Challenges Facing the Implementation of Learner-Centered Methods in the Teaching of Social Studies in Malawian Secondary Schools

Abstract

In an effort to advance secondary education in Malawi, the Ministry of Education revised the secondary school curriculum in 2015 from teacher-centered to learner-centered under the Outcome Based Education to enhance the development of transferable skills in learners. Since the inception of the new curriculum, no study had been conducted to explore how teachers implement learner-centered methods in the new Social Studies curriculum. Therefore, this study was undertaken to explore secondary school teachers’ use of learner-centered methods. The researchers in this paper report of the challenges secondary school Social Studies teachers faced when using the learner-centered methods. The study employed progressivism learning theory as its lens; and three categories of public secondary schools were involved. These include: national, conventional and community day secondary schools. Using the qualitative approach, data were generated through interviews, document analysis and lesson observations. Findings revealed that some Social Studies teachers experienced challenges in planning, preparation and implementation of learner-centered lessons. They also encountered challenges of engaging practices that promote critical thinking and problem-solving skills in learners. The study concluded that Social Studies teachers have potential to teach Social Studies using learner-centered teaching methods if given adequate support. The researchers in this study recommended that there was a need for provision of adequate teaching and learning resources in secondary schools. Secondly, there was a need to revise the new Social Studies curriculum because it was huge. Thirdly, the findings indicated that it was essential to provide teachers with in-service training so that they could have robust knowledge and skills on how to implement learner-centered teaching approaches.