Effect Of Teaching Styles On Developing Pupils’ Attitudes To Learning In Primary School In Lagos
Abstract
This study was on effect of teaching styles on developing pupils’ attitudes to learning in primary school in Lagos. The total population for the study is 200 staff of selected primary schools in Lagos. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made headmasters, teachers, headmistress and non teaching staffs were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies.
Chapter one
Introduction
- Background of the study
The achievement of a qualitative educational process implies a reassessment of the teacher’s educational undertaking, so that the elaborated didactic strategies should not be limited only to convey a considerable amount of information to pupils but also to teach them how to operate with them, how to apply them in various circumstances. Education cannot be reduced only to theory; it must determine in various ways the application of theoretical knowledge in practical activities and therefore to ensure the completion of an integral cycle of the learning process”. Thus, instead of a system which was centered on the content of learning and on the teacher, disregarding the pupil’s demands, we must promote the system in which the pupil is the centre piece, which respects his specific needs and interests. The shift of emphasis from the teaching to the learning activity, centered on the learner, on his needs, interests and aspirations, on his subjectivity imposes a reassessment of learning which opens towards new possibilities as well as a permanent reconstruction of reality which must lead to a world outlook, in which „the results of learning cannot be predicted, because the processes of constructing reality are individual and situational.
A style of teaching, is basically a set of decisions made in conjunction with the teaching act. Teaching styles are distinct from methods of instruction such as teaching or cooperative learning. The teaching style is supposed to define the behaviours that teachers exhibit as they interact with pupils. Like pupils and learning styles, teachers may exhibit a teaching style preference while being able to teach in a number of different styles. Teachers tend to teach to their preferred learning style. Teachers serve as motivators in order to get and keep pupils actively participating in the learning process. He further postulated that this phenomenon can be seen as a daunting task on the part of teachers. Good teachers have numerous motivational strategies in their “bag of tricks”. shows that young pupils do actually learn better, when motivated with games, music and the use of sounds. It is always important to motivate pupils with regard to class activities. Pupils are happier to participate in classroom activities when given the option to participate in activities that incorporate play and physical movements. Apart from the teaching styles used by teachers in the classroom, motivational strategies are also some of the factors that are associated with high educational achievement. With regards to intrinsic and extrinsic motivation, pupils are intrinsically motivated if they attribute their educational results to factors under their own control. In addition, pupils believe they can be effective agents in reaching desired goals or are interested in mastering a topic, rather than just rote learning to achieve good grades, they can be intrinsically motivated. Based on this background the researcher wants to investigate effect of teaching styles on developing pupils’ attitudes to learning in primary school in Lagos
Statement of the problem
The challenges with regard to pupils’ poor academic performance and the fallen standards of education identified by researchers in the literature necessitated looking into the influence teaching styles and motivational strategies have on pupils’ academic performance, focusing on the views of teachers and pupils in Lagos state. That is, teaching styles and motivational strategies adopted by the primary school teachers in Lagos state. It is for this reason that the researchers sought to find out the teaching styles on developing pupil’s attitudes to learning in primary school
Objective of the study
The objectives of the study are;
- To ascertain the relationship between teaching style and pupil’s academic performance
- To ascertain the teaching style of primary school teachers in Lagos
- To ascertain teacher’s qualification and teaching style to primary school pupil
Research hypotheses
The hypotheses stated below are raised in order to actualize the objectives of this study.
Hypothesis One
HO: there is no relationship between teaching style and pupil’s academic performance.
HI: there is relationship between teaching style and pupil’s academic performance.
Hypothesis Two
HO: there is no teaching style of primary school teachers in Lagos.
HI: there is teaching style of primary school teachers in Lagos
Significance of the study
The study will be very significant to students, teachers and ministry of education. The study will give a clear insight on the effect of teaching styles on developing pupils’ attitudes to learning in primary school in Lagos. The study will also serve as a reference to other researchers that will embark on the related topic
Scope and limitation of the study
The scope of the study covers effect of teaching styles on developing pupils’ attitudes to learning in primary school in Lagos state. The researcher encounters some constrain which limited the scope of the study;
- a) AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study
- b) TIME: The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.
1.7 DEFINITION OF TERMS
Teaching style: Teaching styles, also called teaching methods, are considered to be the general principles, educational, and management strategies for classroom instruction
Academic performance: Academic performance or “academic achievement” is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor’s degrees represent academic achievement.
Learning: Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences. The ability to learn is possessed by humans, animals, and some machines; there is also evidence for some kind of learning in certain plants.
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