Teachers’ Instructional Style Preference and Pupils’ Academic Achievement in Ibadan: Another Angle to the Knowledge
Keywords:
Instructional styles, Primary school teacher, Academic achievement, learning style,Abstract
The most determinant factor of pupils’ academic performance at the level of primary education is teacher. Teacher related factors are many some of which are; the teacher’s personalities, subject-matter knowledge, method/strategy commonly adopted and also instructional style preference. All these factors are capable of determining the quality of instruction but instructional style has a potential of being the strongest influential factor on quality of teaching. Past scholars depict teaching style in such a way that made it seems not related to the teachers’ learning styles. But learning style preference can determine teachers’ perception of how learning occur which, in the other hand can determine the style of instructional delivery of the teacher. This study therefore examined the style of instruction delivery from the angle of learning styles of the teacher and termed it ‘instructional styles preference’. The influence of instructional style on the academic achievement of the pupils was also determined. Teachers that demonstrated visual-based instructional style produced pupils with highest academic achievement and this style of instruction was recommended for primary school teachers among other recommendations.
References
Afolabi, F. (2009) Teachers’ attitude and gender factor as determinant of pupils’ performance in Primary Science. African Research Review3(1), 326-332.
Amazigbo, J. C. (2000). Mathematics Phobia Diagnosis and Prescription. National Mathematics Centre Annual Lecture, Abuja July 2000.
Aremu, A. and Salami I.A (2012). Effect of Training Programmes on the Acquisition of Activity-based Lesson Planning Skills by Nigerian Pre-service Primary Mathematics Teachers. Education-Line: Online proceeding of BERA Annual Conference 2012 held at the University of Manchester.
Aremu, A., Salami I.A. and Ishola A.A. (2012). Effect of Demonstration Strategy on the Acquisition of Activity-based Lesson Planning Skills Of Pre-service Primary Mathematics Teachers in Nigeria. Publication of the ICMCS, Vol. 5 257-277.
Arif, M.I., Rasheed, A., Tahira, S.S. and Akhter, M. (2012) An investigation into prospective Teachers’ personality. International Journal of Humanities and Social Sciences,2(17), 161-171.
Filonova, L. (2008). Teaching style survey. Retrieved February, 2015 from: https://internt.slu.se/Documents/internwebben/.../UPC_LadaFilonova.pdf
Fischer, B.B. and Fischer, L. (1979) Style in Teaching and Learning. Educational Leadership, Association for Supervision and Curriculum Development.
Grasha, A.F. (1994). A matter of style: The teacher as expert, formal authority, personal model, facilitator and delegator. College Teaching, 42, 142-149.
Grasha, A.F. (2002). Teaching with style: A practical guide to enhancing learning by understanding teaching and learning style. San Bernadino: Alliance Publishers.
Guloba, M.M., Wokadala, J. and Bategeka, L. (2010). Does teachers’ method and availability of teaching resources influence pupils’ performance: Evidence from four districts in Uganda. Economics Policy Research Centre, Uganda. Research Series 77.
Kalima, V. N. (2010). Teachers’ and Pupils’ perception of factors contributing to pupils’ poor performance in composition writing in grade twelve French examination. Published Master Dissertation, University of Zambia, Lusaka.
MAHEC Office of the Regional Primary Care Education (2001). Teaching styles/learning styles. Preceptor Development Program, Biltmore, North Carolina.
Metzler, J. and Wressmann, L. (2010). The impact of Teachers’ subject knowledge on students’ achievement: Evidence from within-teacher within-student variation. IZA Discussion paper series No 4999.
Salami I.A. (2014). Hands-on/mind-on activity-based strategy: the effect on pre-service teachers subject matter knowledge in a primary mathematics methods course. Journal of Emerging Trends in Educational Research and Policy Studies (Special Edition I). A Scholarlink Research Institute Journal. 5(7). 96-103
Salami I.A. and Egiethua O.L. (2012). Hands-on/Mind-on Activities and Intellectual Development of Preschool Children. Journal of Educational Development and Practice. 3(1). 52-64.
Salami I.A. and Peluola G.T. (2012). Implementation of ECE Policy In Nigeria: Effect of Pre-school Education on Primary School Pupils’ Total Development in Public Primary School in Odeda Local Government of Ogun State. Journal of Pedagogical Thought. 5. 105-122.
Wilson, M. (2012) Students’ learning style preferences and teachers’ instructional strategies: correlation between matched styles and academic achievement. SRATE Journal, 22(1), 36-44.
Downloads
Published
How to Cite
Issue
Section
License
- Papers must be submitted on the understanding that they have not been published elsewhere (except in the form of an abstract or as part of a published lecture, review, or thesis) and are not currently under consideration by another journal published by any other publisher.
- It is also the authors responsibility to ensure that the articles emanating from a particular source are submitted with the necessary approval.
- The authors warrant that the paper is original and that he/she is the author of the paper, except for material that is clearly identified as to its original source, with permission notices from the copyright owners where required.
- The authors ensure that all the references carefully and they are accurate in the text as well as in the list of references (and vice versa).
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Attribution-NonCommercial 4.0 International that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
- The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.