Bridging Basic Science Technology and English Language Education: Students' Perceptions on Learner-Centered Pedagogical Approaches

Abstract

The general purpose of this study was to investigate students' perceptions of learner-centered pedagogical approaches as applied in both Basic Science and Technology (BST) and English Language (EL) within junior secondary schools (JSS) in Nsukka Educational Zone of Enugu State. Specifically, the study determined various ways JSS III students perceived interactive, independent and experimental pedagogical approaches used for instruction in BST and EL. Survey research design was adopted. Population comprised 3,796 JSS students from area of the study. Data were collected using questionnaire. Data were analyzed using mean and t-test at 0.05 level of significance. Findings include that students generally perceived interactive instructional approaches as fairly effective, with a grand mean of 3.17. There is no significant difference between urban (X̄ = 3.24, SD = 1.02) and rural (X̄ = 3.09), students’ perceptions (t = –1.93, p = 0.054). For independent approaches, perceptions were also fairly effective, yielding a grand mean of 2.69. However, a significant difference emerged in favor of rural students (t = –2.08, p = 0.039). In contrast, experiential approaches were rated as the most effective overall, with a grand mean of 3.80, and a statistically significant rural–urban difference (t = –2.11, p = 0.036) indicating stronger positive perceptions among rural students. Five recommendations were made.