Effect of Teaching Styles on Developing Pupils’ Attitudes to Learning in Primary School in Lagos
CHAPTER ONE
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
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
Primary school or an elementary school is an institution where children receive the first stage of compulsory education known as elementary or primary education [18]. Elementary school is the preferred term in some countries, particularly those in North America, where the terms grade school and grammar school are also used. Primary school is the preferred term in the United Kingdom, India, Ireland, Pakistan, Bangladesh, Australia, Latin America, Nepal, South Africa, New Zealand, Malaysia and in most publications of the United Nations Educational, Scientific, and Cultural Organisation (UNESCO) where Ghana is inclusive. It is the first stage of compulsory education. It is preceded by pre-school or nursery education and is followed by secondary education. The major goals of primary education are achieving basic literacy and numeracy amongst all pupils, as well as establishing foundations in science, mathematics, geography, history and other social sciences. The goal of education is to enable children learn and realise their full potential as well as participate meaningfully in the society. The Convention on the Rights of the Child recognises the right of every child to education and requires states to provide free and compulsory basic education, for all children. Primary education underpins the success of a society. Every year of primary education increases a person’s productivity and reduces their dependence on social resources. Teaching style may be defined more precisely as “a teacher’s personal behaviours and media used to transmit data to or receive it from the learner”. A Conference Report presented by Canadian Teachers’ Federation, Ottawa, Ontario “Differentiated instruction as way to achieve equity and excellence in today’s schools. Building inclusive schools: A search for solutions” posit that for a country to improve its educational system, it must move from pedagogy of poverty to pedagogy of plenty. The conference report once again noted that, modern society must focus on this in order to cater for the increasing diversity of pupils’ learning needs. In addition, effective teachers must use a productivity teaching styles that will usher the learner in the learning. Some renowned researchers made attempted to isolate variables that determine teachers’ preferred teaching styles, but to date little is known about teachers’ use and perception of various teaching styles or the stability of such teaching styles. Teaching styles focus on teachers and their distinct approach to teaching. Teaching style can be the expression of how teachers gain a better understanding or how best to implement their vision of teaching while responding to the contextual aspects of teaching.
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought to effect of teaching styles on developing pupils’ attitudes to learning in primary school in Lagos
Sources of data collection
Data were collected from two main sources namely:
(i)Primary source and
(ii)Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
DATA ANALYSIS
The data collected from the respondents were analyzed in tabular form with simple percentage for easy understanding.
A total of 133(one hundred and thirty three) questionnaires were distributed and 133 questionnaires were returned.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain effect of teaching styles on developing pupils’ attitudes to learning in primary school in Lagos. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of teaching styles on developing pupils’ attitudes to learning in primary school in Lagos”
Summary
This study was on effect of teaching styles on developing pupils’ attitudes to learning in primary school in Lagos. Three objectives were raised which included: To ascertain the relationship between teaching style and pupil’s academic performance, to ascertain the teaching style of primary school teachers in Lagos and to ascertain teacher’s qualification and teaching style to primary school pupil. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. 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
Conclusion
The study revealed that the various teaching and motivational strategies used by trained teachers in the various public primary schools within the metropolis do not influence or predict pupils’ academic performance directly. It does so only if trained teachers are able to exert some level of effort in transferring the various teaching styles and motivational strategies that they had acquired and/or learnt during training. If trained teachers are able to transfer such knowledge to their work, they are likely to impact positively to pupils’ academic performance, or even help in boosting pupils’ academic performance. This will in turn ignite them to be motivated and committed to the teaching profession. The adoption of effective teaching styles and motivation strategies by teachers do not necessarily lead to effective teaching and learning process and high students’ performance.
Recommendation
It is recommended that, they do so only when the subjects in question are able to imbibe the concepts of teaching styles and motivational strategies, and also are able to implement the said concepts in the classroom situation and the teaching and learning process. It is also recommended to the heads of the public primary schools’ teachers to ensure that, trained teachers use caring voices when teaching, to create reasonable class size, and to ensure enabling and conducive school environment in order to make effective classroom assessment and learning interesting for
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