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VOL. 7, ISSUE 4 (2025)
The undesired consequence of teacher-centered approach: Finding solutions to the social skills gap among senior secondary school students in Sri Lanka
Authors
Dr. Bhagya kankanamge
Abstract
This paper examines the unintended
consequences of the teacher-centered instructional approach on the social
skills development of senior secondary school students in Sri Lanka. While
effective in transmitting academic knowledge and ensuring examination success,
this approach limits opportunities for interaction, collaboration, and
experiential learning. Grounded in Vygotsky’s sociocultural theory and
Bandura’s social learning theory, the study highlights how restricted peer
engagement undermines communication, teamwork, and emotional
intelligence—skills essential for the 21st century. Drawing on both theoretical
insights and the 2023 National Curriculum Framework, the paper proposes
strategies to address this gap, including collaborative learning, explicit
instruction in social-emotional skills, student-led initiatives, positive
classroom climates, and technology-enhanced communication. These
recommendations aim to foster socially competent, well-rounded learners
equipped for both academic and societal success.
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Pages:7-9
How to cite this article:
Dr. Bhagya kankanamge "The undesired consequence of teacher-centered approach: Finding solutions to the social skills gap among senior secondary school students in Sri Lanka". International Journal of Educational Research and Development, Vol 7, Issue 4, 2025, Pages 7-9
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