Teachers’ perceptions and adoption of Learner Centred Approach to the Teaching of English composition writing in selected Community Day Secondary Schools in Mzimba North district, Malawi

Abstract

While use of Learner Centred Approach (LCA) is highly advocated for higher level of interactive communication activities during the learning process, the approach is rarely questioned for its practicability in imparting composition writing skills in Community Day Secondary Schools. The objectives of the study were to: 1) assess teachers’ understanding of the LCA; 2) analyse activity time proportions associated with use of LCA; 3) evaluate teachers’ perceptions towards the use of LCA; and 4) analyse factors affecting adoption of the LCA teaching innovations. The study was carried out in 17 CDSSs of Mzimba North. A convergent mixed-method design and random sampling techniques were used to select schools. A total of 61 participants were interviewed. Key data variables collected were teachers’ understanding, activity time elements, perceptions, and adoption factors of the LCA. Data were analysed using SPSS Version 20. A thematic analysis showed that understanding of the LCA was mainly oriented towards methodological aspects of teaching. Kruskal-Wallis H tests, showed high variability on activity time proportions used by learners and teachers during lessons. While learners spent more time on discussions, teachers spent most of their lesson times on making explanations. The dominance of teachers in the teaching and learning processes defeats the purpose of learner-centred education. Further variations existed on the perceived use of the LCA among teachers. Results of the PCA revealed that class size, inadequate resources and training were the principal factors affecting the adoption of the LCA. Large classes deny learners of the customised support leading to low learning participation and performance. In conclusion, gaps exist between theory and practice on application of the LCA. Generally, the LCA is seen as an optional undertaking among many teachers. As such, there is need to reflect on effectiveness of teacher training programmes on use the LCA.