The Efficacy of Student-Centered Approach to Learning in Cultivating Positive Student-Teacher Relationship

Abstract

INTRODUCTION

Learning is the acquisition of knowledge and it is the main reason for ateacher to focus on the students' capacity to discover things in required of enhancement. As to this, there is an impact about the building of student-teacher relationship inside the classroom in terms of different conditions relating student-centered approach to learning. This study generally aims to find the relationship of student-centered approach in cultivating positive student-teacher relationship and discuss the factors involved.

METHODS

Descriptive-correlational design was used in the study. Furthermore, purposive sampling was also used and forty-four (44) Grade 12 STEM Students served as the respondents of the study. Questionnaires were used in data collection while Likert Scale, Pearson Product Moment Correlation Coefficient, T-test for the Correlation Coefficient and Weighted Mean were also used in the study to know the relationship of the two variables.

RESULTS

After the statistical treatment of data, it showed that the overall mean of all the computed r-value was 0.461867 resulting to a moderate correlation between student-centered approach in learning and student-centered approach. The overall mean of the computed t-value is 1.0728575 and fell in the acceptance region of the normal distribution with the critical value of ±2.571 using 0.05 significance level showing that there is no significant relationship between student-centered approach in learning and student-teacher relationship. Thus, the null hypothesis is accepted.

DISCUSSIONS

Based on the results, it is indicated that the student-centered approach in learning does not necessarily affect student-teacher relationship. Therefore, effective way of teaching and interaction to the students must be considered to establish a better approach in studying.