Impact of Student-Centered Learning Techniques on College Student Engagement and Outcomes
Abstract
This study examines whether student-centered learning (SCL) techniques enhance engagement and academic performance among college students. A quasi-experimental design was employed, involving two groups of students enrolled in the same course. The treatment group was exposed to a curriculum incorporating various SCL techniques, such as problem-based learning, collaborative group projects, class discussions, debates, flipped classroom activities, and student-led presentations. In contrast, the control group received traditional lecture-based instruction covering the same course content. Data were collected through pre-course and post-course surveys, continuous assessments, tests, and academic performance records. Percentage analysis and independent sample t-tests were used for data analysis. Findings revealed that, compared to the traditional lecture group, students in the SCL class demonstrated higher engagement, improved academic achievement, and greater motivation to learn. These results suggest that SCL techniques are a valuable approach for educators to enhance student learning outcomes.
