Impact of Student-Centered Learning on Achievement in Vocational Education in Akwa Ibom State

This study examined the impact of student-centered learning approaches on academic achievement in vocational education in secondary schools in Akwa Ibom State, South South Nigeria. Student-centered pedagogies, including project-based learning, cooperative learning, and experiential instruction, have been widely advocated as superior to teacher-directed approaches in developing practical and problem-solving competencies. A quasi-experimental design was employed, involving 280 students assigned to experimental groups using student-centered methods and control groups using conventional lecture-based instruction, over a 10-week period. Post-test scores in electrical installation and agricultural science were measured. Results showed that experimental group students scored a mean of 71.6 compared to 58.4 in the control group, confirming the effectiveness of student-centered approaches. Students in student-centered classrooms also demonstrated higher task completion rates and reported greater learning satisfaction. The study recommends that the Akwa Ibom State Secondary Education Management Board formally adopt student-centered pedagogy guidelines for vocational subjects, provide training workshops for teachers in project-based and cooperative learning methods, and develop student-centered assessment rubrics. These findings contribute to the emerging evidence base supporting pedagogical reform in vocational education across Nigeria's South South zone. Keywords: student-centered learning, vocational education, academic achievement, Akwa Ibom State, pedagogy.