Effects Of Child-Centred Instructional Strategies On Pupils’ Academic Perfomance In Selected Lower Basic Schools In Shomolu Lga Of Lagos, Nigeria
Adebayo, Esther Omolara
Department Of Primary Education Studies, School Of Education, Federal College Of Education (Technical), Akoka, Lagos, Nigeria
Abstract
Teachers are key elements in effective teaching and learning. The study identified effects of child-centered instructional strategies on academic performance of pupils in selected Lower Basic schools in Shomolu LGA of Lagos, Nigeria. This study adopted a descriptive survey research. A sample size of 120 teachers was used. 12 schools were randomly selected; ten teachers from each school. Early childhood teachers in Basic 1-3 were randomly selected for the study. Two research questions in 17 item questionnaires titled ’Effects of Child- Centered Instructional Strategies ‘(ECCIS) was used to elicit information and analyzed using descriptive statistics such as frequency counts, percentages and mean. The result showed that child-centered strategies such as demonstration, role-playing, and questioning strategies have a significant role on academic performance of pupils in primary schools. It was deduced also that learner–centered strategies encourage active participation of learners. Recommendations were made that schools should monitor the teaching strategies teachers use for learners to ensure they are developmentally age-appropriate, participatory, answer the learning objectives, and suit the learners’ styles as well.
Keywords: Effects, Child-Centered Instructional Strategies, Teachers, Pupils, Academic Performance.
Impact Statement
This study focuses on innovative instructional strategies for learning outcomes. Teachers’ strategies to a great extent affect learning outcome of learners. Class participation enhances learning outcomes. The success of a teacher relies most on academic performance of pupils. So, there is need for teachers to be abreast with instructional strategies that are developmentally appropriate for pupils so that they will excel academically. The finding of the study impacts the classroom strategies and instructional plan. Finding recommends that learners should be involved during instruction through child-centered instructional styles teachers bring to the fore, where learners do not participate actively, learning outcome will be truncated.
About Author/s
Esther is a lecturer at the Federal College of Education Technical Akoka, Lagos. Nigeria. She has taught in the different levels of education i.e. primary, secondary and now at the tertiary level. She holds a master’s degree in educational administration from the University of Lagos. She is a member of Teachers Registration Council of Nigeria, also a member of Women in Colleges of Education. Has written &published some articles such as “The Positive Effect of Mother Tongue on Learning, Implication for Teacher Education in Nigeria” Akoka journal of education: 8(2). Human Capital Development Through the Lens of Gender Equality, Akoka journal of pure& applied Science Education, Art Therapy as attention enhancement strategy for persons with intellectual disability in Modupe Cole Memorial Childcare and Treatment Home School, Akoka Lagos. Billiri journal of Multidisciplinary Research (BJMR) vol 1 No 1 2023 (78 -81)
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