Effects of teacher-directed and student-centered instruction on science comprehension of eighth grade students

This action research compared two types of teaching methods on eighth graders' learning of physical science concepts. The research question explored differences between student-centered learning and teacher-directed learning. Participants were 41 eighth-grade science students and their teacher at a rural upper Midwest school. Twenty-one students were taught through student-centered active learning. A second section of 20 students worked using textbooks and teacher-directed instruction. Both sections of students studied a series of lessons on basic electricity concepts required by the State of Michigan. The students worked in small groups of two to four students in each section. The research used an identical pretest and posttest repeated measures design over a period of six weeks. Posttest scores were significantly higher than pretest scores for both sections of students. Results supported student-centered and teacher-directed learning as effective methods for students to gain science knowledge over a short time frame. Student-centered learning and teacher-directed learning were found to benefit students' understanding of science concepts. Confounding factors of teacher-directed learning practiced by a teacher who favors student-centered instruction are discussed. Future research includes a post-posttest of science comprehension for electricity concepts.