MOHAMMED FARIDA2023-09-212023-09-212019-11-20https://teras.ng/api/asset/document/12bcb1ad-9de2-4c83-8f3d-dd84d6190668https://teras.ng/catalog-item/5e8e22e7-5533-4414-8555-ca925fb838d1http://dspace.teras-network.net:4000/handle/123456789/15063This study sought to determine effects of learner-centered and teacher-centered approaches on the written English performance of students in secondary schools in Bosso LGA of Niger State. Quasi-experimental research design was used in this study with static group pre- test and post-test none control procedure. The researcher made use of two groups of students: experimental ̳A‘ andregular group ̳B.‘ 100 students were randomly selected and used for the study. Data were collected by the means of testwhich consist of narrative essay and letter writing. Analysis was done using t-test statistics and two-Way ANOVA. The objective was to verify the effects of the learner-centered and the teacher-centered approaches on the written English (essay) performance of male and female students in schools, find out the effects of the learner-centered and the teacher-centered approaches on the written English (essay), performance of public and private school students.Comparison of the effects of the learner- centered and the teacher-centered approaches on the written English (essay) performance of SS2 students in Bosso L G A.was also carried out. The research questions are: What are the effects of the teacher-centered and learner-centered approaches on the written English (essay) performance of male and female students? What are the effects of the teacher-centered and learner-centered approaches on the written English (essay) performance of public and private schools students? What are the effects of the teacher-centered and learner-centered approaches on the written English (essay) performance of students in Bosso L. G. A.? And the hypotheses are: There is no significant difference between the effects of the learner-centered and teacher-centered approaches on the written English (essay) performance of male and female students.There is no significant difference between the effects of the learner-centered and teacher-centered approaches on the written English (essay) performance of public and private schools students.There is no significant difference between the effects of the learner-centered and teacher-centered approaches on the written English (essay) performance of students in Bosso L G A.The population for the study comprises all the SS 2 public and private senior secondary schools in Bosso L. G. A. of Niger State. The study has two different sample sizes-before and after the treatment.One of the major findings arrived at in this study is that the learner-centered teaching improves the teaching of English language better than the teacher-centered teaching approach. The mean performance scores on written English for the experimental group were better than that of the regular group. The mean difference was 9.04 in favour of the experimental group. Therefore, it is recommended that English language teachers should put more effort to develop the students‘ writing skills using the learner-centered approach.Post Graduate Theses