Effect Of Learner-Centered Teaching Method On Academic Achievement Of Slow Learners:- Ursula Ngozi Akanwa

Abstract This study examined the effect of learner-centered activity- based teaching method on the academic achievement of slow learners in Physics. For the purpose of the study, one hypothesis was formulated and tested at 0.05 level of significance. The population of the study is twenty (20) Senior Secondary 2 students both boys and girls identified as slow learners. The design of the study is quasi experimental. It adopted a pre-test, post-test design. The instrument of data collection was a 60-item teacher made Physics Achievement Test which was validated and reliability index of 0.75 established by equivalent forms method. The hypothesis was tested with ttest and it was found out that the achievement of slow learners in Physics could be enhanced by teaching them in small groups using the learnercentered activity- based teachingmethod. It is recommended amongst others that teachers should employ adequate techniques to identify slow learners so as to address their inadequacies early. Teachers should also use appropriate teaching techniques in teaching their lessons bearing in mind that slow learners are also part of the class