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Applications of teachers’ pedagogical approaches for learners’ educational gains have been remained one of the educational debates since ago. Teachers transfer chunk of information among students through implementing techniques to strengthen teaching learning process. Relevance of ground-breaking instructional strategies put concrete effect on students’ entire academic success. Present quantitative research was conducted to explore the effect of teachers’ usage of students’ centered teachers’ pedagogical approaches on students’ educational gains. Researchers adopted ex-post-fact research design on sample of 800 respondents; 400 urban and 400 rural students randomly selected from public sector secondary schools of District Kasur Punjab-Province of Pakistan. Data were collected by administering self-constructed questionnaire mode of 5-point Likert type options. Validity of the instrument was confirmed from experts and Cronbach’s Alpha was applied to ensure instrument’s reliability scores; .864. Learners’ educational gains of science and arts students were obtained from gazette of Board of Intermediate and Secondary Education, Lahore. Results of independent sample t-test and regression analysis ascertained that teachers’ centered students’ pedagogical approaches effect 58% on learners’ educational gains whereas brainstorming 43%, inquiry 57%, problem solving 54% and cooperative technique effect 50% on learners’ educational gains. Science teachers were making more use of brainstorming, inquiry, problem solving, and cooperative teaching as compared to arts teachers. Study recommends that Govt. may train heads of the institutions on students’ centered teachers’ pedagogical approaches and bound them to implement with true spirit and vigor through teachers to overcome science and specially arts students’ declining level of educational gains; stakeholders’ cause for concern.

TRACING THE EFFECTS OF STUDENTS’ CENTERED TEACHERS’ PEDAGOGICAL APPROACHES ON LEARNERS’ EDUCATIONAL GAINS: CASE OF PUBLIC SECTOR SECONDARY SCHOOLS