 Student-Centered Education: A Meta-Analysis of Its Effects on Non-Academic AchievementsYin-Die Li and Guo-Hua Ding SAGE Open, 2023, vol. 13, issue 2, 21582440231168792 Abstract: Non-academic achievement refers to the positive learning quality, personality, and social adaptability students develop during the learning process, which is essential for growth and social development. Can popular student-centered education assume the responsibility of cultivating learners with excellent learning qualities and extraordinary social competencies, as expected by educators globally? Using a meta-analysis, we reviewed and summarized 65 effect sizes from 31 quantitative research papers on the impact of student-centered education on students’ non-academic achievements, published from January 2010 to April 2021. The results showed that student-centered education had a positive impact on students’ non-academic achievements. The impact was greatest at the secondary and higher education levels and over a 3-month experimental period; however, no significant differences were found in curricula, teaching models, teaching strategies, or learning forms. Our results confirm that student-centered education should be widely adopted and accepted in the long term, at secondary and higher education levels. Keywords: student-centered teaching; non-academic achievement; meta-analysis; effect evaluation; effect size (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:13:y:2023:i:2:p:21582440231168792 DOI: 10.1177/21582440231168792 Access Statistics for this article More articles in SAGE Open |
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