Effects of Teachers Instructional Strategies on Students Academic Achievement in Primary School Students.
Abstract
This study employed a quantitative survey design to investigate the effects of teachers’ instructional strategies on primary school student’s academic achievement. A sample of 120 respondents was surveyed using a structured questionnaire, and the collected data were analyzed using SPSS26. Hypotheses were tested using t-tests to determine the significance of relationships between instructional strategies and academic achievement. The findings revealed a significant relationship between teachers’ instructional strategies and students’ academic achievement. Certain instructional strategies were found to have a greater impact on academic performance compared to others. Factors such as teacher experience, student characteristics, and school resources were identified as influential in the effectiveness of instructional strategies. The study concluded that diverse instructional strategies, properly aligned with curriculum objectives, enhance students’ academic success. It was recommended that teachers receive ongoing professional development to enhance their instructional practices, promote student engagement, and improve classroom management. Additionally, the study highlighted the need for further research on the combined effects of multiple instructional strategies, subject-specific impacts, and the influence of instructional strategies on diverse student populations. The findings of this study contribute to the existing knowledge by providing evidence-based insights into the significance of instructional strategies in primary education. These findings have implications for educational policymakers, administrators, and teachers in their efforts to improve teaching and learning practices and optimize students’ academic achievement.
CHAPTER ONE
INTRODUCTION
Background to the Study
Effective teaching is widely recognized as a crucial factor in promoting students’ academic achievement (Johnson et al., 2019). Teachers play a significant role in shaping students’ learning experiences and outcomes, and their instructional strategies have a profound influence on students’ academic performance.
Research consistently demonstrates that different instructional strategies employed by teachers have varying effects on students’ learning and achievement. For example, a study conducted by Hattie (2020) found that certain instructional strategies, such as direct instruction and explicit teaching, have a significant positive impact on student’s academic achievement. These strategies involve providing clear explanations, modelling, and guided practice to support students’ understanding of academic content.
In contrast, inquiry-based learning, another commonly used instructional strategy, emphasizes student-driven exploration and discovery. Research has shown mixed results regarding its impact on academic achievement. While some studies suggest that inquiry-based learning promotes critical thinking and problem-solving skills (Bell et al., 2021), others caution that it may not be as effective in improving students’ content knowledge and achievement (Minner et al., 2022).
Cooperative learning is another instructional strategy that has been extensively studied. It involves students working together in small groups to achieve a common goal. Research has consistently shown positive effects of cooperative learning on students’ academic achievement (Johnson et al., 2019). Cooperative learning fosters active student engagement, collaboration, and the development of social skills, which contribute to improved learning outcomes.
Furthermore, the use of technology in instructional strategies has gained considerable attention in recent years. Digital tools, online resources, and educational software have been incorporated into teaching practices to enhance student engagement and facilitate personalized learning experiences. Studies have found positive effects of technology-enhanced instructional strategies on students’ academic achievement (Lim et al., 2021). However, it is important to note that the effectiveness of technology in instruction depends on how it is integrated into the learning process and the support provided to teachers in utilizing these tools effectively.
Teachers must be knowledgeable about various instructional strategies and their potential effects on students’ learning and achievement. Different strategies may be more suitable for specific content areas or student populations. Teachers need to consider students’ prior knowledge, learning styles, and individual needs when selecting and implementing instructional strategies (Hoy et al., 2021).
Moreover, teachers’ pedagogical knowledge and skills play a significant role in the effective implementation of instructional strategies. Professional development programs that focus on enhancing teachers’ instructional practices have been found to positively impact student achievement (Sawyer, 2022). Ongoing professional learning opportunities can equip teachers with the necessary knowledge and skills to effectively employ a range of instructional strategies in their classrooms.
The field of education has witnessed extensive research on instructional strategies and their impact on student achievement. Different strategies, such as direct instruction, inquiry-based learning, cooperative learning, problem-solving, and project-based learning, have been explored and implemented in primary school classrooms (Slavin, 2019). Each strategy offers unique approaches to delivering content, engaging students, and facilitating their understanding.
Research has consistently shown that instructional strategies significantly influence students’ academic performance. For instance, cooperative learning has been found to enhance students’ collaborative problem-solving skills and deepen their conceptual understanding of subjects like mathematics (Johnson et al., 2019). Similarly, inquiry-based learning has been associated with positive outcomes in science education, promoting critical thinking and active engagement (Hattie, 2020).
Despite the abundance of instructional strategies available to teachers, there remains a need for further investigation into their specific effects on primary school student’s academic achievement. It is essential to identify which strategies are most effective in facilitating learning and improving student outcomes. This knowledge can inform instructional practices, curriculum development, and educational policies.
By examining the impact of instructional strategies on primary school student’s academic achievement, educators and policymakers can make informed decisions about effective teaching practices. Identifying the most effective strategies will enable teachers to design their lesson plans, select appropriate resources, and create optimal learning environments that promote student engagement and academic success (Marzano et al., 2020).
Moreover, understanding the factors that influence the effectiveness of instructional strategies is crucial. Teacher experience, student characteristics, and school resources are among the factors that can influence the implementation and outcomes of instructional strategies in primary school settings. By exploring these factors, educators can adapt their instructional approaches to better cater to student’s diverse needs and maximize the impact of their teaching practices.
The research findings in this area will contribute to the existing body of knowledge on the effects of instructional strategies on primary school student’s academic achievement. This knowledge can be utilized to shape teacher training programs and professional development initiatives, ensuring that educators are equipped with evidence-based instructional practices.
Furthermore, the findings will inform educational policymakers and administrators in making decisions regarding instructional policies, resource allocation, and support systems. By understanding the impact of instructional strategies, policymakers can implement measures to enhance teaching practices and improve student outcomes.
In summary, research on the effects of instructional strategies on primary school student’s academic achievement is essential to inform effective teaching practices. Different instructional strategies have been explored, and their impact on student outcomes has been investigated. By understanding which strategies are most effective and the factors influencing their effectiveness, educators and policymakers can work together to improve teaching practices and enhance student achievement in primary schools.
Statement of Problem
The primary goal of education is to promote students’ academic achievement and ensure their overall development. To achieve this, effective teaching practices are crucial. However, despite the significant role of teachers in shaping students’ learning experiences and outcomes, there is a need to examine the specific challenges and issues related to instructional strategies that may hinder students’ academic achievement in primary schools.
One of the key challenges is the lack of awareness and understanding among teachers about the most effective instructional strategies to promote student learning and achievement. Teachers may rely on traditional and outdated instructional methods that do not align with the diverse needs and learning styles of students. This can lead to disengagement, low motivation, and limited understanding of academic content.
Additionally, there may be a lack of resources and support for teachers to implement innovative instructional strategies effectively. Limited access to technology, inadequate training opportunities, and insufficient time for lesson planning and preparation can hinder the successful implementation of evidence-based instructional practices.
Furthermore, the effectiveness of instructional strategies may vary depending on students’ differences, such as their prior knowledge, learning styles, and socio-economic backgrounds. It is essential to address these individual differences and tailor instructional strategies to meet the specific needs of students to promote their academic achievement.
Lastly, the impact of instructional strategies on student achievement may also be influenced by contextual factors, such as school culture, leadership, and classroom environment. The availability of resources, school policies, and the level of support from administrators can significantly impact teachers’ ability to effectively implement instructional strategies and support student’s academic success.
Therefore, the statement of the problem is to investigate the specific challenges and issues related to instructional strategies in primary schools that may hinder students’ academic achievement. This study aims to explore the awareness and understanding of teachers regarding effective instructional strategies, the availability of resources and support for teachers, the impact of individual differences on the effectiveness of instructional strategies, and the influence of contextual factors on instructional practices. By addressing these issues, this research seeks to provide insights and recommendations to enhance the implementation of instructional strategies and promote students’ academic achievement in primary schools.
Objectives of the Study
This study aims to achieve the following specific objectives:
- To examine the effects of different instructional strategies on primary school student’s academic achievement.
- To identify the instructional strategies that have the most significant impact on student’s academic performance.
- To explore the factors influencing the effectiveness of instructional strategies in primary school settings.
1.4 Research Questions
To address the objectives stated above, the following research questions guided the study:
- What are the effects of different instructional strategies on primary school students’ academic achievement?
- Which instructional strategies have the most significant impact on student’s academic performance?
- What are the factors influencing the effectiveness of instructional strategies in primary school settings?
Research Hypotheses
The study tested the following research hypotheses:
- There is no significant relationship between teachers’ instructional strategies and primary school students’ academic achievement.
- Certain instructional strategies have no greater impact on students’ academic performance compared to others.
- The effectiveness of instructional strategies is not significantly influenced by factors such as teacher experience, student characteristics, and school resources.
Significance of the Study
This study is significant for several reasons. Firstly, it will contribute to the existing body of knowledge on the effects of instructional strategies on primary school student’s academic achievement. By identifying the most effective strategies, this research will guide teachers and educational policymakers in making informed decisions regarding instructional practices and curriculum development.
Secondly, the findings of this study can help improve teaching practices in primary schools, leading to enhanced student engagement, motivation, and academic success. Teachers can utilize the identified effective instructional strategies to design their lesson plans, select appropriate resources, and create an optimal learning environment for their students.
Furthermore, this study’s outcomes can inform teacher training programs, enabling educators to enhance their instructional skills and pedagogical approaches. By understanding the impact of instructional strategies, teacher educators can emphasize effective strategies during pre-service and in-service training, equipping teachers with the necessary knowledge and skills to promote student achievement.
Scope and Limitations of the Study
This study focuses on the effects of teachers’ instructional strategies on primary school student’s academic achievement. The research will be conducted in a specific geographical area and involve a selected sample of primary schools. It is important to note that the study’s findings may not be generalizable to all primary school contexts due to the limited scope.
Additionally, this study is subject to certain limitations. The accuracy and reliability of the results are dependent on the honesty and accuracy of the data provided by the participants. Furthermore, external factors such as home environment, parental involvement, and socio-economic status could influence students’ academic achievement, but these factors will not be addressed directly in this study.
Operational definition of terms
Instructional Strategies: The techniques, methods, and approaches used by teachers in the classroom to facilitate student learning and promote academic achievement.
Academic Achievement: The level of knowledge, skills, and understanding that students attain in various academic subjects, measured by their performance on assessments, tests, assignments, and other indicators of learning outcomes.
Direct Instruction: An instructional strategy characterized by explicit teaching, clear explanations, and step-by-step demonstrations to transmit knowledge and skills through teacher-led lessons.
Inquiry-Based Learning: An instructional strategy that emphasizes student-driven exploration, investigation, and discovery to foster critical thinking, problem-solving skills, and a deeper understanding of academic content.
Cooperative Learning: An instructional strategy that involves students working collaboratively in small groups to achieve a common goal, promoting interaction, communication, and the development of social skills.
Project-Based Learning: An immersive instructional approach where students engage in long-term projects centred around real-world problems or topics of interest, fostering student autonomy, critical thinking, and the application of knowledge and skills.
Organization of the Study
This study was organized into five chapters. Chapter One provided an introduction to the study, including the background, problem statement, objectives, research questions, hypotheses, significance, scope, limitations, and operational definitions. Chapter two presented a review of relevant literature on instructional strategies and their effects on students’ academic achievement. Chapter three outlined the research methodology, including the research design, data collection, and data analysis procedures. Chapter Four presented the findings and discussed the results. Finally, chapter five provided the conclusion, implications, and recommendations based on the study’s findings.
REFERENCES
- Sekaran, U., & Bougie, R. (2019). Research methods for business: A skill building approach. John Wiley & Sons.
- Selwyn, N. (2022). Education and Technology: Key Issues and Debates (2nd ed.). Bloomsbury Publishing.
- Sirin, S. R. (2021). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417-453.
- Slavin, R. E. (2019). Instructional strategies for teaching effective cooperative learning. Centre for Research on Effective Schooling for Disadvantaged Students.
- Slavin, R. E. (2020). Cooperative Learning in Higher Education: How Small Groups Can Promote Deep Learning. Journal of Higher Education, 91(2), 163-185.
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