying more teachers to big schools, encourage TALULAR concept and revise the pre-service curriculum in teacher training colleges among others.