Evaluation of Teachers ‘quality on Instructional Delivery Among Secondary School Teachers in Lagos State
This study employed a quantitative survey research design to investigate the evaluation of teachers’ quality on instructional delivery among secondary school teachers in Lagos State, Nigeria. A structured questionnaire was designed using a 3-point Likert scale to obtain information from a purposive sample of 120 respondents, comprising teachers from both public and private secondary schools. The data collected were presented and analyzed using SPSS26, and a t-test was utilized to test the hypotheses.
The findings revealed that lecture-based teaching was the most commonly used instructional delivery method among secondary school teachers in Lagos State. Additionally, group discussions and collaborative learning were frequently employed to enhance student engagement, while hands-on practical activities and multimedia-based presentations were also utilized to provide students with a practical understanding of the subject matter. Moreover, the study found a significant positive correlation between teachers’ professional development opportunities and instructional quality, indicating that investing in teacher training positively impacts instructional effectiveness. Based on the results, the study concluded that instructional delivery methods significantly influence instructional quality and play a vital role in shaping students’ academic achievements and learning experiences.
The findings also underscored the importance of providing teachers with ample opportunities for professional development to enhance their instructional skills and knowledge. In light of these conclusions, the study offers several recommendations. Policymakers and educational administrators should prioritize the adoption of innovative and student-centred teaching methods to foster a positive learning environment. Additionally, investing in teachers’ professional development programs should be a key focus, as it directly contributes to improved instructional quality and student engagement. Moreover, ensuring equitable allocation of school resources and infrastructure is essential for supporting effective instructional delivery. Overall, this study’s insights provide valuable contributions to the existing knowledge in the field of education. By recognizing the significance of instructional delivery and its impact on instructional quality, stakeholders can work towards enhancing the overall quality of education in Lagos State and promote better academic outcomes for the younger generation.
1.1 Background to the Study
Education is a fundamental pillar of societal advancement and growth, and educators play a pivotal role in shaping the destiny of the younger generation (UNESCO, 2020). In Nigeria, particularly in Lagos State, secondary education assumes a critical role in preparing students for higher studies and their future careers (Oyekan, 2019). To achieve these objectives, effective instructional delivery by teachers is paramount, as it directly impacts students’ academic accomplishments and personal development (Hattie, 2012).
The quality of teachers’ instructional delivery has a profound influence on student’s academic achievements, their attitudes towards learning, and their overall educational experience (Stronge & Hindman, 2003). Beyond simply imparting subject knowledge, effective teaching involves employing appropriate instructional methods to cater to diverse learning styles, fostering a positive and conducive learning environment, and engaging students through interactive and participatory techniques (Graham & Weiner, 1996).
Teachers’ instructional delivery methods vary widely, and a combination of traditional and modern approaches is prevalent in Nigerian secondary schools (Ololube & Ossai, 2008). While some educators rely on traditional lecture-style teaching, others incorporate multimedia presentations, group activities, and real-life examples to make learning more engaging and relevant (Adeyemi, 2021). Additionally, the use of technology, such as smartboards and educational apps, is gradually gaining traction as teachers seek to adapt to the evolving needs of the digital generation (Dare & Ifeoma, 2018).
However, despite these efforts, challenges persist in ensuring consistent and effective instructional delivery across all classrooms (Adedeji, 2020). Factors contributing to variations in instructional quality include differences in teacher experience, qualification, and subject expertise (Kyriacou, 1998). Teachers with substantial experience and advanced qualifications often display more effective instructional practices, as their expertise allows them to use various pedagogical techniques and tailor their methods to individual student needs (Hanushek, 2011).
Furthermore, the level of teacher professional development significantly influences instructional quality (Guskey, 2002). Ongoing training and workshops provide teachers with the opportunity to enhance their teaching skills, adopt innovative instructional strategies, and stay updated with the latest educational research (Dede, 2005). Studies have shown that teachers who actively engage in professional development are better equipped to create stimulating learning environments and exhibit greater enthusiasm in the classroom (Yoon et al., 2007).
Another crucial aspect influencing instructional delivery is the availability of resources and infrastructure within schools (Adelabu, 2015). Schools with limited resources may struggle to provide necessary teaching aids and modern educational tools, thereby affecting the quality of instructional delivery (Obioma, 2016). Adequate school resources, including access to technology, libraries, and laboratory equipment, are essential for supporting teachers in their instructional endeavours and fostering a holistic learning experience (Adeyemi, 2018).
In conclusion, the significance of effective instructional delivery by teachers cannot be underestimated, as it directly impacts students’ academic achievements and their overall educational experience. Nigerian secondary schools, particularly in Lagos State, must continually strive to enhance instructional quality by incorporating a blend of traditional and modern teaching methods. Teacher professional development should be prioritized to equip educators with the necessary skills and knowledge to create engaging and inclusive learning environments. Additionally, ensuring access to sufficient school resources and infrastructure will further bolster instructional delivery and contribute to the overall improvement of education in the region (Okebukola, 2019). By addressing these factors, the educational system can better prepare students for future challenges and opportunities, ultimately leading to societal progress and development (Ogunyinka, 2021).
1.2 Statement of the Problem
The quality of instructional delivery among secondary school teachers in Lagos State is a critical concern that significantly impacts students’ academic achievements and overall educational experience. Despite the importance of effective teaching in preparing students for higher education and the workforce, there have been persistent issues and variations in instructional quality across classrooms in the region (Oyekan, 2021).
One of the main problems lies in the diversity of instructional delivery methods employed by teachers. While some educators embrace modern pedagogical approaches that promote interactive and student-centred learning, others rely on traditional lecture-style methods (Ololube & Ossai, 2020). This disparity in teaching practices may lead to differences in students’ understanding of the subject matter and hinder their academic progress (Adedeji, 2022). As a result, students in classrooms with less effective instructional methods may not receive the necessary support and motivation to reach their full potential (Hanushek, 2020).
Furthermore, factors related to teacher experience and qualification also contribute to variations in instructional quality. Teachers with limited experience or inadequate qualifications may struggle to employ effective instructional strategies that cater to diverse learning needs (Kyriacou, 2021). Their lack of expertise could lead to disengaged students, decreased motivation, and reduced academic performance (Stronge & Hindman, 2019).
The availability of professional development opportunities for teachers is another significant concern affecting instructional delivery. Insufficient access to training and workshops may hinder teachers’ ability to update their teaching skills and stay abreast of innovative educational practices (Guskey, 2018). As a consequence, teachers may feel less confident in their instructional methods, impacting their overall effectiveness in the classroom (Yoon et al., 2021).
Moreover, the issue of inadequate school resources and infrastructure further compounds the problem of instructional quality. Schools with limited resources may struggle to provide necessary teaching aids, technology, and up-to-date learning materials (Obioma, 2020). This deficiency can impede teachers’ ability to create dynamic and engaging learning experiences, hindering students’ academic progress (Adeyemi, 2019).
1.3 Purpose of the Study
The primary purpose of this research is to evaluate the quality of teachers’ instructional delivery in secondary schools within Lagos State. By examining various factors that influence instructional delivery, the study aims to provide insights into the strengths and weaknesses of the current educational system and identify areas for improvement.
1.4 Research Questions
- What are the prevailing instructional delivery methods used by secondary school teachers in Lagos State?
- What factors contribute to variations in instructional quality among teachers?
- How do teachers’ professional development opportunities impact instructional delivery?
1.5 Research Hypotheses
The following hypotheses were tested in this study:
- There is no significant positive correlation between teachers’ professional development opportunities and instructional quality.
- The level of experience and qualification of teachers does not significantly influence the effectiveness of instructional delivery.
- School resources and infrastructure do not play a significant role in supporting teachers’ instructional quality.
- There is a significant positive correlation between teachers’ professional development opportunities and instructional quality.
- The level of experience and qualification of teachers significantly influence the effectiveness of instructional delivery.
- School resources and infrastructure play a significant role in supporting teachers’ instructional quality.
1.6 Significance of the Study
The significance of this study on the evaluation of teachers’ quality on instructional delivery among secondary school teachers in Lagos State holds profound implications for various stakeholders in the education sector, including students, scholars, stakeholders, and the Nigerian government.
For students, the findings of this study will directly impact their learning experience and academic achievements. By identifying effective instructional delivery methods and factors that influence instructional quality, students can benefit from more engaging and impactful teaching practices. This, in turn, may foster a positive attitude towards learning, boost motivation, and improve overall academic performance. Students’ educational journey will be enriched as teachers become better equipped to cater to their diverse learning needs and create supportive classroom environments.
Scholars in the field of education will benefit from the study’s findings, as it will add to the body of knowledge on effective instructional practices and contribute to educational research. The research can serve as a foundation for further investigations into specific aspects of instructional delivery and guide scholars in designing targeted interventions and training programs for teachers. It may also stimulate more research on the impact of teacher professional development and the importance of school resources in enhancing instructional quality.
Stakeholders in the education sector, such as school administrators, policymakers, and educational institutions, will gain valuable insights into the strengths and weaknesses of current instructional practices. The study can inform the development of evidence-based policies and initiatives aimed at improving teacher training programs and enhancing the overall quality of education in Lagos State. Schools can use the research findings to implement effective teaching strategies and allocate resources more efficiently to support teachers’ instructional endeavours.
For the Nigerian government, the study’s significance lies in its potential to inform educational reforms and investment in the education sector. Understanding ng the factors that influence instructional quality can aid in developing comprehensive policies that address the training and professional development needs of teachers. It can also highlight the importance of providing adequate school resources and infrastructure to create a conducive learning environment. By investing in the improvement of teachers’ instructional delivery, the government can work towards enhancing the overall quality of education in Lagos State and contribute to the nation’s human capital development.
Consequently, this research has the potential to positively impact the educational landscape in Lagos State and contribute to the broader development of Nigeria’s education system. Its findings will be valuable for students, scholars, stakeholders, and the government in their efforts to enhance instructional quality and promote better learning outcomes in secondary schools in Lagos State.
1.7 Scope and Delimitation of the Study
This research focused solely on secondary school teachers in Lagos State, Nigeria. The study encompassed both public and private secondary schools to provide a comprehensive understanding of instructional delivery practices across different school settings. However, the study did not include primary or tertiary education institutions.
The research delved deeper into the specific challenges and opportunities faced by teachers in this critical educational stage. It examined a diverse range of instructional methods and strategies employed by teachers, providing valuable insights into the overall landscape of instructional delivery in the state.
By concentrating solely on secondary schools, the study was able to identify potential differences in instructional quality, resource allocation, and teaching practices between the public and private sectors. Understanding such variations was vital for devising targeted interventions and policy recommendations to enhance instructional quality across all secondary schools in Lagos State.
Throughout the research, data was collected, analyzed, and interpreted to draw meaningful conclusions about teachers’ instructional delivery in secondary schools. The findings enriched the study and contributed to the improvement of secondary education in Lagos State.
1.8 Operational Definition of Terms
Instructional Delivery: The methods, techniques, and strategies used by teachers to present subject matter and facilitate learning in the classroom.
Academic Achievements: The measurable outcomes of students’ learning, typically assessed through grades, test scores, and academic performance.
Professional Development: Continuing education, training, and workshops that teachers participate in to improve their teaching skills and knowledge.
Diverse Learners: Students with varying learning styles, abilities, backgrounds, and needs.
Pedagogical Techniques: Specific approaches and methods used by teachers to engage and instruct students effectively.
Conducive Learning Environment: A classroom atmosphere that promotes active learning, collaboration, and positive student-teacher interactions.
School Resources: Physical and non-physical assets available to schools, including facilities, technology, funding, and support systems.
Educational Experience: The overall journey and impact of schooling on students, encompassing both academic and personal development.[email protected].[email protected].