Instructional Techniques And Pre-Primary School Pupils Academic Performance And Basic Science

Instructional Techniques And Pre-Primary School Pupils Academic Performance And Basic Science
Instructional Techniques And Pre-Primary School Pupils Academic Performance And Basic Science

ABSTRACT: This study aimed at investigating Instructional Techniques and Pre-Primary School Pupils Academic Performance and Basic Science. Null hypotheses were formulated to guide the study in line with the specific objectives.  The population of the study comprises of One Thousand Seven Hundred And Ten (1,710) pre-primary two pupils in the study area. The survey ex-post facto research design was adopted for the study. A sample size of 100 pre-primary two pupils from 5 selected schools.  The instrument for data collection was “Basic Science Achievement Test (BSAT). The data collected for the study was analyzed using the independent t-test, mean and standard deviation. The result showed that pupils taught with the utilization of activity book and utilization of instructional materials performed significantly better than those taught without the utilization of these two variables. It was therefore concluded that instructional techniques have a greater significant effect on pupil’s academic performance. Consequently, it was recommended among others that pre-primary schools teachers should adopt principles of utilization of proper and effective instructional techniques at their class level to improve the academic achievement of pupils. 


Instructional Techniques And Pre-Primary School Pupils Academic Performance And Basic Science



1.1   Background to the study

Teaching is an activity driven exercise. It involves the passage or transfer of knowledge or ideas by the teacher to the learner. Teaching and learning do not happen by chance, it takes processes, methods and strategies. As the teacher sets out to implement the curriculum contents at the classroom level, he uses a number of methods and strategies that will facilitate the learners’ understanding of the instruction given. It is however incontestable that the realization of any teaching – learning encounter will be an illusion if the teacher fails to use appropriate methods and strategies. Therefore, the importance of teaching methods in any teaching – learning situation cannot be over-emphasized. What a teacher does in the classroom depends to some degree upon his approach to learning situations. Not fully appreciated by many educators is the importance of this initial step.

However, students’ negative attitude towards learning may be related to the method of instruction (Dyer, 2005). Although there bare teachers with high morale, motivation and a mastery of knowledge, learners’ difficulties and capacity to facilitate learning is important, critical to successful teaching and learning (Zadra, 2009). Knowledge of how instructional techniques affect students’ learning may help educators’ to select techniques that improve teaching quality, effectiveness and accountability to learners and the public. It may also help them keep up with information technology and globalization and to avoid the status quo (Foster, 2008).

Organizing for effective teaching in science education is centered on certain factors such as what to teach, when to teach the most relevant, meaningful and useful maintains for specific pupils, he must also recognize and adopt a good and well researched method of teaching that guarantees better understanding and also stimulates and motivates the learners.

Several methods of instruction have been employed for learners’ interest depending on the situation. Varying factors ranging from socio-economic background, intelligence, attitude of learners to teaching methods employed in most school subjects. Tawan (2006) observed that Instructional Techniques that encourage student centered activities for developing reasoning and process slides through scientific approach are conspicuously lacking. Hence, for effective teaching to take place, participation of the pupils through the selection of appropriate teaching methods. This would require a balance between what is taught and how it is taught. Thus, successful teaching in science does not depend on the teachers’ mastery of the subject matter but also the teaching method employed.

Instructional Techniques And Pre-Primary School Pupils Academic Performance And Basic Science

1.2   Statement of the Problem

It is obvious to note that despite the huge investment in Educational Sector by the Federal, State and Local Government, Non-Governmental Organizations (N.G.Os) and other concerned groups. It seems that the outcome is very low and a great number of pupils are truants and some have luke-warm attitude or less interest in studying Basic Science as a subject in pre-primary schools.

Consequent upon this problem is poor academic performance, seen in some pre-primary school pupils in Akwa Ibom State and Oruk Anam Local Government Area in particular. Looking closely, it seems most of those are attribute to teachers’ factors among other problems, traced to the teachers’ factors are the circumstance of poor utilization or lack of Instructional Techniques in pre-primary schools which seems to contribute its quota to emerging problems. Some children have less or no interest in the classroom due to lack of exposure to the area of good Instructional Techniques which hinder the learning motivation and experience of pupils to study Basic Science. In view of these, this research is set to investigate Instructional Techniques and pre-primary pupils’ academic performance in Basic Science.

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Peter Hezekiah Lawson (Sir Pee). The CEO of A reputable researcher, Web Developer, ICT Instructor and a publisher of many research works in Education.