The current school leadership and its teams are struggling with how to increase student performance and how to support learning eventually. Most children in the current educational system exhibit poor grades, poor attendance, apathetic attitude, disrespectful behavior, and are demotivated to engage in learning. The reason for this trend lies in the lack of student-led classrooms to support their learning. This is a responsible analysis that uses an evaluation approach making use of questionnaires and slight observation among learners to gain the perspective of instructors on designing educational programs and curriculums. The current traditional style of learning with the teacher focusing on lecturing learners has failed to match the discussion of how students learn and how they are expected to be taught.
While the pressure to redesign classrooms and curriculums is high, some schools have not adjusted to the new demands of changing classrooms to learner-led, which continues to impact students’ performance. Using a specific design of the qualitative technique, this study investigates the lack of student-led classrooms and its effects on learners. With the hypothesis that more instructors have failed in using effective classroom teaching strategies, this study also proves that this failure has become the primary barrier to exceptional student performance. Using 100 participants in total, this study distributes questionnaires to a set of teachers in elementary and junior high schools, especially those with over 10 years of experience. The study’s findings demonstrate that student-led environments are beneficial to increasing learner performance because of their open, flexible and interactive nature, which solves the problem of lack of learner motivation.
This qualitative study is not based on any case study but direct interaction and observation of instructors in the education sector. Since the survey is also theoretically based, a cross-sectional design will also be employed to collect data on classroom techniques and their effectiveness (Fitzpatrick et al., 2011). This design was found to be exceptional by the Institutional Review Board, which immediately approved the study. The method of the analysis will also focus on particular aspects of learning, such as interactive, collaborative, and active styles as used by teachers.
Restatement of the problem and hypothesis
The benefit of student-led learning environments is that they allow learners to be in charge and encourage them to be advocates for themselves. The education industry is urging instructors and those in the field to . While so many benefits accrue to instructors and learners when , educators have continued to despise the call to because of time commitment. This results in reduced learner motivation, failing grades, poor academic achievements, and students without necessary skills. In a study by Zhai et al. (2019) that compared students from learner-led classrooms and instructor-led settings, the authors found that students in the former environment performed better and were more knowledgeable and innovative than their counterparts. With the majority of the learners produced in the current system being less productive and creative, it narrows down to the conclusion that this is due to the absence of student-led environments.
Therefore, the research hypothesis created in this study is that the failure to use effective classroom teaching strategies such as student-learning in education environments exposes more learners to barriers that come between exceptional performance.
The research questions for the study were;
1.1 Is the lack of student-learning environments the barrier to effective education?
1.1.1 How does student-led learning contribute to effective learning and teaching?
1.1.2 Compared to the instructor-led approach, do student-led techniques have more benefits?
1.1.3 To what extent have teachers and policy makers affected learning and teaching?
Were any barriers that instructors faced that limited their implementation of student-led environments? Were specific schools in particular regions favored over other areas? Are teachers willing to adjust to the new demand of student-led environments? Has every barrier to implementation been addressed? Previous studies have treated the subject of lack of learner-led settings as a trend that is due to the fault of educators. Most of the blame has been shouldered by instructors who have not been given a voice to explain the existing barriers that have caused them not to . Future studies should broaden their scope by comparing schools in different settings and see whether others are more privileged with resources. Also, instructors should be given a chance to voice their opinion regarding the existing barriers they face. Future assessments could also focus on other direct measures of learner learning and performance, comparing privileged environments to those in struggling areas.
This study is focused on exploring the classroom environment with the idea that the existing education system and surroundings have failed to structure learning environments to meet the needs of learners. From this study, I have learned that the majority of the blame for the lack of learner-led settings has been placed on teachers without proper identification of other barriers that could have led to the trend. From this lesson, I have also learned that research and the education fraternity should go easy on teachers because there could be other limiting factors that make it difficult for them to introduce and sustain the trend.
Current educational research has proven that learner-led environments are very important in improving student performance. This assessment did not provide any strict suggestions on how to but calls on teachers and stakeholders in the education profession to consider redesigning instruction and classroom environments. The study uses a qualitative design to demonstrate how feasible the learner-led approach is and the data gathered can be used to inform future research and practice. Most importantly, the research demonstrates that the education profession does not understand the significance of engaging learners in a creative way. The results can be used to justice why the problem is in existence and why resources are not spent on activities that will value student learning.
The findings of this study illustrate that most learning institutions are lagging behind in creating pedagogical practices that ensure student engagement and support student needs. The key attributes in this study were found to be environments that insisted on learner flexibility and allow them to learn holistically and also encouraged them to engage with each other during learning. Getting rid of spatial barrier between the student space and faculty promoted student interaction and helped in the construction of knowledge. Another finding in this study is that students are unable to perform well due to the idea that student-led instruction would interfere with control and teachers and also be time consuming which eventually slows down learning. This finding is the opposite of what Hoidn (2016) finds in his study that student concentration and attention is improved when they are engaged and they are rather able to make meaningful learning experiences other than cause distraction. Participants of the study also frequently commented on how they thought of time when seeking to incorporate student-learning environments. Other factors identified that led to the lack of student-led environments are; poor teacher roles and identities (Keiler, 2018), confusion in learning (Lodge et al., 2018), engaging learners not being a priority (Parker et al., 2022) and not willing to let go of control (Iversen et al., 2015). Given the importance of the identified factors, this study calls upon future instructors to reevaluate their instruction and incorporate flexible properties in the learning space.
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