Factors hindering implementation of learner-centred teaching strategies in Christian Health Association of Malawi nursing colleges
Meaningful learning requires learner-centred teaching strategies, which focuses on the needs of the learners. The study therefore, aimed to explore factors hindering implementation of learner-centred teaching strategies. A descriptive cross sectional design was used. A total of 72 nurse educator...
Saved in:
| Main Author: | |
|---|---|
| Format: | Thesis |
| Language: | English |
| Published: |
2021
|
| Online Access: | http://nkhokwe.kuhes.ac.mw:8080/handle/20.500.12845/164 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
Add Tag | Summary: | Meaningful learning requires learner-centred teaching strategies, which focuses on the
needs of the learners. The study therefore, aimed to explore factors hindering implementation of learner-centred teaching strategies. A descriptive cross sectional
design was used. A total of 72 nurse educators participated in the study and completed
questionnaires. This was complemented by observation checklists for data gathering:
eleven lessons were observed while the nurse educators taught their different courses..
The study found that a combination of learner and teacher-centred approaches were used
by the nurse educators. However, classroom observation revealed that traditional lecture
methods dominated most classrooms. The main challenges were lack of training for nurse
educators in learner-centred teaching strategies; negative nurse educators and students
attitudes towards the learner-centred teaching strategies and large numbers of students
per class. It is assumed that training and support may improve educators’ attitudes and
teaching methods. Therefore, the study recommended that a policy should be in place that
promotes learner-centred teaching and learning strategies, adequate resources and
ongoing support to educators for instance training in learner-centred teaching strategies.
Furthermore, the results showed that there was a significant relationship (p<0.05)
between nurse educators and students attitudes towards learner-centred teaching
strategies. In addition, there was a significant correlation (p=0.01) on lack of resources to
implement learner-centred teaching strategies and lack of orientation to these teaching
strategies in the training. Nonetheless, the study showed no significant correlation
(p>0.05) between years of experience; educational level and knowledge of learner centred teaching strategies as well as its use. |
|---|