Challenges in the utilization of student-centered learning strategies on academic performance in clinical medicine at the Kenya Medical Training College, Bondo and Siaya campuses, Kenya

Cris Opati Aliona; Gladys J. Mengich; Chepkeitany Chemjor

doi:10.51867/ajernet.6.3.76

Auteurs

Cris Opati Aliona Masinde Muliro university of science and technology, Kakamega, Kenya https://orcid.org/0009-0000-6311-4425
Gladys J. Mengich Masinde Muliro university of science and technology, Kakamega, Kenya https://orcid.org/0000-0003-3966-5854
Chepkeitany Chemjor Masinde Muliro university of science and technology, Kakamega, Kenya

DOI :

https://doi.org/10.51867/ajernet.6.3.76

Mots-clés :

Challenges, Learning, Performance, Student-Centered Learning

Résumé

Student-centred learning (SCL) places the student at the centre of policies, practices and decision-making in the teaching–learning process. The teacher and the instructor provide the learners and the students with opportunities to learn independently. For many years, there has been a problem with regard to the theory practice gap in student-centred learning at Kenya Medical Training College, as indicated in many studies. Therefore, this study mainly focused on challenges of student-centred learning strategy in clinical medicine at Kenya Medical Training College (KMTC), Bondo and Siaya Campuses. The study was conducted at Siaya and Bondo Campuses. The study utilized descriptive survey design where stratified random sampling was used to classify the two KMTC. Purposive sampling was used to select the samples with the required information. Proportionate sampling was employed to select a sample size within the samples that would reflect the numerical strength of the samples selected and finally simple random sampling technique was used to accord each member a chance of being selected and each choice would be independent of any other choice. The target population for the study was 295 students and 25 lecturers. The study used Yamane method to arrive at a sample size of 203 students. Correspondingly, pilot study was carried out and feedback obtained was used to correct research instruments that were afterwards used to collect data in the field. Data was collected through validated questionnaires for students and interviews from lecturers. Descriptive and inferential analysis was utilized to analyze data both qualitatively and quantitatively. The results revealed a significant relationship between challenges of student-centered learning and academic performance (t-statistic = 1.965, p-value = 0.001< 0.05). The study concluded that student-centered learning in clinical medicine is a transformative approach that aligns educational practice with the evolving demands of healthcare and recommends that programs to train students in time management, self-regulation, and teamwork should be embedded early in the curriculum to support their engagement in SCL.

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