Towards a student-centred learning in Nigerian schools: drama-in-education and progressive pedagogy

Abstract

Perhaps the most critical shift in education in this 21^st Century has been a move away from a conception of “learner as sponge” toward an image of “learner as active constructor of meaning.” This perception and perspective have given rise to the term student-centered learning; that favours a wide variety of educational programs, learning experiences, instructional approaches, and academic-support strategies that are intended to address the distinct learning needs, interests, aspirations, or cultural backgrounds of individual students and groups of students. Subsequently, the learner-centred pedagogy has been adjudged to be the most suitable to the development of individuals. Thus, this paper focuses on how drama-in-education and progressive pedagogy as teaching approaches could foster student-centred learning if properly utilized in Nigeria education system.