CHAPTER II

REVIEW OF THE RELATED LITERATURE

Reference Citations Result Findings Keywords

SCOPUS
Kang, J., & Keinonen, T. (2018). The structural equation modeling result indicated Discussion, Inquiry-based
The Effect of Student-Centered that using topics relevant for students positively learning, PISA, Relevant
Approaches on Students’ Interest affected students’ interest and achievement in topic, Student-centered
and Achievement in Science:
science. Guided inquiry-based learning was also approaches
Relevant Topic-Based, Open and
Guided Inquiry-Based, and indicated as a strong positive predictor for students’
Discussion-Based achievement, and its effect was also positively
Approaches. Research in Science associated with students’ interest. On the other
Education, 48(4), 865–885. hand, open inquiry-based learning was indicated as
https://doi.org/10.1007/s11165- a strong negative predictor for students’
016-9590-2 achievement, as was using discussion in school
science. Implications and limitations of the study
were discussed.
SCIENCE DIRECT
Dervić, D., Glamočić, D. S., Teaching and learning with simulations are widely Cognitive load theory,
Gazibegović-Busuladžić, A., & used in today’s classrooms. Therefore, it is Kinematics simulations,
Mešić, V. (2018). Teaching physics important to examine the factors that potentially Teaching materials, Teaching
with simulations: Teacher-centered
influence the effectiveness of simulation-based strategies, Student-centered
versus student-centered
approaches. Journal of Baltic teaching environments. At the post-test, students approach
Science Education, 17(2), 288– from the teacher-centered approach outperformed
299. their peers when it comes to conceptual
https://doi.org/10.33225/jbse/18.17 understanding of kinematics, but students from the
.288 students-centered approach were more successful in
solving quantitative problems. The results of this
 research support the idea that a progression from
teacher-centered to student-centered approach may
be optimal for learning novel concepts.
BIOMEDICAL HUMAN KINETICS
Zulkifli, A. F. (2019). Student- The students' perception and knowledge on health Alternative assessment,
centered approach and alternative education improve across interventions with greater Knowledge, Physical activity,
assessments to improve students’ efficacy (7.64± 0.97) at the post-test compared to Self-efficacy, Student-
learning domains during health the pre-test (7.30± 1.38). Students' recorded
centered approach
education sessions. Biomedical improvement in step counts between week two and
Human Kinetics, 11(1), 80–86. week five. A slight reduction during weeks six and
https://doi.org/10.2478/bhk-2019- seven may be due to the end of the semester and
0010 preparation for the final examinations. This study
demonstrated that student-centered approach and
alternative assessment of learning were effective to
engage students with contents and developing
whole learning domains within the classroom.
CONTEMPORARY EDUCATION
AYTAÇ, T., & KULA, S. S. As a result of the meta-analysis study, it is observed Student centered, learner
(2020). The Effect of Student- that the learning-teaching approaches such as centered, creative thinking,
Centered Approaches on Students’ storyline, active learning, six thinking hats, brain- meta-analysis.
Creative Thinking Skills: A Meta- based learning, game-based learning and creative
Analysis Study. International drama are more effective on students' creative
Journal of Contemporary thinking skills (CTS) than other approaches. In this
Educational Research. context, it can be suggested that teachers use these
https://doi.org/10.33200/ijcer.7238 approaches more in the lessons for the development
94 of students' CTS. In addition, it can be suggested to
use more of student-centered approaches (SCA) and
activities that develop students' CTS in primary and
secondary education. It is concluded that SCA is a
meaningful variable that positively affects students'
CTS. It can be suggested to use teaching methods
and techniques based on social interaction in
 cognitive sense in order to develop students'
creative thinking skills.
ECOLOGICAL KNOWLEDGE
Solovova, N. V., Samodurova, T. It has been shown that the main advantages of Ecological consciousness,
V., Khairullin, L. R., Filippova, A. student-centered approach are: openness for Environmental knowledge,
V., Fedorchuk, Y. M., Valeyeva, dialogue, communication, and the possibility of School age, Student-centered
G. K., … Shelevoi, D. G. (2018). self-organization, which allow forming an active
approach
Realization of student-centered personality. In the course of the study, the influence
approach in learning environmental of the student-centered approach on the
knowledge. Ekoloji, 27(106), development of the student’s cognitive abilities has
2095–2104. been established; development of cognitive
processes (memory, thinking, attention,
imagination); the formation of a positive motivation
for learning; the development of active vocabulary,
speaking and writing; personal satisfaction in
communication, cognition, respect, creativity, self-
assertion, self-realization. Article materials may
provide practical value for teachers, ecological
psychologists, practical psychologists, and
sociologists.
PHYSICAL EDUCATION
Calderón, A., Meroño, L., & The student-centered approach was designed Teacher education, active
MacPhail, A. (2020). A student- following an adaptation of the five-phase learning, digital technology,
centred digital technology pedagogical guidelines for teaching with emerging intrinsic motivation, social
approach: The relationship between technologies. Following a mixed-method approach,
media, student-centered
intrinsic motivation, learning quantitative data was collected on pre-service
climate and academic achievement teachers’ intrinsic motivation, learning climate and approaches
of physical education pre-service academic achievement. Qualitative data explored
teachers. European Physical pre-service teachers’ tweets and learning blogs.
Education Review, 26(1), 241–262. Choice and novelty were two central tenets that
https://doi.org/10.1177/1356336X1 conditioned high levels of intrinsic motivation and
9850852 academic achievement. The study provides support
for the use of active learning environments where
 pre-service teachers are involved in creative content
production using digital technology in physical
education teacher education (PETE) programmes.
Given the growing role of digital technology for
learning in educational policies and new physical
education curricula, we advocate for the publication
of more research-based experiences on the
integration of digital technology in PETE
programmes. The transferability of such teaching
and learning experiences to pre-service teachers’
and physical education teachers’ practice would be
especially worthwhile.

EMERGING TECHNOLOGIES
Jaiswal, P., & Al-Hattami, A. A. The study was guided by Bloom's taxonomy in Autonomous learners,
(2020). Enhancing learners’ designing learning outcomes, incorporating Bloom's taxonomy, Cognitive
academic performances using engaging learning activities and assessing learning achievement, Higher order
student centered outcomes. Bloom's Taxonomy of Educational
thinking skills, Productive
approaches. International Journal Objectives provides a hierarchical classification
of Emerging Technologies in system that classifies thinking abilities from basic and receptive vocabulary
Learning, 15(16), 4–16. information acquisition to more complex processes.
https://doi.org/10.3991/ijet.v15i16. The results revealed that Bloom's learning approach
14875 was successful in augmenting learners 'retention
and transfer of productive and receptive vocabulary
in language learning and conducive for promoting
proficiency in English vocabulary knowledge.
RELIGIOUS CULTURE AND MORAL KNOWLEDGE
Kiliç, A., & Şahin, Ş. (2017). The use of student-centered methods and techniques Action research, Knowledge
Designing the learning and supporting the different intelligence areas such as course, Religious Culture and
teaching process of Religious question-answer, brainstorming, case study, Moral, Student-centered
Culture and Moral Knowledge
demonstration, educational games, dramatization, approach, Student-centered
course according to student-
centered approach. Egitim ve station technique, contemplation technique, six education, Theory of multiple
Bilim, 42(189), 269–285. thinking hats technique, snowball technique, poster intelligences
https://doi.org/10.15390/EB.2017.5 preparation increased student’s interest in courses
640 and contributed their learning positively. Ensuring
student involvement to the planning, application,
and evaluation parts of the teaching and learning
process, and offering options to the students about
what they will learn both helped the teacher in
planning the process easily and made students feel
valuable. Suggestions are also developed based
from the results.
INTERACTIVE MEDIA
Struyf, A., De Loof, H., Boeve-de This study shows that grade 9 students express Student engagement,
Pauw, J., & Van Petegem, P. more behavioral and emotional engagement in integrated STEM, mixed
(2019). Students’ engagement in STEM learning environments including a higher methods, student-centered
different STEM learning
degree of student-centeredness. The main finding is learning
environments: integrated STEM
education as promising that, applying an integrated STEM (iSTEM)
practice? International Journal of approach is a good practice to promote students’
Science Education, 41(10), 1387– engagement in the STEM learning environment, as
1407. it facilitates teachers’ implementation of a general
https://doi.org/10.1080/09500693.2 student-centered approach. These findings are
019.1607983 innovative as, to the best of our knowledge; no
other studies investigated which role iSTEM
education can play in promoting students’
engagement.
INFORMATION AND EDUCATION TECHNOLOGY
Li, Y. W. (2016). Transforming With the assistance of technology, various learning Learner-centered teaching,
Conventional Teaching Classroom tools or techniques were introduced and multimedia learning, online
to Learner-Centered Teaching incorporated into teaching and learning process. learning, technology in
Classroom Using Multimedia- This includes the online learning environment
education.
Mediated Learning which supports synchronous and asynchronous
Module. International Journal of learning. Multimedia technology can also be used in
Information and Education designing the learning module as it can gain better
Technology, 6(2), 105–112. attention from students, increase learner motivation
https://doi.org/10.7763/ijiet.2016.v and improve retention rate. To help education
6.667 institutions to achieve such transformation in a
more systematic approach by having clear
guidelines for teachers, Weimer’s Learner-Centered
Teaching model is adopted. This study compared
the conventional teaching with the multimedia
learning and also the online learning in terms of
their implications on learner’s understanding and
motivation through tests, surveys and students’
comments.
SCIENCE EDUCATION
Atwood, R. K., & Atwood, V. A. It was found that in this technology-enhanced Student centered approach,
(1996). Preservice elementary environment, the student-centered approach was conceptual change,
teachers' conception of the cause of more effective than the teacher-guided approach in instructional approach,
season. Journal of Research in altering students’ alternative conceptions of teacher guided approach
Science Teaching, 33(5), 553–563. seasonal change. For students in general, the use of
computer simulations and animations promotes the
overcoming of (false) phenomenal or native-
experience-based mental models, and that cognitive
conflicts need to be generated in students before
they can change their assimilatory models to
scientific ones. It is also concluded that the student-
centered approach allows students to more freely
test their own hypotheses, and thus more easily
reflect on their own cognitive conflicts and move
from assimilatory to properly scientific
explanations.
 PHYSICS EDUCATION
Ambelu, T., Gebregziabher, K. This study investigated the effect of student- Conceptual understanding,
(2011). The effects of student- centered instruction in improving students’ Graphical Interpretation Skill,
centered approach in improving graphical interpretation skills and conceptual Kinematical motion, student
students' graphical interpretation understanding of kinematical motion in Bistu Gebre centered instruction
skills and conceptual understanding Michael Catholic general and preparatory school
of kinematical motion. found in Bahir Dar town of Amhara National
Latin-American Journal of Physics Regional State, Ethiopia. A total of 77 (39 female
Education 5 (2), 9,. and 38 male) grade nine students were involved in
https://dialnet.unirioja.es/servlet/ the study. The design adopted in the study was non-
articulo?codigo=3696010 randomized pre-test and post-test control group
design. The instrument used in gathering data for
the study was background survey, Graphical
Interpretation Skill Test (GIST) and Motion
Content Test (MCT). Chi-square (χ 2) and t-test
were used as statistical analysis. The internal
reliability coefficient of the test was 0.73 using
Kuder Richardson Formula-20 (KR-20). The result
showed that student centered instruction was found
to be more promising in improving students‟
graphical interpretation skill and conceptual
understanding of kinematical motion.
PERSONALITY PSYCHOLOGY
Jim McMartin. (2016). Personality Personality Psychology: A Student-Centered personality psychology,
psychology: A student-centered Approach by Jim McMartin organizes the field of personalities, student centered
approach. Sage Publications. personality psychology around basic questions approach
https://books.google.com/books? relevant to the reader’s past, present, and future
hl=en&lr=&id=uT98CwAAQBAJ selves. Answers to the questions are based on
&oi=fnd&pg=PP1&dq=student+ce findings from up-to-date research and shed light on
ntered+approach&ots=aDd4zRIiY the validity of personality theories to help students
3&sig=05BnFkNqwbQzX8tknDL9 deepen their understanding of their own
7Lt4agI personalities. Concise, conversational, and easy-to-
understand, the Second Edition is enhanced with
new chapters, new research that reflects the latest
scholarship, and new photos and illustrations
throughout.
STUDENT CURRICULUM
Katie W Hsih, Mark S Iscoe, Student feedback is a valuable asset in curriculum Student Curriculum, student
Joshua R Lupton, Tyler E Mains, evaluation and improvement, but many institutions centered
Suresh K Nayar, Megan S Orlando, have faced challenges implementing it in a
Aaron S Parzuchowski, Mark F meaningful way. In this article, we report the
Sabbagh, John C Schulz, Kevin rationale, process and impact of the Student
Shenderov, Daren J Simkin, Sharif Curriculum Review Team (SCRT), a student-led
Vakili, Judith B Vick, Tim Xu, and faculty-supported organization at the Johns
Ophelia Yin, Harry R Goldberg. Hopkins University School of Medicine. Over the
(2015). The Student Curriculum past two years, SCRT has demonstrated the strength
Review Team: how we catalyze of its approach by playing a substantial role in
curricular changes through a improving medical education, as reported by
student-centered approach. Medical students and faculty. Furthermore, SCRT’s
teacher 37 (11), 1008-1012. uniquely student-centered, collaborative model has
https://www.tandfonline.com/doi/a strengthened relationships between students and
bs/10.3109/0142159X.2014.99087 faculty and is one that could be readily adapted to
7 other medical schools or academic institutions.
EXPLICIT LEARNING
Explicit learning in the L2 Explicit Learning in the L2 Classroom offers a Pedagogical and curricular
classroom: A student-centered unique five-prong (theoretical, empirical, implications
approach methodological, pedagogical, and model building)
Ronald P Leow. (2015). Explicit approach to the issue of explicit learning in the L2
 learning in the L2 classroom: A classroom from a student-centered perspective. To
student-centered approach. achieve this five-prong objective, the book reports
Routledge. the theoretical underpinnings, empirical studies, and
https://www.taylorfrancis.com/ the research designs employed in current research
books/mono/ to investigate the constructs of attention and
10.4324/9781315887074/explicit- awareness in SLA with the objectives to (1) propose
learning-l2-classroom-ronald-leow a model of the L2 learning process in SLA that
accounts for the cognitive processes employed
during this process and (2) provide pedagogical and
curricular implications for the L2 classroom. The
book also provides a comprehensive treatise of
research methodology that is aimed at not only
underscoring the major features of conducting
robust research designs with high levels of internal
validity but also preparing teachers to become
critical readers of published empirical research.