Abstract
This study investigated the instructional strategies for the promotion of effective teaching and learning in secondary schools in Odeda Local Government Area of Ogun State, Nigeria. Three research questions guided the study. The sample for the study consisted of 176 teachers in four secondary schools in Odeda Local Government Area of Ogun State, Nigeria. They were drawn using the random sampling techniques. A 41 item questionnaire was used to collect data from the respondents. Sixteen of the items sought to find out the ways in which instructional strategies promote effective teaching and learning in secondary schools, ten were on the problem confronting the use of instructional strategies for effective teaching and learning in secondary schools. While fifteen items sought out to find out the types of instructional strategies for promoting effective teaching and learning in secondary schools. Results showed that teachers agreed that the manner in which the teachers approach in their teaching do not promote effective teaching and learning; that there are problems confronting the use of instructional strategies in their teaching process, and that some of the teachers find it difficult to use instructional strategies in their teaching activities in the classroom. Recommendations include that secondary school teachers should be allowed to be involved in the curriculum planning and implementation, in order to make them bring in students-centered methods/instructional strategies that will make their teaching more lively and interesting as it is likely to produce self-reliant students than the traditional approach. Keyworlds: Instructional strategies, student’s centered methods, effective teaching and learning, curriculum, innovative teaching.
Background of the study Instructional strategies are all the things the teachers uses to aid the learners in their learning process; they are the means used to bring about effective teaching and learning. Obara and Okoh (2005) regard instructional strategies and materials as “all the things the teacher utilizes to interactively enhance, motivate and facilitate teaching and learning in an attempt to ensuring the achievement of a set objectives.” The effectiveness of instructional materials and strategies depends upon the manner and degree to which they meet the needs of the teacher and students. Instructional strategies and materials are selected based on the principles of provision of accurate materials that will enrich and support the curriculum, taking into consideration the interest, abilities and maturity levels of the students. Teachers should be encouraged in every way to use instructional strategies as it makes learning more concrete and meaningful (Buseri and Dorgu 2011). Teaching brings about understanding; it involves a teacher, a learner and subject matter and teaching materials. Therefore to bring about learning, the teacher engages in certain activities such as talking, demonstration, and give instruction etc, all these are the various strategies to bring about learning (Adediran 2014). Teachers need to use different instructional strategies to ensure students centered method in the classroom for creativity, innovative and critical thinking purpose in students. Classroom teaching is likely to be more effective when it is informed by an understanding of how students learn. It is therefore important that, the major implications of instructional strategies be reflected in classroom practice. In recent times, emerging research findings seem to show that oriented instructional strategies are becoming increasingly popular in the teaching of various subjects in the secondary school level of education in Nigeria (Ogundare, 1985), (Osakwe 2009). These instructional strategies involve resolution of problems, active practice participations of learners in the teaching process and emphasis on process rather than products of learning. Some of these strategies and approaches according to Osakwe (2009) are categorized under conventional and innovative appraises, instructional strategies which are classified under conventional are mostly those routine, well-knowing ones which teachers use predominantly. They are usually teacher-centered with little or no activities for students. These include teaching method like lecture, story-telling, recitation, etc, on the other hand, the innovative strategies include those ones that are much more recent which are predominantly learner-centered. These include questioning, inquiry/problem solving, role-play and dramatization (Adedir
This study investigated the instructional strategies for the promotion of effective teaching and learning in secondary schools in Odeda Local Government Area of Ogun State, Nigeria. Three research questions guided the study. The sample for the study consisted of 176 teachers in four secondary schools in Odeda Local Government Area of Ogun State, Nigeria. They were drawn using the random sampling techniques. A 41 item questionnaire was used to collect data from the respondents. Sixteen of the items sought to find out the ways in which instructional strategies promote effective teaching and learning in secondary schools, ten were on the problem confronting the use of instructional strategies for effective teaching and learning in secondary schools. While fifteen items sought out to find out the types of instructional strategies for promoting effective teaching and learning in secondary schools. Results showed that teachers agreed that the manner in which the teachers approach in their teaching do not promote effective teaching and learning; that there are problems confronting the use of instructional strategies in their teaching process, and that some of the teachers find it difficult to use instructional strategies in their teaching activities in the classroom. Recommendations include that secondary school teachers should be allowed to be involved in the curriculum planning and implementation, in order to make them bring in students-centered methods/instructional strategies that will make their teaching more lively and interesting as it is likely to produce self-reliant students than the traditional approach. Keyworlds: Instructional strategies, student’s centered methods, effective teaching and learning, curriculum, innovative teaching.
Background of the study Instructional strategies are all the things the teachers uses to aid the learners in their learning process; they are the means used to bring about effective teaching and learning. Obara and Okoh (2005) regard instructional strategies and materials as “all the things the teacher utilizes to interactively enhance, motivate and facilitate teaching and learning in an attempt to ensuring the achievement of a set objectives.” The effectiveness of instructional materials and strategies depends upon the manner and degree to which they meet the needs of the teacher and students. Instructional strategies and materials are selected based on the principles of provision of accurate materials that will enrich and support the curriculum, taking into consideration the interest, abilities and maturity levels of the students. Teachers should be encouraged in every way to use instructional strategies as it makes learning more concrete and meaningful (Buseri and Dorgu 2011). Teaching brings about understanding; it involves a teacher, a learner and subject matter and teaching materials. Therefore to bring about learning, the teacher engages in certain activities such as talking, demonstration, and give instruction etc, all these are the various strategies to bring about learning (Adediran 2014). Teachers need to use different instructional strategies to ensure students centered method in the classroom for creativity, innovative and critical thinking purpose in students. Classroom teaching is likely to be more effective when it is informed by an understanding of how students learn. It is therefore important that, the major implications of instructional strategies be reflected in classroom practice. In recent times, emerging research findings seem to show that oriented instructional strategies are becoming increasingly popular in the teaching of various subjects in the secondary school level of education in Nigeria (Ogundare, 1985), (Osakwe 2009). These instructional strategies involve resolution of problems, active practice participations of learners in the teaching process and emphasis on process rather than products of learning. Some of these strategies and approaches according to Osakwe (2009) are categorized under conventional and innovative appraises, instructional strategies which are classified under conventional are mostly those routine, well-knowing ones which teachers use predominantly. They are usually teacher-centered with little or no activities for students. These include teaching method like lecture, story-telling, recitation, etc, on the other hand, the innovative strategies include those ones that are much more recent which are predominantly learner-centered. These include questioning, inquiry/problem solving, role-play and dramatization (Adedir
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