Comparative Study of Teacher-Centered vs. Learner-Centered Classrooms

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Pallavi Singh

Independent Researcher

Uttar Pradesh, India

Abstract

Teacher-centered and learner-centered pedagogies represent two contrasting paradigms of classroom practice, each grounded in distinct epistemological, psychological, and sociocultural assumptions. This manuscript critically compares the two approaches across curriculum design, instructional strategies, assessment practices, classroom ecology, and learner outcomes. Using a mixed-methods design (survey of 320 secondary school teachers and students, 24 classroom observations, and 18 in-depth interviews), the study investigates how these models influence cognitive achievement, higher-order thinking, motivation, autonomy, collaboration, and equity. Quantitative data were analyzed through descriptive statistics, independent-samples t-tests, and multiple regression, while qualitative data underwent thematic coding. Results reveal that learner-centered environments significantly correlate with elevated student engagement, metacognitive regulation, and collaborative competence, without compromising core content mastery. Teacher-centered classrooms excel in content coverage and short-term test performance but lag in transfer, critical thinking, and student voice. The article argues for a pragmatic, context-sensitive synthesis—”guided learner-centeredness”—that leverages teacher expertise while amplifying student agency. Implications for teacher education, policy frameworks, and classroom-level innovation are discussed. Scope and limitations involve the sample’s regional specificity, self-report biases, and the challenge of capturing deep learning over time. The manuscript concludes by proposing a roadmap for incremental shifts toward learner-centeredness in resource-constrained contexts.

Keywords

Teacher-centered pedagogy; learner-centered pedagogy; classroom practices; student engagement; assessment; constructivism; autonomy; collaborative learning; educational reform; mixed-methods research

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