Correlation Between Teachers' Familiarity with Student-Centered Methods and Classroom Participation Levels in the Government Schools in KPK, Pakistan

Abstract

This study explores the correlation between teachers' familiarity with student-centered teaching methods and the level of student participation in government schools in Khyber Pakhtunkhwa (KPK), Pakistan. A quantitative research design was employed to collect data from 250 students and 80 teachers. The study used probability sampling techniques to select participants, and data were gathered through structured questionnaires. The data were analyzed using correlation analysis, regression analysis, and t-tests to examine the relationship between teacher familiarity with student-centered approaches and student participation. The results indicated a significant positive correlation (r = 0.75, p < 0.01) between teachers' use of student-centered teaching methods and the level of student participation. Regression analysis revealed that teacher familiarity with these methods accounted for 45% of the variance in student participation (R² = 0.45, p < 0.05). The t-test further confirmed that there were significant differences in student participation between schools with highly familiar teachers and those with limited familiarity (t = 11.26, p < 0.001). These findings emphasize the need for professional development programs to enhance teachers' knowledge and application of student-centered teaching methods to foster a more engaging learning environment.

Keywords: student-centered teaching methods, teacher familiarity, student participation, Khyber Pakhtunkhwa, education, teacher training, classroom engagement.