LEARNING STRATEGIES AND ACADEMIC PERFORMANCE OF PRIMARY SCHOOL PUPILS IN LITERACY
1.1 Background of the Study
Effective teaching requires flexibility, creativity responsibility in order to provide an instructional environment able to response to the learners’ individual needs. As Tomilinson (2011) puts it, beyond the experimental evidence that pervasive uniformity in teaching fails many learners, there is reason in both theory and research to support a movement towards an instruction attentive to pupils variance manifested in at least three areas:
The pupils readiness, interest and learning profile one of the ongoing challenges the primary teachers are facing is related to matching the teaching strategies with the pupils learning strategies in order to improve the academic performance. Starting from this issue at least two essential questions are asking for an answer could it be that matching the teaching strategies with the pupils learning strategies enhances their academic performance. If the answer is affirmative, how can we identify the most appropriate teaching strategies for each learning strategy. In order to answer the first question, a considerable amount of research has confirmed that congruence between teaching strategies and learning strategies has have a positive impact on the academic performance (Arthurs, 2007; Beck, 2011, Brent, 2009) and attitudes toward learning (Bell 2007).
Despite this evidence, we have to take into account other studies showing that disagreement between teaching strategies and preferred learning strategy would have some beneficial effects on learning outcome (Becker and Cooke, 2010). However, another set of studies revealed that the matches between pupils learning strategies and instructional strategies did not affect the pupils learning performance (Massa and Mayer, 2007). Considering the variety of the extent data, we could only say that thus issue is controversial.
Therefore, our first question is still open and need further investigation. The task concerning the development of a universal recipe for all categories of learners is daunting and contrary to the underlying assumption of individualizing the learning environment. The skillful and competent teacher uses as many methods and techniques as possible because, there is no single method which is regarded as the best for every teaching situation. In a single lesson therefore, the teacher can employ more than one method to facilitate learning.
The success of every method depends on the caliber of the teacher and his professional experience in the field of the teacher. According to Oyekan (2014) learning strategies are concerned with what method techniques or approach, individuals or group of teacher select and use in actual classroom situation. Some of the strategies that are applicable to primary schools level of education include: Songs, building blocks, pictures, reading, flash card, rhymes etc. Having critically examined some strategies of learning the question now is, what is the comparative effect of songs, building, blocks, pictures, reading, flash card, rhymes learning strategy on pupils’ academic performance in Literacy in primary schools.
Learning Strategies And Academic Performance Of Primary School Pupils In Literacy
1.2 Statement of the Problem
Having a sound foundation at the affirmative stage of child to a large extent portends quality primary education and later secondary education. Right from primary school, child’s interest, learning outcome and attitudes are significantly determined by teacher use of appropriate method in lesson delivery. Thus, in view of the significance of teacher as facilitator of learning through use of relevant strategies, the study investigate the impact of rhymes and reading technique on academic performance of in literacy in primary schools.
It would be desirable to examine all of the various learning strategies. Teaching and learning in primary school nowadays require skills in order to cope with rapid technological changes these new skills can provided especially by using a variety of teaching and learning in schools. It is against this backdrop that the study sought to investigate the influence of learning strategies and academic performance of primary school pupils in Literacy in primary schools.