Notes 7 Facilitating Learner Centered Teaching

FACILITATING LEARNER-CENTERED TEACHING
I gratefully acknowledge the authors of the book FACILITATING LEARNER-CENTERED

TEACHING -Dalisay G. Brawner, EdD the book that I used in the delivery of the
lesson on the new normal, published by Adriana Publishing Co. Inc., Quezon City,
Metro Manila.
CONCEPT
(Lesson 7)
RESEARCH FINDINGS ON THE INFLUENCES OF DEVELOPMENTAL AND

SOCIO-CULTURAL DIMENSIONS OF LEARNING
IMPORTANCE OF RESEARCH FINDINGS ON DEVELOPMENTAL AND SOCIO-CULTURAL

DIMENSIONS OF LEARNING
Research is a systematic and an orderly way of studying and looking for a

new information meant to add and to build up existing knowledge. It also done to
gather more data on the developmental and socio-cultural dimensions of learning.
This will enable especially the practitioners to analyze and evaluate for themselves
what best practices to adopt and apply in their teaching tasks and practitioners
would be in the best position to develop and apply learner-centered methodologies
and approaches to teaching.
PARENTS
Parents with high education are more likely to think and believe that their
involvement in their children’s education is very important than parents of lower
education-to be active participants in their children’s education and to provide for
their children intellectually stimulating materials at home (Schneider and Coleman,
1993). This may mean that those parents with higher education and more aware or
conscious of the importance of their participation and involvement in the children’s
education because it affects their achievement.
Parental involvement and engagement as positively related to student and
achievement. This means that more parental engagement and involvement there is,
the higher is the children’s achievement and performance in school (Cotton and
Wikelund).
The students taught by parents at home significantly performed better in
word-recognition than those who did not go through this home-tutoring program
(Bausell, 1987). The interaction between parent and child occurring during the
home teaching period could have created a good and satisfying climate for learning,
which motivated these children to perform better.
PARENTING STYLE AND CHILD-REARING
The effects of child-rearing practices which involve interaction behaviors
between parents and children, to learning have also been studied.
The following are some parenting services to result in improved, motivation and
achievement (Wigfield, 2006)
 Knowing enough about the child to provide the right amount of challenge and
the right amount of support.
 Providing a positive emotional climate which motivates children to internalize
their parents’ values and goals.
 Modelling motivated achievement behavior-working hard and persisting with
effort at challenging tasks.
Parenting style is also related to achievement and certain social behaviors
(Diana Baumrind-an expert in developmental psychology and parenting. She
stressed that Authoritative parents tend to have children who are high-
achievers and who interact with peers using competent social skills. They set
rules and boundaries, they encourage open discussion and reasoning. This could
be a reason why their children achieve highly and are socially competent. On the
other hand, children of authoritarian parents perform worse academically, are
less independent and are generally unhappy. Children of indulgent parents
encounter more problems in relationships and interactions. Children of
uninvolved or neglectful parents tend to be more impulsive and cannot regulate
their emotions. In the absence of contradicting date, the results show aa trend
where authoritative parenting style, is the best.
Similar results display those adolescents who were raised under authoritative
parents were performing well, academically. The opposite was found among
adolescents raised by parents who were either indulgent or uninvolved.
PROVISION FOR SPECIFIC EXPERIENCES AT HOME
The kind of experiences and resources, made available to the children by
their parents at home are also found to influence the students’ interests and
motivation to pursue various activities. It was also found that work habits and
skills of children when they enter kindergarten best predict academic motivation
and performance in elementary and high school (Santrock, 2011).
Mariah Evans and associates did a study on the importance of providing
resources such as books at home. They found that having books at home is
twice as important as parental education in determining children’s academic and
education level. The findings are the same for both Chinese and American
parents. This suggest that having educational resources at home is a better
predictor of achievement and ethnic.
PEER INFLUENCE
Peer influence was also found to affect a students’ motivation in many ways.
It was found that students who are more accepted by their peers and who have
good social skills, often do better in school and have positive academic
achievement motivation. In contrast, students who were rejected, especially
those who are aggressive are at risk for problems in achievement including the
low grades and dropping out of school. A recent study revealed that having
disruptive friends in adolescence was linked to lower likelihood of graduation
from high school. In the same manner, having friends who are academically
oriented is linked to higher achievement (Dodge et al, 2010).
KIRK JOHNSON FINDINGS AFTER HIS ANALYSIS
 The peer effect is particularly a strong effect on achievement especially
among fourth graders.
 The peer effect is independent of other variables that ethnicity, gender,
income and other background variables.
 Family background factors such as household environment and parental
education also plays a big hand in explaining achievement and this was
true to both 4th and 8th graders.
It is worth noting that the basic social unit, which is the family, has been
found across researchers to be linked to achievement and performance.
TEACHERS
Teachers are significant persons to students. Teachers carry with them a big
amount of influence on the learners. Instructional and socio-emotional support were
linked to first grade students’ achievement (Santrock, 2011). Students also
considered teachers’ instructional behaviors in evaluating how much their teachers
cared for them (Samtrock,2011). These results show that students motivation is
optimized when teachers provide them with emotional and intellectual support.
Muntner (2008) identified ten important factors that should be considered in
classrooms to improve and increase student-teacher interaction, which they believe
should subsequently improve social development and learning. The ten factors have
been classified and lumped into three, namely: emotional support, classroom
organization and instructional support.
Thus far, the different findings of research suggest the links between selected
factors with socio-cultural dimensions and learning. These studies have shown that
parenting style, child-rearing practices. Provision of materials at home, parental
involvement in school, peers, all of which carry a socio-cultural character are related
to achievement or performance in school.
SELF-REFLECTION:
Do you believe that parents’ rearing style really affects the
performance and behavior of their child? Please state your reasons.
STAY SAFE ALWAYS. GOD BLESS US ALL!

Notes 7 Facilitating Learner Centered Teaching

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FACILITATING LEARNER-CENTERED TEACHING

I gratefully acknowledge the authors of the book FACILITATING LEARNER-CENTERED

RESEARCH FINDINGS ON THE INFLUENCES OF DEVELOPMENTAL AND

IMPORTANCE OF RESEARCH FINDINGS ON DEVELOPMENTAL AND SOCIO-CULTURAL

Research is a systematic and an orderly way of studying and looking for a

STAY SAFE ALWAYS. GOD BLESS US ALL!

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