, TMS3708 ASSIGNMENT 2
DUE DATE : 2026
Question 1
The teacher-centered and learner-centered approaches represent two contrasting methods
of teaching Economic and Management Sciences (EMS), and they influence learners’
understanding and application of concepts in different ways.
A teacher-centered approach is where the teacher is the main source of knowledge, and
learners mainly listen, take notes, and memorise information. In EMS, this approach is often
used when teaching definitions, calculations, and procedures such as bookkeeping steps or
basic economic concepts. It is effective for covering a large amount of content in a short
time and ensuring that learners are exposed to correct information. However, it limits
learners’ active participation, which means they may struggle to apply concepts in real-life
situations because they rely heavily on memorisation rather than understanding
(Educational Pedagogy).
A learner-centered approach, on the other hand, focuses on learners actively participating
in the learning process. The teacher acts as a facilitator while learners engage in group
discussions, problem-solving tasks, case studies, and simulations. In EMS, this approach
helps learners connect economic and management concepts to real-life situations such as
budgeting, entrepreneurship, and market activities. It improves critical thinking, decision-
making skills, and the ability to apply knowledge in unfamiliar contexts because learners are
actively constructing meaning rather than passively receiving information (Constructivist
Learning Theory).
DUE DATE : 2026
Question 1
The teacher-centered and learner-centered approaches represent two contrasting methods
of teaching Economic and Management Sciences (EMS), and they influence learners’
understanding and application of concepts in different ways.
A teacher-centered approach is where the teacher is the main source of knowledge, and
learners mainly listen, take notes, and memorise information. In EMS, this approach is often
used when teaching definitions, calculations, and procedures such as bookkeeping steps or
basic economic concepts. It is effective for covering a large amount of content in a short
time and ensuring that learners are exposed to correct information. However, it limits
learners’ active participation, which means they may struggle to apply concepts in real-life
situations because they rely heavily on memorisation rather than understanding
(Educational Pedagogy).
A learner-centered approach, on the other hand, focuses on learners actively participating
in the learning process. The teacher acts as a facilitator while learners engage in group
discussions, problem-solving tasks, case studies, and simulations. In EMS, this approach
helps learners connect economic and management concepts to real-life situations such as
budgeting, entrepreneurship, and market activities. It improves critical thinking, decision-
making skills, and the ability to apply knowledge in unfamiliar contexts because learners are
actively constructing meaning rather than passively receiving information (Constructivist
Learning Theory).
