Effects Of Child-Centred Instructional Strategies On Pupils’ Academic Perfomance In Selected Lower Basic Schools In Shomolu Lga Of Lagos, Nigeria

Abstract

Teachers are key elements in effective teaching and learning. The study identified effects of child-centered instructional strategies on academic performance of pupils in selected Lower Basic schools in Shomolu LGA of Lagos, Nigeria. This study adopted a descriptive survey research. A sample size of 120 teachers was used. 12 schools were randomly selected; ten teachers from each school. Early childhood teachers in Basic 1-3 were randomly selected for the study. Two research questions in 17 item questionnaires titled ’Effects of Child- Centered Instructional Strategies ‘(ECCIS) was used to elicit information and analyzed using descriptive statistics such as frequency counts, percentages and mean. The result showed that child-centered strategies such as demonstration, role-playing, and questioning strategies have a significant role on academic performance of pupils in primary schools. It was deduced also that learner–centered strategies encourage active participation of learners. Recommendations were made that schools should monitor the teaching strategies teachers use for learners to ensure they are developmentally age-appropriate, participatory, answer the learning objectives, and suit the learners’ styles as well.