Effects of student-centered learning and formative assessment on first year students of a non-government college in Bangladesh

Md. Anisur Rahman


Background: In the evolving landscape of education, student-centered learning approaches and formative assessments have gained prominence as key to enhancing the quality of higher education. This is particularly pertinent in Bangladesh, where traditional teaching methods are still prevalent, underscoring the significance of these strategies.
Aim: This research aims to explore the impact of implementing student-centered learning and formative assessment on first-year university students at a non-governmental university in Bangladesh, highlighting how these methods influence the learning process.
Method: Employing a qualitative approach, data was gathered through surveys conducted among fifteen first-year political science students at a non-governmental higher education institution in Bangladesh.
Results: The study revealed increased student engagement in understanding material and improved academic performance in classes that adopted student-centered approaches and formative assessments.
Conclusion: This research confirms that student-centered learning combined with formative assessment contributes positively to enhancing the quality of learning at the higher education level. It underscores the need for pedagogical improvements in Bangladesh to encourage broader implementation of these methods, which in turn could enrich the learning process and educational outcomes for students.


Student centered learning; Formative assessment; non-government college; Professional development

Full Text:



Ahmed, J. U. (2016). Massification to marketization of higher education: Private university education in Bangladesh. Higher Education for the Future, 3(1), 76–92. https://doi.org/10.1177/2347631115610222

Apriliana, L. P., Handayani, I., & Awalludin, S. A. (2019). The effect of a problem centered learning on student’s mathematical critical thinking. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 4(2), 124–133. https://doi.org/10.23917/jramathedu.v4i2.8386

Benlahcene, A., Lashari, S. A., Lashari, T. A., Shehzad, M. W., & Deli, W. (2020). Exploring the Perception of Students Using Student-Centered Learning Approach in a Malaysian Public University. International Journal of Higher Education, 9(1), 204–217. https://doi.org/10.5430/ijhe.v9n1p204

Boström, E., & Palm, T. (2023, March). The effect of a formative assessment practice on student achievement in mathematics. In Frontiers in Education (Vol. 8, p. 1101192). Frontiers.

Cameron, R. B., & Rideout, C. A. (2022). It’s been a challenge finding new ways to learn: First-year students’ perceptions of adapting to learning in a university environment. Studies in Higher Education, 47(3), 668–682. https://doi.org/10.1080/03075079.2020.1783525

Chanpet, P., Chomsuwan, K., & Murphy, E. (2020). Online project-based learning and formative assessment. Technology, Knowledge and Learning, 25, 685-705. https://doi.org/10.1007/s10758-018-9363-2

Dewi, R. S., Ekaputri, F. K., Rachmah, D. N., & Tanau, M. U. (2019). Effectiveness of Student–Centered Learning to Increase Learning Motivation of Students in Inventory Assessment Class. Researchers World, 10(2), 14–18. https://doi.org/10.18843/rwjasc/v10i2/02

Doyle, T. (2023). Helping students learn in a learner-centered environment: A guide to facilitating learning in higher education. Taylor & Francis. https://doi.org/10.4324/9781003445067

Duncheon, J. C. (2020). We are exposed to that college environment: Exploring the socialization of early college high school students. Community College Review, 48(2), 173–194. https://doi.org/10.1177/0091552119898880

Froyd, J., & Simpson, N. (2008). Student-centered learning addressing faculty questions about student centered learning. Course, Curriculum, Labor, and Improvement Conference, Washington DC, 30(11), 1–11.

Glennerster, R., Kremer, M., Mbiti, I., & Takavarasha, K. (2011). Access and quality in the Kenyan education system: A review of the progress, challenges and potential. Office of the Prime Minister of Kenya.

Hoidn, S., & Reusser, K. (2020). Foundations of student-centered learning and teaching. In The Routledge international handbook of student-centered learning and teaching in higher education (pp. 17–46). Routledge. https://doi.org/10.4324/9780429259371-3

Irons, A., & Elkington, S. (2021). Enhancing learning through formative assessment and feedback. Routledge. https://doi.org/10.4324/9781138610514

Jaiswal, P., & Al-Hattami, A. (2020). Enhancing learners’ academic performances using student centered approaches. International Journal of Emerging Technologies in Learning (IJET), 15(16), 4–16. https://doi.org/10.3991/ijet.v15i16.14875

Kaput, K. (2018). Evidence for Student-Centered Learning. Education Evolving.

Koehler, A. A., & Meech, S. (2022). Ungrading learner participation in a student-centered learning experience. TechTrends, 66(1), 78–89. https://doi.org/10.1007/s11528-021-00682-w

Kültür, Y. Z., & Kutlu, M. O. (2021). The effect of formative assessment on high school students’ mathematics achievement and attitudes. Journal of Pedagogical Research, 5(4), 155–171. https://doi.org/10.33902/JPR.2021474302

Leighton, J. P. (2019). Students’ interpretation of formative assessment feedback: Three claims for why we know so little about something so important. Journal of Educational Measurement, 56(4), 793-814. https://doi.org/10.1111/jedm.12237

Morel, G. M. (2021). Student-centered learning: context needed. Educational Technology Research and Development, 69, 91–92. https://doi.org/10.1007/s11423-021-09951-0

Mousumi, M. A., & Kusakabe, T. (2021). School education system in Bangladesh. In Handbook of Education Systems in South Asia (pp. 443–477). Springer. https://doi.org/10.1007/978-981-15-0032-9_11

Murray, T. A., Higgins, P., Minderhout, V., & Loertscher, J. (2011). Sustaining the development and implementation of student?centered teaching nationally: The importance of a community of practice. Biochemistry and Molecular Biology Education, 39(6), 405–411. https://doi.org/10.1002/bmb.20537

Nawaz, M. A. (2019). Teaching Literature Using Task Based Approach in Bangladeshi Tertiary EFL Classroom. UITS Journal, 3(2), 13–19.

Partanen, L. (2020). How student-centred teaching in quantum chemistry affects students’ experiences of learning and motivation—a self-determination theory perspective. Chemistry Education Research and Practice, 21(1), 79–94. https://doi.org/10.1039/C9RP00036D

Ricks, J. R., & Warren, J. M. (2021). Transitioning to College: Experiences of Successful First-Generation College Students. Journal of Educational Research and Practice, 11(1), 1–15. https://doi.org/10.5590/JERAP.2021.11.1.01

Sarker, M. F. H., Mahmud, R. Al, Islam, M. S., & Islam, M. K. (2019). Use of e-learning at higher educational institutions in Bangladesh: Opportunities and challenges. Journal of Applied Research in Higher Education, 11(2), 210–223. https://doi.org/10.1108/JARHE-06-2018-0099

Shrestha, S., Haque, S., Dawadi, S., & Giri, R. A. (2022). Preparations for and practices of online education during the Covid-19 pandemic: A study of Bangladesh and Nepal. Education and Information Technologies, 1–23. https://doi.org/10.1007/s10639-021-10659-0

Siddique, S. (2020). Implementation of Learner Autonomy on EFL Learners at Tertiary Level in Bangladesh. Green University Review of Social Sciences, 6(2), 91–108.

Trinidad, J. E. (2020). Understanding student-centred learning in higher education: students’ and teachers’ perceptions, challenges, and cognitive gaps. Journal of Further and Higher Education, 44(8), 1013–1023. https://doi.org/10.1080/0309877X.2019.1636214

Wiliam, D. (2010). The role of formative assessment in effective learning environments. The Nature of Learning: Using Research to Inspire Practice, 135–155. https://doi.org/10.1787/9789264086487-8-en

Wright, G. B. (2011). Student-centered learning in higher education. International Journal of Teaching and Learning in Higher Education, 23(1), 92–97.

Wylie, E. C., & Lyon, C. J. (2019). The role of technology-enhanced self-and peer assessment in formative assessment. In Classroom assessment and educational measurement, 170-191. Routledge.

Yalçin, S. (2017). Teacher Behaviours Explaining Turkish and Dutch Students' Mathematic Achievements. International Journal of Evaluation and Research in Education, 6(2), 174-182.

Zou, M., Kong, D., & Lee, I. (2021). Teacher engagement with online formative assessment in EFL writing during COVID-19 pandemic: The case of China. The Asia-Pacific Education Researcher, 30(6), 487-498. https://doi.org/10.1007/s40299-021-00593-7

DOI: https://doi.org/10.58524/jasme.v3i2.251


  • There are currently no refbacks.



 Indexed in



Journal of Advanced Sciences and Mathematics Education is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. p-ISSN 2798-9852 | e-ISSN 2798-1606