An Examination of the Implementation of Student-Centred Learning (SCL) in High Schools in North Cyprus

Student-Centred Learning (SCL) was put into practice in schools in North Cyprus in 2005 to enhance the quality of education offered to students. The fact that no research has been carried out to examine the implementation of SCL in classroom practices in schools emphasized the necessity to conduct scientific research, which would make further improvements on the use of SCL possible. Accordingly, this study was designed for the purpose of examining the implementation of SCL in high schools regarding its main components that include motivation, instructional strategies, distribution of power, teacher and student roles and assessment. Sequential explanatory design within mixed-method research was employed in the study. Student-Centred Learning Inventory (SCLI) was administered to high school teachers. In addition to that, semi-structured interviews were also incorporated to the study to gather further in-depth data with respect to the implementation of SCL. The population of the study was 460 teachers teaching in general high schools. The sample included 309 teachers teaching in 11 high schools across North Cyprus. Two different types of data, both quantitative and qualitative, were collected in two different phases. In the first phase, Student-Centred Learning Inventory (SCLI) composed of five scales representing main components of SCL was administered to teachers in order to find out teachers‟ perceived use of SCL in classroom teaching and learning. In the second phase on the other hand, Student-Centred Learning Interview form (SCLIF) was used to generate in-depth data regarding teachers‟ use of SCL and further explore the barriers, if any, that hinder its implementation in the specified context. For the analysis of the data obtained via the SCLI, descriptive statistics that included the calculation of means and standard deviations were applied. In addition to that, t-test and one-way ANOVA test were administered. With respect to the data collected from the interviews, content analysis was utilized. The results of the study demonstrated inconsistencies regarding the quantitative and qualitative data collected. Although teachers perceive themselves as implementing motivation, instructional strategies, and teacher and student roles at a high level, semi-structured interviews clearly demonstrated that teachers do not actually implement these components in most aspects. Distribution of power was found to be the least frequently implemented component of all. This component is perceived to be used at a moderate level, whereas in-depth data revealed that teachers do not share power in classroom practices. Moreover, although the teachers have different perceptions of the frequency level with which they use the assessment component, interviews demonstrated that this component is not implemented at all. The findings revealed that gender and subject taught do not seem to have an impact on the implementation of SCL. On the other hand, with respect to the teaching experience, teachers with 6-10 years of experience seem to use the authoritarian approach more than teachers with 16-20 years of experience. With regard to pedagogical knowledge, the teachers who are graduates of teacher education programs seem to implement some of the components and factors of SCL more than the teachers with a teaching certificate. According to the teachers, there are serious barriers that hinder the use of SCL in high schools in North Cyprus. Student profile, curriculum, teachers, learning v resources, parents and structure of classrooms were reported to be main barriers that hinder its use in high schools. As a result of all the findings obtained from the study, it can be concluded that although SCL has been implemented in schools since 2005, the main elements of traditional teaching still dominates the teaching and learning process in high schools. The results of the study clearly revealed that SCL including its five main components is not implemented in classrooms in most aspects. Gender and subject taught do not seem to have an effect on the use of SCL whereas regarding teaching experience teachers with 6-10 years of experience seem to use the authoritarian approach more than teachers with 16-20 years of experience. Pedagogical knowledge, on the other hand, was reported to have a significant effect on the implementation of SCL as teacher education program graduates seem to implement SCL more compared to teachers with a teaching certificate. According to the teachers, student profile, curriculum, teachers, learning resources, parents and structure of classrooms are the main barriers that hinder the use of SCL in schools. Based on all the findings, it can be said that SCL approach is not implemented at a sufficient level in high schools in North Cyprus. Keywords: Student-centred learning, teaching and learning, teachers‟ perceptions, high-schools, North Cyprus.