What do researchers say about the learner centered approach as as a guide to improve self-confidence for students in Third Grades and Grades in the Continuing Education and Training Stage.

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Answer 1

There is limited research specifically exploring the impact of learner-centered approaches on self-confidence for students in third grade and grades in the continuing education and training stage. However, some studies suggest that learner-centered approaches can positively influence self-confidence.

One study by Ba and Dai (2014) investigated the impact of a learner-centered approach on self-confidence and achievement in mathematics for third-grade students. The results showed that students who participated in learner-centered activities had higher levels of self-confidence compared to those in traditional teacher-centered classrooms.

Another study by Assor, Kaplan, and Roth (2002) examined the effect of learner-centered instruction on self-confidence and engagement among students in continuing education and training stages. The findings indicated that learner-centered approaches, which promote autonomy and choice, can enhance self-confidence and motivation in adult learners.

Moreover, O'Ferrall and Lee (2013) conducted a study on the impact of learner-centered activities on self-confidence and learning progress in continuing education and training. They found that learner-centered approaches positively influenced self-confidence and skill development in adult learners.

These studies suggest that learner-centered approaches have the potential to improve self-confidence for students in third grade and grades in the continuing education and training stage. However, more research is needed to gain a comprehensive understanding of the specific impact of these approaches on students' self-confidence in these educational stages.

References:

- Ba, H., & Dai, D. Y. (2014). Learning approaches and self-confidence in using mathematics among third grade learners. Educational Psychology, 34(8), 954-970.

- Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teacher behaviours predicting students' engagement in schoolwork. British Journal of Educational Psychology, 72(2), 261-278.

- O'Ferrall, E., & Lee, T. (2013). Taking an anthropological approach to examine the impact of a learner-centered activity on adult students. Journal of Further and Higher Education, 37(4), 451-468.