Methods:
This descriptive cross-sectional study was conducted among 129 randomly selected students and the 24 lecturers teaching this cohort. Data were collected using the Principles of Adult Learning Scale (PALS). The tool consists of 39 items with seven constructs namely: Personalizing Instruction, Relating to Experience, Assessing Student Needs, Climate Building, Participation in Learning Process and Flexibility for Personal Development. Results were analysed using the SPSS version 22. Pearson’s Correlation Coefficient was used to determine the relationship between the demographic characteristics of the lecturers and the teaching methodology as well as the relationship between class size and the teaching methodology. Independent sample t test was used to compare means and determine the significance of observed differences.
Results:
The study had a response rate of (79%) and (71%) for students and lecturers respectively. The results showed that 50% of the lecturers and students rated the degree of student-centredness as teacher-centred.There was no significant relationship between age and years of experience and the teaching methodology. However, there was a strong negative relationship between class size and the teaching methodology and this was statistically significant (p=˂0.001). There was a statistically significant difference between the lecturers’ and students’ mean scores within the following factors: Learner Centred Activities (t= -9.267, p˂0.001), Personalizing Instructions (t=4.063; p = ˂0.001) , Assessing Students’ Needs ( t=-6.24; p = ˂0.001) and Participation in Learning (t=-3.384; p=0.001).
Conclusion:
There was no significant relationship between age and years of experience and the teaching methodology. However, there was a strong negative relationship between class size and the teaching methodology. Fifty percent of the lecturers and students rated the degree of student-centredness as teacher-centred.The findings of this study are extremely important to nursing education as it highlights the disjunction between the lecturers’ rating of specific practices and the predominant teaching approach. Given the relationship between student-centredness and enhanced critical thinking skills, student engagement and motivation to learn, it is critical for the teaching/learning environment to be more student centred.