Developing Probabilistic Reasoning in Preservice Teachers: Comparing the Learner-Centered and Teacher-Centered Approaches of Teaching

Abstract

Many studies have examined the learner-centered and teacher-centered approaches of teaching, but none seems to have compared the two approaches in developing preservice teachers’ probabilistic reasoning by targeting probability misconceptions. This paper calls for assessment of the two teaching methods based on recent findings and new methodologies. This study, therefore, examined preservice teachers’ probabilistic reasoning by comparing the learner-centered and teacher-centered approaches of teaching probability targeted at addressing probabilistic misconceptions. In this quasi-experimental research, 59 preservice teachers comprising 32 in Group A and 27 in Group B were used. The results showed that learner-centered approach had a statistically significant positive effect on preservice teachers’ probabilistic reasoning [F (1, 56) = 114.955; p = .000 < .05]. This means that the learner-centered approach was more effective than the teacher-centered approach in developing preservice teachers’ probabilistic reasoning. Thus, it was recommended that the learner-centered approach of teaching directed at addressing misconceptions be used to develop probabilistic reasoning in preservice teachers to help improve their problem-solving ability in probability.