Instructional Delivery Methods And Primary School Students Performance In Degema Local Government

Primary Education Project and Semina Material

Instructional Delivery Methods And Primary School Students Performance In Degema Local Government


Abstract


This study was carried out to examine instructional delivery methods and primary school students performance in Degema Local Government. The study was specifically set to determine whether there is a significance relationship between instructional delivery methods and primary school students performance in Degema Local Government, find out whether teacher-centered methods influences pupils learning outcome in primary schools, find out the effect of student-centered methods on pupils academic performance in primary schools, and assess the instructional delivery methods which will enhance pupils academic performance in primary schools. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of principals and teachers of some selected secondary schools in teachers of some selected primary schools in Degema Local Government. In determining the sample size, the researcher conveniently selected 120 respondents while 110 were received and 100 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables and percentage, while the hypotheses was tested using teachers of some selected primary schools in Degema Local Government. The result of the findings reveals that there is a significance relationship between instructional delivery methods and primary school students performance in Degema Local Government. Furthermore, the study showed that student-centered methods has positive effect on pupils academic performance in primary schools. The study recommends that teachers should create an atmosphere conducive to learning in order to enhance the development of students’ learning experiences. Moreover, teachers should also increase their knowledge of various instructional strategies in order to keep students engaged and motivated throughout the learning process. To mention but a few.


Table of Content


  • Title Page
  • Certification
  • Dedication
  • Acknowledgement
  • Table of Content
  • List of Tables
  • Abstract

Chapter One:

Introduction

  • 1.1 Background of the Study
  • 1.2 Statement of the Problem
  • 1.3 Objective of the Study
  • 1.4 Research Questions
  • 1.5 Research Hypothesis
  • 1.6 Significance of the Study
  • 1.7 Scope of the Study
  • 1.8 Limitation of the Study
  • 1.9 Definition of Terms
  • 1.10 Organisations of the Study

Chapter Two:

Review of Literature

  • 2.1 Conceptual Framework
  • 2.2 Theoretical Framework
  • 2.3 Empirical Review

Chapter Three:

Research Methodology

  • 3.1 Research Design
  • 3.2 Population of the Study
  • 3.3 Sample Size Determination
  • 3.4 Sample Size Selection Technique and Procedure
  • 3.5 Research Instrument and Administration
  • 3.6 Method of Data Collection
  • 3.7 Method of Data Analysis
  • 3.8 Validity of the Study
  • 3.9 Reliability of the Study
  • 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

  • 4.1 Data Presentation
  • 4.2 Analysis of Data
  • 4.3 Answering Research Questions
  • 4.4 Test of Hypotheses

Chapter Five:

Summary, Conclusion and Recommendation

  • 5.1 Summary
  • 5.2 Conclusion
  • 5.3 Recommendation
  • References
  • APPENDIX
  • QUESTIONNAIRE

Chapter One


Introduction

1.1 Background of the Study

Education seeks to nurture and unify the cognitive, affective, and psychomotor domains of human behaviour in its bids to mould an integrated personality of the teacher. The importance of education as a weapon against ignorance, disease and poverty demands coherent information – processing systems anchored and proper teaching skills which help to coordinate and transform conceptual ideas, emotions and feelings into life supporting operations beyond the school settings. Teaching is one of the oldest professions in organized human societies. It is a noble occupation with well-known and respected individuals for their ability to nurture and motivate the pupils towards the attainment of the desired goals of their society (Oyekan, 2000).

The primary purpose of teaching at any level of education is to bring a fundamental change in the learner (Tebabal & Kahssay, 2011). To facilitate the process of knowledge transmission, teachers should apply appropriate instructional delivery methods that best suit specific objectives and level exit outcomes. In the traditional epoch, many teaching practitioners widely applied teacher-centered methods to impart knowledge to learners comparative to student-centered methods. Until today, questions about the effectiveness of instructional delivery methods on student learning have consistently raised considerable interest in the thematic field of educational research (Hightower, 2011). Quite remarkably, regular poor academic performance by the majority students is fundamentally linked to application of ineffective instructional methods by teachers to impact knowledge to learners (Adunola, 2011).

Research evidence shows that the challenges confronting the nursery and primary school teachers are basically on the methods of imparting the knowledge. It was argued by Adufe (2008) that teaching is based on methods which at the long run bring about effective teaching. Teaching, according to Oladipo and Ayeni (2000) involves bringing about or at least facilitating desirable changes in learners. However, effective teaching requires the teacher to step out of the realm of personal experience and step into the world of the learners. (Brown, 1997).

It is the learner who must be engage for learning to occur, the learner is the one who must take the commitment to learn. Instruction is the transmission to the learner and the acquisition by him on specific skills, information, knowledge or other established data. The mode of instruction or teaching applied in achieving these objectives is referred to as method. Methodology therefore, refers to the processes and techniques a teacher of either nursery or primary education uses to transmit facts, skills, information and knowledge to the learners so as to facilitate the accomplishment of the set objectives.


1.2 Statement of the Problem

The primary purpose of teaching at any level of education is to bring a fundamental change in the learner (Tebabal & Kahssay, 2011). To facilitate the process of knowledge transmission, teachers should apply appropriate instructional delivery methods that best suit specific objectives and level exit outcomes. In the traditional epoch, many teaching practitioners widely applied teacher-centered methods to impart knowledge to learners comparative to student-centered methods. Until today, questions about the effectiveness of teaching methods on student learning have consistently raised considerable interest in the thematic field of educational research (Hightower et al., 2011). Moreover, research on teaching and learning constantly endeavour to examine the extent to which different instructional delivery methods enhance growth in pupils learning.

Quite remarkably, regular poor academic performance by the majority pupils is fundamentally linked to application of ineffective teaching methods(instructional delivery methods) by teachers to impact knowledge to learners (Adunola, 2011). Substantial research on the effectiveness of instructional delivery methods indicates that the quality of teaching is often reflected by the achievements of pupils. According to Ayeni (2011), teaching is a process that involves bringing about desirable changes in learners so as to achieve specific outcomes. In order for the method used for teaching to be effective, Adunola (2011) maintains that teachers need to be conversant with numerous teaching strategies that take recognition of the magnitude of complexity of the concepts to be covered. In the light of the above, this study seek to examine instructional delivery methods and primary school students performance in Degema Local Government.


1.3 Objectives of the Study

The overall aim of this study is to examine instructional delivery methods and primary school students performance in Degema Local Government. Hence, the study will be channeled to the following specific objectives;

  1. Determine whether there is a significance relationship between instructional delivery methods and primary school students performance in Degema Local Government.
  2. Find out whether teacher-centered methods influences pupils learning outcome in primary schools.
  3. Find out the effect of student-centered methods on pupils academic performance in primary schools.
  4. Assess the instructional delivery methods which will enhance pupils academic performance in primary schools.

1.4 Research Question

The following questions are formulated inline with the study objectives;

  1. Is there a significance relationship between instructional delivery methods and primary school pupils performance in Degema Local Government?
  2. Does teacher-centered methods influence pupils learning outcome in primary schools?
  3. What is the effect of student-centered methods on pupils academic performance in primary schools?
  4. What are the instructional delivery methods which will enhance pupils academic performance in primary schools?

1.5 Research Hypothesis

  • Ho: There is no significant relationship between instructional delivery methods and primary school pupils performance.
  • Ho: There is a significant relationship between instructional delivery methods and primary school pupils performance.

1.6 Significance of the Study

The study may be considered significant in a number of ways: it will help to increase the teachers’ level of awareness and understanding of the use of most of the instructional technique. Findings may also provide the teachers with a feedback on the teaching competences in most commonly used teaching methods as a basis for improvement in their instructional practice so that they can enhance performance. Curriculum planners and educators as well as government and educational administrators need empirical data on the overall teaching method and activity teaching competence of government teachers in Primary schools to facilitate proper curricular policies and programmes for effective teaching and learning.


1.7 Scope of the Study

The study focuses on instructional delivery methods and primary school students performance in Degema Local Government. However the study will be delimited to some selected primary school teachers in Degema Local Government of Rivers State.


1.8 Limitation of the Study

This research project, like all human endeavors, had some challenges that threatened to derail the study’s completion. One of the reasons is that the time allotted for this work was so limited that the researcher did not have enough time to complete the task thoroughly. During data collection, the researcher also had to put forth extra effort to understand the respondents’ interview schedules, several of whom fell into the incomprehensible age group. Also, there were financial and transportation constraints to deal with. Insufficient funds tend to impede the efficiency of the researcher in sourcing the relevant materials, literature, or information and in the process of data collection (internet, questionnaire, interview).


1.9 Definition of Terms

Pupils:

Children who are learning in both nursery and primary levels of education.

Primary School:

Educational institution for children between the ages of 5 – 11 years.

Student Performance:

This refers to the ability and capacity of the student to achieve an educational aim.

Academic Performance:

Learning outcome or output in pupils taught government which results from teaching techniques/methods the teacher adopts.

Teaching:

Teaching often involves inquiring, listening, providing information, explaining a phenomena, showing a skill or process, testing understanding and ability, and enabling learning activities

Instructional Delivery Method

Instructional delivery method is commonly known as teaching method. It is the techniques and methods used by teachers to enable student learning.


1.10 Organization of the Studies

The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms. The chapter two covers the review of literature with emphasis on conceptual framework, theoretical framework, and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study, sample size determination, sample size, and selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter(chapter five) contains the summary, conclusion and recommendation.


Chapter Five


Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings on instructional delivery methods and primary school students performance in Degema Local Government. The chapter consists of summary of the study, conclusions, and recommendations.


5.2 Summary of the Study

In this study, our focus was to examine instructional delivery methods and primary school students performance in Degema Local Government. The study was specifically set to determine whether there is a significance relationship between instructional delivery methods and primary school students performance in Degema Local Government, find out whether teacher-centered methods influences pupils learning outcome in primary schools, find out the effect of student-centered methods on pupils academic performance in primary schools, and assess the instructional delivery methods which will enhance pupils academic performance in primary schools.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 100 responses were validated from the enrolled participants where all respondent are teachers of some selected primary schools in Degema Local Government.


5.3 Conclusions

In the light of the analysis carried out, the following conclusions were drawn.

  1. There is a significance relationship between instructional delivery methods and primary school students performance in Degema Local Government.
  2. Teacher-centered methods influences pupils learning outcome in primary schools.
  3. Student-centered methods has positive effect on pupils academic performance in primary schools.
  4. The instructional delivery methods which can enhance pupils academic performance in primary schools includes; question and answer method, field study, demonstration, discussion, and role play.

5.4 Recommendation

Based on the findings the researcher recommends that;

  1. Teachers should create an atmosphere conducive to learning in order to enhance the development of students’ learning experiences. Moreover, teachers should also increase their knowledge of various instructional strategies in order to keep students engaged and motivated throughout the learning process.
  2. School owners and administrator should employ qualified teachers, train and retrain them from time to time so that they can meet up to the set standards.
  3. School owners and administrators should create a conducive teaching a learning environment, particular in the area of class size.
  4. Government should provide incentives that can boost the educational sector which the schools fait under in terms of infrastructure and basie amenities like, Water table, electricity supply, desks and chairs, chalk boards improved toilet facilities etc.

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