Do student-centred learning activities improve learning outcomes on a BTEC Applied Science course in FE?
This article provides quantitative evidence on the effect on learning outcomes of contrasting teaching styles applied to a class of Level 3 final-year students on a BTEC Applied Science course within a further education college in the UK. Two topics within a unit were taught using either a student-centred or teacher-centric (instructional) approach. Learning outcomes were monitored via tests aimed at both surface and deeper learning. Analysis showed that there was no significant difference between instructional or student-centred modes of teaching with respect to surface learning outcomes. How... Show more
Authors: Dear, Denise V.
Published: Abingdon, England, Routledge, Taylor and Francis, 2017
Resource type: Article
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