Investigation on the Effect of Methods Used in Teaching in Primary School on Student’s Academic Performance in All Saints Primary School 1, Owode-Egba, LGA Ogun State, Nigeria

Abstract

This research aimed to investigate the effect of methods used in teaching in primary schools on students’ academic performance at All Saints’ Anglican Primary School 1, Owode-Egba, Obafemi Owode Local Government Area, Ogun State. The study utilized a descriptive survey research method, selecting 7 teachers from the study area through simple random sampling. Two research questions were raised, and data were collected for the study using a hypothesis. The analysis involved frequency count, percentage, and Pearson correlation for inferential statistics. Findings revealed that teachers at All Saint’s Anglican Primary School 1 heavily utilize student-centered and student-teacher interactive methods. However, the analysis showed that the extent of using different teaching methods did not correlate with students’ performance in the class. Conclusions drawn from the study suggest that teachers generally use these methods with a high extent, and students perform satisfactorily in their subjects. Nevertheless, there was no significant relationship between the teachers’ extensive use of these methods and students’ satisfactory performance in science. Based on the identified limitations and findings, the following recommendations are made: Encourage a student-centered learning environment in secondary schools as it promotes higher-level learning outcomes more effectively than traditional teacher-centered approaches. Eliminate biases in teaching method selection based on exclusive knowledge to improve students’ academic performance. Create a conducive learning atmosphere to enhance students’ learning experiences. Additionally, teachers should increase their knowledge of various instructional strategies to keep students engaged and motivated during the teaching-learning process.