Significance of Learnered Centered Approach Among Polytechnic Students in Andhra Pradesh to Develop Communication Skills


  • G. Sanjay Research Scholar Department of English Andhra University Andhra Pradesh, India
  • T. Narayana Professor, Department of English Andhra University Vishakhapatnam, Andhra Pradesh, India


Learnered Centered Approach, Polytechnic Students, Trained Teachers, Urban Colleges


The Indian education system is undergoing a significant pedagogical transition from a traditional teacher-centred to student-centred approach to teaching and learning. The Indian government expects these educational changes to occur in teaching and learning development in Andhra Pradesh polytechnic colleges and in its technical education system. However, research indicates that there is an ongoing ambiguity in regard to the teaching and learning approaches adopted in Andhra Pradesh polytechnic colleges and in tertiary institutions. This seems to suggest that the introduction of Western concepts such as student-centred learning models brought about tension and conflict among Indian teachers and students. Moreover, previous Andhrapradesh studies revealed that different cultures have different norms and values, and these cultural differences have a strong influence on educational practices. Therefore, there is a need to examine and develop appropriate pedagogies for the specific educational traditions, rather than assuming that Western ideas are effective and desirable in every context. Thus, the purposes of this study are to explore: (1) Andhra Pradesh polytechnic teachers understanding about teaching, (2) Andhra Pradesh polytechnic students’ understanding about learning, and (3) the relationships between teacher and students’ perceptions of teaching/learning and their actual teaching/learning practices. This research was conducted in Andhra Pradesh teacher education programme. It employed a case study using a qualitative approach with the adoption of several research methods: Individual interviews; focus group interviews; classroom observations; stimulated recall interviews; and document analysis. Involved in this study, were a total of twenty nine teachers from differing backgrounds of teaching experience, and 59 final year students. The major findings of the study are that: (1) In Andhra Pradesh teacher participants and the  student participants had adopted a combination of traditional teacher-centred and student-centred learning approaches because of the benefits that both approaches could offer to them, (2) The Andhra Pradesh  teacher  participants’ understanding of teaching and the  student participants’ understanding of learning were a reflection of their educational beliefs , (3) The actual teaching/learning practices of the Andhrapradesh  teachers  and the  student participants have been considerably influenced by their beliefs, (4) Several  education philosophies are compatible with student-centred learning (Western learning models). (5) The learning perspectives of Indian students are influenced by their religion beliefs, thus differentiating them from other Asian learners (who have been found to exhibit Confucian values in the educational research literature). The findings of my research into Indian teachers and students result in understanding teaching/learning from a rural college’s viewpoint, distinguishing rural teaching and learning from an urban college’s environment. The research generates possible significant insight for other countries in the development of language learning strategies. The findings of this study suggest that the Andhra government and its policy makers should be more aware of the appropriateness or otherwise of the Western models for Andhra Pradesh education systems.


Download data is not yet available.


Alatas, S. F. (2006). Knowledge and education in Islam. In A. R. Noor Aisha & A. E. Lai (Eds.), Secularism and spirituality: Seeking integrated knowledge and success in madrasah education in Singapore (pp. 166-179). Singapore: Marshall Cavendish.
Al-Attas, S. M. (1979). Aims and objectives of Islamic education. Jeddah, Saudi Arabia: King Abdulaziz University.
Al-Attas, S. M. (1990). The concept of education in Islam. Kuala Lumpur, Malaysia: International Institute of Islamic Thought and Civilization (ISTAC).
Al-Attas, S. M. (1993). Islam and secularism. Kuala Lumpur, Malaysia: International Institute of Islamic Thought and Civilization (ISTAC). Al-Bukhari, M. (n.d.). Sahih Al-Bukhari. Retrieved October 3, 2010, from http://www.luvu
Bansberg, B. (2003). Applying the learner-centred principles to the special case of literacy. Theory into Practice, 42(2), 142-150. doi: 10.1207/s15430421tip4202-8
Barr, R. B., & Tagg, J. (1995). From teaching to learning - A new paradigm for undergraduate education. Change, 27(6), 13-25.
Salimi, L., & Ghonoodi, A. (2011). The study and comparison of curriculum in smart and traditional schools. Procedia Social and Behavioral Sciences, 15, 3059- 3062. doi: 10.1016/j.sbspro.2011.04.245
Scott, B. N. (2008). The role of teacher epistemology in integrating student-centered instructional software: A case study in social studies education. (EdD’s thesis, Auburn University). ProQuest Dissertations and Theses, Retrieved from 3?accountid=8440
Singer, F. M., & Moscovici, H. (2008). Teaching and learning cycles in a constructivist approach to instruction. Teaching and Teacher Education, 24(6), 1613-1634. doi:10.1016/j.tate. 2007.12.002




How to Cite

Sanjay, G., & Narayana, T. (2019). Significance of Learnered Centered Approach Among Polytechnic Students in Andhra Pradesh to Develop Communication Skills. SMART MOVES JOURNAL IJELLH, 7(12), 14. Retrieved from