The outcomes of learner-centred pedagogy: A systematic review

Abstract

An increasing number of studies have investigated the implementation of Learner-Centred Pedagogy (LCP) in different countries, but there is still limited empirical evidence on what impacts LCP may have on learners and learning. This article summarises the findings of a systematic review of 62 journal articles reporting the outcomes of LCP implementation in low- to middle-income countries. The review found relatively few studies that provided objective evidence of LCP effectiveness. A higher number of studies identified non-objective perspectives of LCP effectiveness, such as teacher and student perceptions, as well non-cognitive outcomes such as increased student motivation, confidence, and enhanced relationships.