STUDENT-CENTERED APPROACH FOR BEFITTINGLY TEACHING SCIENCE CONCEPTS AT ELEMENTARY LEVEL

Purpose of the study: The main purpose of the study is to find out the “use of student-centred approach of teaching science on the performance of students performance at elementary level”. Methodology: Quasi-experimental research was used in this study. Pre-test and post-test were used to collect the data and analyses were done through SPSS. Three classes; grades 6 th , 7 th, and 8 th were chosen as a sample of the study. Main Findings: Findings of the research study revealed that the students belonging to lower grade levels responded more positively to the student-centred methods as compared to the students belonging to higher grade levels. Applications of this study: This study is applicable in the elementary level of education in Khyber Pakhtunkhwa. Policymakers and government officials can take guidance to improve the situations of elementary schools. Novelty/Originality of this study: This study was originated to determine the effectiveness of a Student-centered learning slant, especially for teaching science at the elementary level. It was also attempted to know whether or not the effectiveness of the Student-centered approach alters at different grade levels of students.


INTRODUCTION Preamble
The student-centred approach has a key factor in improving Student's academic performance, based on which a teacher can achieve short-or long-term scholastic goals. In our educational institutions' students' academic performance is the main and vital thing to achieve. For improving the academic performance of students besides all factors i.e. subject interest, engaging students in co-curricular activities, motivation, etc. The student-centred approach is the main and key element in teaching and learning situations. (Narad and Abdullah,2016) Student-centred methods in teaching divert the attention of activities from teacher to student. Kulieva (2018) in the teaching-learning process Learner-centered approach involves all students in hard, tough disordered, and rough work of learning. Regarding this method, educators educate students about thinking, problem-solving, and assessing the things around them. The student-centred method comprises Cooperative learning, Active learning, and an Inductive method of teaching. The student-centred method prepares students for the future in many perspectives like adjustment in society, problem-solving, better understanding, and preparing their own learning style (Wikipedia 14/02/2018). Experts' observation says that this method is decent for students, although this is not a well-structured and disciplined method (Wikipedia 17/12/2019).
Ozfidan (2017) Many time it has observed that Student-centered method of teaching has enhanced the thinking skill of students, so we can say that it is the best method of teaching the teachers must use this method in his/her teaching and learning process, but unfortunately, so many teaches avoid this approach of teaching pedagogy. This method is seen by teachers as a threat as it could reduce the significant role they play in class. The student-centred method of teaching looked important for speculative attainment in science education. Results showed that science teachers' views about rehabilitated education are very high, so we can say that science teachers have a prompt role in this regard.

Research Objectives
The main objective of the study was, to find out that student-centred method of teaching is appropriate teaching for science concepts at elementary level".

Research hypothesis
H 0 : There is no significant impact of the student-centred method of teaching on the performance of science students at the elementary level.

LITERATURE REVIEW
Taylor (2018) exposed that the use of Student-centered methods of teaching in science has shown early success in refining science attainment. Johnson, Bolshakova, and Waldron (2016) specified that the Student-centered method of teaching enabled momentous evolution in the quality of teachers and also in the achievement of science students. Sukardiyono, Rosana, and Dwandaru (2019) initiate that the Student-centered method of teaching affects the students' science achievement skills e.g. prediction, experimentation, observation, and measurement. Idin and Dönmez (2017) explained that many science teachers supposed that besides the Student-centered method of teaching for students' science achievement the gender equity issues are important. Howe and Berv (2000) constructivism 'Student-centered method of teaching' comprises a vigorous form of thoughts and ideas. In other words, Student-centered methods of teaching play an important role in the active participation of students in the teaching-learning process. The student-centred method of teaching treats individuals as actively involved in the process of thinking and learning. In this method, students participate in generating thinking and understanding (Brooks & Brooks 1993).
Alwahaibi (2019) indicated that the Student-centered method of teaching engages students in different activities of the institution, like curricular and co-curricular activities. Student-centred teaching has been defined as a process in which the requirements of the students are conceived and their active participation in the process of learning is always encouraged in a real sense. The students in a learner-centred classroom should be taught to; listen and respect each other's ideas and take responsibility for their actions. The teachers should know how to develop self-assessment abilities within the students. If all of these conditions are operating, no matter what activities are being used, the environment will now be ready for the students to take their rightful position at the centre of their own learning experience.
Mulyeni, Jamaris, and Supriyati (2019) showed that basic science process skills are enhanced through an inquiry-based approach such as communications with both students and teachers. The role of a teacher in a student-centred method of teaching is not only to encourage but to grant autonomy to the students by creating a conducive environment for allowing free expressions by the students. The Teacher should assume the role of a guide for fruitful implementation of the approach. The learner-centred tactic of teaching helps the student get motivated, initiate academic skills. Notwithstanding there are a few challenges that certain teachers are supposed to face while implementing studentcentred teaching methodologies e.g. required time for successful completion of course work within the stipulated period. So we can say that there is a positive association between the student-centred teaching method in science subjects and the speculative attainment of students in science teaching.  Montrezor (2016) initiated that with active methodologies engaging students in different fruitful activities enhanced student performance as compared to non-performing activities. With a little bit of variation, different methods relating to the student-centred approach of teaching are used by the teachers for clarification of theoretical concepts. Prominent among these are problem, inquiry, and challenge-based learning. In the classroom most of the activities are an old style of instruction where students are passive listeners, sitting quietly, teacher-centred learning activity is suitably described as erudition.

th Grade
Poggi, Miceli, and Testa (2017) found that Student-centered methods of teaching predict a better understanding of the learning needs of the students. They need to comprehend teen development, incentive, and management for amicably playing their role and to plan their instructional responsibilities in accordance with the needs of the students. The focal point of a student-centered learning approach is the students, and to make them creative, confident, and independent in making decisions.

RESEARCH METHODOLOGY
The quantitative approach was used in this research. The quasi-experimental study design was used to measure the effect of student centered activities on the understanding of science concepts. Pre-test and post-test were used to gather statistics from both control and E-group.
The population of the study consisted of all the students belonging to elementary classes within Government Girls Higher Secondary School, Paharpur, D.I.Khan. Three classes; grade 6 th , 7 th, and 8 th were chosen as a sample of the study.
The strength of the students in each class was 30. The learners were equally divided into two groups. The C-group was used for the control group and the E-group was used for the experimental group, Thus the control and E-groups contained 15 students each. Students of both low and high achievement levels were mixed up in both experimental and C-groups in order to make it as homogenous as possible.
A test for each grade level was developed and validated through a triangulation process, by the researchers. It was used as the evaluation tool to check the achievement levels of the students belonging to both groups. The test was developed from three lessons each of science textbooks of 6 th , 7 th , and 8 th grade. The pre-test was taken from both groups. After that, the C-groups were taught selected lessons through traditional methods and the E-groups were taught through learner centered techniques. In this process, activities were prepared according to the lesson. At the end of lessons, a post-test was administered to both the control and E-group and then the results were analyzed. Gathered data was analyzed through a statistical package for social sciences.
The study was based upon the following presumptions: 1. There is no modification between the performance of students belonging to control and E-group due to dissimilarities in the methods of teaching.
2. The students belonging to the E-group show better results in tests as compared to the C-group students.
3. The learner centered teaching techniques prove more effective as the grade level increases.
4. The learners-centered teaching techniques are considered more effective in terms of better performance by the students in the post-tests. Independent samples t-test was applied to compare the levels of achievement of the students belonging to C-group and E-group at 0.05 level of significance. Table 1 shows that for the C-group, The P-value equals 0.7309 by conservative standards, this dissimilarity is considered to be not statistically substantial. For the E-group, The P-value equals 0.0081, this dissimilarity is considered to be statistically substantial. For the C-group, the calculated t-value 0.3474 is less than the tabulated t-value 2.048. For the Egroup, the calculated t-value 2.8527 is more than the tabulated t-value 2.048; hence statistical analysis of data affirmed the presumed stance of the researchers. The above table shows that for the C-group, The P-value equals 0.6943 by conventional criteria; this dissimilarity is considered to be not statistically substantial. For the E-group, the P-value equals 0.0038, this dissimilarity is considered to be statistically substantial. For the C-group, the calculated t-value .3970 is less than the tabulated t-value 2.048. For the E-group, the calculated t-value 3.1554 is more than the tabulated t-value 2.048. Hence statistical analysis of data affirmed the presumed stance of the researcher at 0.05 level of significance. The above table shows that for the C-group, The P-value equals 0.3491 by conventional criteria; this dissimilarity is considered to be not statistically substantial. For the E-group, The P-value equals 0.0161, this dissimilarity is considered to be statistically substantial. For the C-group, the calculated t-value 0.9523 is less than the tabulated t-value 2.048. For the E-group, the calculated t-value 2.5618 is more than the tabulated t-value 2.048. Hence statistical analysis of data affirmed the presumed stance of the researcher at 0.05 level of significance. .57 respectively. This shows that the mean scores of the students in the E-group considerably increased at 0.05 level of significance. Thus showing that the activity-based teaching method resulted in increasing the average scores of the students belonging to all three grade levels.

DISCUSSION
It is indicated that for science students' student centered teaching method (teaching with dioramas, concept mapping, Jigsaw method, method of cooperative learning, drama-based science teaching) is better, so the schools and institutions must try to use this method in teaching and learning. (Aslan, 2017), (Ogonnaya et al., 2016), (Karacop, 2017), and (Abed, 2016).
Ohle, Boone, and Fischer (2015) revealed that a student centered teaching method was found to be a better method for student achievement. In this method, students' learning can be improved. After using this method the students can easily teach to others and can improve the performance of others as well as their own. Moreover, we can say that students' social skills, communication, speaking, interaction, listening, logic, and solving the problem are improved by this. Gurganious (2017) in teaching-learning situations many teachers trust that they could never apply modern teaching methods with their students. In this regard, the confidence of the teachers may be built in various situations, an