Impact of student-centred learning on motivation and learning outcomes among engineering and building technology students in a Nigerian university

Globally, placing students at the centre of their learning requires their collaboration. This study examined student-centred learning’s (SCL) impact on the learning and motivational outcomes of building technology and engineering students at a Nigerian public-funded university. We adopted a quantitative study which comprises of descriptive survey and correlational research design. The descriptive survey was employed to answer the research questions while the correlational design was employed in testing the hypotheses. Findings revealed that SCL is implemented at a ‘considerable’ level, with teaching strategy (M = 2.94, SD = 1.02) and assessment (M = 3.01, SD = 1.12) both exceeding the 2.50 threshold for agreement on a 5-point Likert scale. Student outcomes showed high agreement levels: cooperative learning (M = 3.88, SD = 0.87), problem-solving (M = 3.87, SD = 1.00), intrinsic goal orientation (M = 3.55, SD = 1.06), and self-efficacy (M = 3.83, SD = 0.94), with all composite means exceeding the 3.50 threshold for ‘high agreement’, signaling substantive gains in student outcomes. Regression analyses revealed significant positive associations between SCL implementation and both student outcome domains. SCL implementation explained 72.2% of variance in motivational strategies (R²=0.722, F(1,185) = 72.201, p<.001, Cohen’s f²=0.418) and 77.3% of variance in learning skills and strategies (R²=0.773, F(1,185) = 77.331, p<.001, Cohen’s f²=0.225). These strong associations indicate that SCL implementation is significantly related to enhanced student motivation and learning capabilities. Hence, it is recommended that lecturers be empowered with training and incentives to enhance their adoption of SCL approaches. Future experimental or longitudinal studies are needed to establish causal relationships between SCL instruction and student outcomes.