This study aimed at assessing the implementation of a learner-centered approach to teaching in primary schools focusing on science classes. This research was conducted using a mixed method approach. The sample sizes of the study were 2 supervisors, 4 principals, 50 teachers, and 200 students. Data for this research were collected from both primary and secondary sources. The primary source of data were school supervisors, primary school principals, vice principals, teachers, and students. A semi-structured interview was employed to collect data from school supervisors and principals, whereas a questionnaire was employed to collect data from teachers and students. Moreover, observation was also used to evaluate real classroom situations. The collected quantitative data were checked and refined for completeness and accuracy. Then, data were tallied, tabulated, and analyzed using both descriptive (mean and standard deviation) and inferential statistics (t-test). The findings of the study revealed that teachers lack the commitment to involving students in doing practical work/activities although this is one of the main elements of the student-centered method of teaching. Moreover, the teaching-learning process in the classroom lacks connection to real life. Especially, in science classes, teaching activities do not promote learning by doing. The result of the study also confirmed that teachers never allow students to take responsibility for their learning. As a result, students are highly dependent on their teachers in the teaching-learning process. The study also revealed that students' differences were not considered in the teaching-learning process. Moreover, there was no diversification of methods of teaching in the teaching-learning process. The classroom assessment techniques also lack continuity and coherence. But, the planning aspect of student-centered teaching methods was found to be good. The independent t-test also indicated that degree holders, female teachers, and teachers with higher experiences were better than others in properly implementing student-centered approaches to teaching while teaching science subjects. Based on these findings, the following recommendations were made: aligning teacher training with real classroom practice, designing teachers' incentive mechanisms, shifting the role of principals and supervisors from route works toward academics (supporting teachers), providing job short-term skill training for teachers and mobilizing the community for resources to support the implementation of studentcentered methods of teaching.

Learner-centered method, Active learning, learning by doing