Relevance of Learned-Centered Education to the Educational Development of Secondary School Students in Enugu State
Nkeiru C. Enyi
The study investigated the relevance of learned-centered education to the educational development of Enugu State. The study used mean and standard deviation to answer two research questions. Two hypotheses were tested using t-test statistics at the 0.05 level of significance. The design of the study is descriptive. With a population of 665 students, it consists of 250 respondents: one hundred fifteen males and one hundred and thirty-five females. The instrument for data collection structured by the researchers is known as the learner-centered education development (LCED). Cronbach's alpha formula was used to determine the reliability of the instrument. which has an index of 0.95 for LCED. The results showed that there was no significant difference in the mean score of male and female students on learner-centered education that contributes to the development of Enugu State. There is no significant difference in the mean score of urban and rural students on learner-centered education that empowers learners to take ownership of what they have learned. In accordance with the findings of the study, school administrators should support learner-centered management and endeavour to provide training and skills to teachers to enable the students and teachers to have higher outcomes and success.