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CRITICAL ANALYSIS OF STUDENT-CENTERED TEACHING RESEARCH METHOD; USING SELECTED NIGERIAN UNIVERSITIES AS A CASE STUDY

J. Chukwube

University of Lagos (NIGERIA)
This paper presents an evaluation of an effort to broaden the acquisition of knowledge of final year undergraduate students in language courses in selected Nigerian universities using the student-centered method. The essence of using this method is to ascertain its effectiveness vis-à-vis other Teaching Research Methods. This is done in conjunction with other specific techniques such as case study teaching, group work, problem based learning and simulation. It was observed that with the curriculum fashioned toward student-centeredness produced positive results on students’ evaluation. It was also observed that the use of student-centered method encouraged a strong social context for learning. This method, however, noticed that students continued to lay emphasis on more formal teaching methods, and that the effectiveness of the method under this circumstance, largely depended on the way it was combined with other didactic teaching techniques.