Effects of learner-centred education on academic achievement: a meta-analysis
Yin-Die Li, Guo‐Hua Ding, Chi-Ying Zhang
Abstract
Given the information age, an important educational objective is cultivating innovators who can propose unique ideas. Learner-centred education is a way to achieve this objective; however, what is the current effectiveness of learner-centred education? A meta-analysis was conducted to analyse 72 effect sizes from 42 quantitative studies to determine the effect of learner-centred education on students’ academic achievement across a 10-year period (2010–2020). The overall effect size was 0.5446 (95% CI [0.3754, 0.7138]), which was medium, positive, and significant (P < 0.001). Thus, learner-centred education can significantly improve students’ academic achievement. There were significant differences (all P < 0.05) in the influence of learner-centred education on academic achievement among six independent variables (subject, region, education phase, learning environment, teaching strategies, and autonomous learning form). Future research should focus on the positive impact of learner-centred education and choosing teaching strategies and learning forms to the discipline to promote it.