The Effectiveness of Student-Centered Learning in Reducing Communication Anxiety among University Students

Yohanes Wendelinus

doi:10.36928/ers46j16

Authors

Yohanes Wendelinus Universitas Kristen Indonesia Paulus Author

DOI:

https://doi.org/10.36928/ers46j16

Keywords:

Student-Centered Learning, Communication Anxiety, Higher Education, Active Learning, Affective Outcomes

Abstract

This study is motivated by the limited research on the application of Student-Centered Learning (SCL) to address communication anxiety, despite its significant impact on students’ academic participation and psychological well-being in higher education. The study aims to examine the effectiveness of SCL in reducing communication anxiety among university students. The research adopts a quantitative quasi-experimental design, with a sample of 60 students selected through purposive sampling from two different classes at a public university. Data was collected using a standardized communication anxiety questionnaire administered before and after the intervention and analyzed through paired sample t-tests. The findings reveal a significant reduction in communication anxiety levels in the experimental group compared to the control group, aligning with the research objectives and supporting constructivist learning theory, which emphasizes active, meaningful student engagement. The study concludes that Student-Centered Learning plays a critical role in alleviating communication anxiety and fostering more inclusive and interactive learning environments. The implications encompass theoretical contributions to the literature on affective learning outcomes and practical recommendations for educators and curriculum developers to adopt SCL strategies that accommodate students’ emotional and communicative needs. Additionally, this study identifies future research opportunities to explore the long-term psychological impact of SCL across diverse academic disciplines.

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