Shodh Sari-An International Multidisciplinary Journal

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)

Cite this Article

APA 7th Style: Adebayo, E. O. (2024). Effects of child-centred instructional strategies on pupils’ academic performance in selected lower basic schools in Shomolu LGA of Lagos, Nigeria. Shodh Sari-An International Multidisciplinary Journal, 3(02), 438–453. https://doi.org/10.59231/SARI7712

Chicago 17th Style: Adebayo, Esther Omolara. “Effects of Child-Centred Instructional Strategies on Pupils’ Academic Performance in Selected Lower Basic Schools in Shomolu LGA of Lagos, Nigeria.” Shodh Sari-An International Multidisciplinary Journal 3, no. 2 (2024): 438–453. https://doi.org/10.59231/SARI7712.

MLA 9th Style: Adebayo, Esther Omolara. “Effects of Child-Centred Instructional Strategies on Pupils’ Academic Performance in Selected Lower Basic Schools in Shomolu LGA of Lagos, Nigeria.” Shodh Sari-An International Multidisciplinary Journal, vol. 3, no. 2, 2024, pp. 438-453, https://doi.org/10.59231/SARI7712.

Statements & Declarations

Review Method: This article underwent a double-blind peer-review process by independent experts in Primary Education and Pedagogy to evaluate the comparative effectiveness of student-focused versus teacher-led instructional methods in the Lagos State educational context.

Competing Interests: The author, Esther Omolara Adebayo, declares that she has no financial, personal, or professional conflicts of interest that could have inappropriately influenced the research findings or the interpretation of the academic performance data.

Funding: This research was conducted through the academic support of the Department of Primary Education Studies, Federal College of Education (Technical), Akoka. No specific external grants were received for this study.

Data Availability: The analysis is based on experimental and control group data collected from selected lower basic schools in Shomolu Local Government Area (LGA). Quantitative results regarding pupil achievement scores are detailed within the manuscript.

License: Effects of Child-Centred Instructional Strategies on Pupils’ Academic Performance in Selected Lower Basic Schools in Shomolu LGA of Lagos, Nigeria © 2024 by Esther Omolara Adebayo is licensed under CC BY-NC-ND 4.0. This work is published by the International Council for Education Research and Training (ICERT).

Ethics Approval: The study involved primary school pupils; therefore, permission was obtained from school administrators and parents. The research design adhered to the ethical standards for educational research involving minors, ensuring the anonymity and fair treatment of all participants.

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