THE EFFECTS OF STUDENT CENTERED LEARNING APPROACHES ON

STUDENT AUTONOMY AND ACADEMIC SUCCESS

Introduction

In the contemporary educational landscape, the shift towards student-centered

learning approaches represents a significant transformation in pedagogical strategies.
This paradigm prioritizes the learner’s active role and responsibility in their
educational journey, contrasting with traditional teacher-led instruction. The core of
student-centered learning lies in empowering students to take charge of their learning
process, fostering a sense of autonomy that is believed to be essential for effective
learning and increased academic success.

Autonomy in learning is not merely about the freedom to choose; it is about being
equipped with the skills to make those choices wisely and the confidence to act upon
them. It encompasses self-regulation, critical thinking, and the ability to engage with
learning materials actively. As such, student-centered learning approaches, which
include problem-based learning, inquiry-based learning, and cooperative learning, are
posited to enhance these aspects of autonomy.

However, the extent to which these approaches impact student autonomy has not been
fully explored. This paper seeks to bridge this gap by examining the effects of
student-centered learning on students’ ability to self-direct, self-regulate, and self-
motivate. Through this investigation, the study aims to contribute to the discourse on
educational methodologies and provide insights into optimizing learning
environments for the development of autonomous learners and its effects on their
academic success.
Theoretical Framework
According to the meta-analysis conducted by Aytac and Kula reveals that Student-
Centered Learning Approaches (SCLA) have a moderate yet statistically significant
positive impact on students’ creative thinking abilities. This evidence suggests that
SCLA can substantially enhance students’ capacity for innovative problem-solving
and creative thought. Rooted in constructivist theory, which advocates that knowledge
is constructed through personal experience and reflection, SCLA empowers students
to actively engage in their learning journey. As educators facilitate exploratory and
discussion-rich environments, students are encouraged to take ownership of their
learning, fostering a sense of autonomy. This autonomy, bolstered by improved
creative thinking skills, equips students to independently set learning objectives, track
their progress, and engage in self-reflection.
Moreover, in terms of academic success, there is a strong correlation with student
autonomy. Students who exhibit autonomy tend to be more motivated and engaged,
displaying a propensity for self-directed learning. These traits are often indicative of
higher academic achievement. Thus, the implementation of SCLA, underpinned by
constructivist principles, not only fosters creativity but also nurtures the independent
learning skills necessary for academic excellence.

Review of Related Literature (RRL)

Local
Del Valle (Journal of Bicol University) - The research highlighted the effectiveness of
learner-centered student-teacher relationships in promoting student success in various
aspects, including participation, critical thinking, satisfaction, dropout prevention,
self-esteem, and perceived achievement.

Foreign

Ryo Okada (2023) - A meta-analysis aimed to reveal the extent to which perceived
teachers’ autonomy support affects academic achievement and motivation among
higher education students. The study found that autonomy-supportive teaching can be
beneficial for students’ educational success in higher education.

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Okada, R. (2023). Effects of perceived autonomy support on academic achievement

and motivation among higher education students: A meta-analysis. Japanese
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Ma, Q. (2021). The Role of Teacher Autonomy Support on Students’ Academic
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