Strategies for Effective Learning Outcomes in Primary Schools in Oshimili South Local Government Area of Delta State

Strategies for Effective Learning Outcomes in Primary Schools in Oshimili South Local Government Area of Delta State

ABSTRACT

This study examined strategies for effective learning outcomes in primary schools in Oshimili South Local Government Area of Delta State. Four research questions guided the study. The study adopted descriptive survey research design. The population of the study comprised all the three hundred and forty-four (344) public primary school teachers from the 21 public primary schools in Oshimili South Local Government Area of Delta State. One hundred and twelve (112) teachers were selected from 10 public primary schools in Oshimili South Local Government Area of Delta State to represent the entire population using simple random sampling technique. The instrument used for data collection was a structured questionnaire, titled “Strategies for Effective Learning Outcomes in Primary Schools QUESTIONNAIRE (SELOPSQ). To ensure the validity of the instrument, copies of the questionnaire were sent to two experts Measurement and Evaluation in Federal College of Education (Technical) Asaba for face and content validation. One hundred and twelve (112) copies of the validated questionnaire were administered to the teachers from the 10-selected public primary schools in Oshimili South Local Government Area of Delta State by the researcher with the help of two research assistants and same were retrieved and analyzed. The method for analyzing the data collected is frequency counts, percentage, mean and standard deviation statistics. Findings of the study revealed among others that interactive teaching methods promote learning outcomes in public primary schools in Oshimili South Local Government Area. It was recommended among others that teachers and school administrators should adopt interactive teaching methods, facilitated by regular training from the local education authority.

CHAPTER ONE

INTRODUCTION

• Background to the study

Education is a hallmark of personal and societal development, serving as the foundation upon which individuals build their knowledge, skills, and values. It empowers people to make informed decisions, fosters critical thinking, and promotes social cohesion. In today’s rapidly changing world, education plays a crucial role in preparing individuals for the challenges and opportunities of the future. It not only shapes individual identities but also drives economic growth, technological advancement, and cultural exchange, making it an essential element for both personal fulfillment and the progress of communities globally.

Primary education forms the foundation of a child’s learning journey, and ensuring effective learning outcomes at this stage is critical to the overall educational development of a nation. In many countries, especially in developing regions, primary schools face challenges related to poor learning outcomes, low retention rates, and inadequate instructional delivery. Nigeria, for instance, is confronted with these issues, which hinder the educational system’s ability to provide quality education for all children.            In Nigeria, primary school serves as the foundational stage of education for children typically between the ages of 6 and 11. It is the first six years of formal education, which aims to equip pupils with fundamental skills in literacy, numeracy, and social development. This stage of education is critical for shaping a child’s early learning experiences and preparing them for secondary education and beyond (UNICEF, 2024). Nigeria’s primary education is integrated into the Universal Basic Education (UBE) program, which guarantees free and compulsory education for children up to junior secondary school. The curriculum includes core subjects such as English, mathematics, social studies, and religious education, with the goal of ensuring every child gains essential academic and life skills. However, disparities in implementation exist due to regional differences in resources and teacher training (Nigerian Educational Research and Development Council, 2023). According to UNICEF, primary schools in Nigeria aim to lay the groundwork for lifelong learning by teaching critical thinking and problem-solving skills. These schools not only focus on academic subjects but also prioritize the development of social and emotional learning. This approach helps children adapt to a rapidly changing world, though challenges such as inadequate infrastructure and teacher quality often limit effectiveness (UNICEF, 2024). Nigeria’s primary school curriculum is designed to ensure pupils receive a well-rounded education. It emphasizes both academic content and personal development, preparing pupils for secondary education and broader societal participation. However, the curriculum’s effectiveness is hampered by inconsistencies in its implementation across different regions due to disparities in resource availability and teacher training (Primary School Curriculum Standards, 2023).

Under Nigeria’s Compulsory, Free Universal Basic Education Act, primary school is a legally mandated education stage. It provides free education for all children, focusing on making basic education accessible regardless of socio-economic background. The primary school level is critical in ensuring literacy and numeracy skills, but many regions still face challenges in meeting these legal obligations due to poor infrastructure and lack of trained teachers (Federal Ministry of Education, 2022; UNICEF, 2024)​. Primary School as a Vehicle for Social and Civic Development: In Nigeria, primary education plays a dual role in not just academic instruction but also instilling social values and national consciousness. The curriculum includes civic education and moral instruction aimed at developing children’s sense of responsibility and awareness of their rights and duties as citizens. These early lessons are crucial for building a sense of national unity and identity (NERDC, 2023; Adeyemi, 2020)​. Nigerian primary schools serve as the stage for developing essential skills such as critical thinking, problem-solving, and communication. The government, through curriculum reforms, emphasizes competency-based education to prepare pupils for future academic challenges and workforce demands. This shift toward a skills-oriented curriculum is part of broader efforts to adapt the education system to 21st-century needs (NERDC, 2023; Adeyemi, 2020)​.

On the other hand, learning outcomes are statements of what learners are expected to know, understand, and be able to do after completing a learning activity or program. They are focused on the learner’s achievements rather than the teacher’s input. In this definition, learning outcomes are linked to measurable skills or competencies, which help to structure assessments and align them with the intended curriculum. By doing so, learning outcomes ensure the alignment of teaching strategies and assessment tools to foster pupil learning (Biggs & Tang, 2011). Adam (2016) defined learning outcomes as clear, concise statements that describe the specific knowledge, skills, and attitudes learners are expected to acquire through a course. They are pupil-centered and focus on the intended results of education rather than the process of teaching. Adam emphasizes the need for outcomes to be assessable and observable, guiding both curriculum design and pupil evaluation. The clarity of learning outcomes helps teachers to tailor their pedagogical approaches to achieve these set goals effectively (Adam, 2016). Kennedy et al. (2019): Kennedy (2019) described learning outcomes as measurable results that pupils achieve after completing a learning process. They articulate the skills, knowledge, and attitudes pupils should demonstrate after participating in a course. The purpose of clearly defined outcomes is to provide pupils with transparent expectations and ensure consistency in evaluation methods. This structured approach to education makes it easier to design and deliver courses that are aligned with real-world demands (Kennedy et al., 2019). According to Fraser and Bosanquet (2018), learning outcomes define what pupils should be able to demonstrate in terms of knowledge, skills, and values upon completing an educational experience. These outcomes are used to guide teaching practices, assessment methods, and curriculum development, ensuring that they are pupil-focused. By emphasizing competencies and abilities that are relevant to the workplace or further education, learning outcomes help to improve the employability of graduates (Fraser & Bosanquet, 2018). Anderson and Krathwohl (2020) describe learning outcomes as actionable goals that provide a clear framework for evaluating pupil progress. These outcomes focus on what pupils can perform after a learning experience, categorized according to Bloom’s Taxonomy, which includes cognitive, affective, and psychomotor domains. This model is instrumental in creating specific objectives that help educators measure a variety of learning aspects beyond just factual recall, such as critical thinking and problem-solving skills (Anderson & Krathwohl, 2020).

Several factors influence learning outcomes at the primary level, including teaching methods, curriculum design, learning environments, teacher competency, and instructional materials (Femi, 2017). In recent years, various strategies have been introduced and implemented to address these challenges. These strategies often emphasize interactive teaching methods, the integration of technology, pupil-centered learning, and continuous assessment as essential to improving learning outcomes. Interactive teaching methods can be defined as approaches that promote collaborative learning where pupils and teachers actively engage in the teaching-learning process. According to Gokhale (2019), collaborative learning encourages pupils to work together to achieve a common educational goal, enhancing problem-solving skills and critical thinking. These methods often involve group discussions, peer learning, and group projects, which provide pupils with opportunities to learn from one another. Through collaboration, learners gain exposure to diverse viewpoints, fostering a deeper understanding of the material. Interactive teaching methods also refer to the integration of digital tools and multimedia resources to facilitate engagement. As described by Zeng and Zhang (2014), this method allows teachers to incorporate digital platforms like smart boards, educational software, and mobile devices into the classroom. Such tools create an immersive learning environment where pupils can interact with content in dynamic and visual ways. The use of technology in interactive teaching fosters pupil-centered learning, where learners can access personalized content and participate actively through simulations and virtual collaboration. Problem-based learning (PBL) is another form of interactive teaching, wherein pupils learn through the process of solving complex, real-world problems. According to Savery (2015), PBL encourages pupils to take an active role in their learning by researching, collaborating, and presenting solutions to given problems. This method shifts the teacher’s role to that of a facilitator, helping pupils navigate through challenges and develop critical thinking skills. PBL enhances learner autonomy, motivation, and the ability to apply theoretical knowledge in practical situations. Interactive teaching can also be defined as inquiry-based learning, where pupils are encouraged to explore topics through questions, investigations, and evidence-based reasoning. According to Levy, Lameras, and Leacock (2014), this approach focuses on engaging pupils in active exploration of content, promoting a deeper understanding of the material. Inquiry-based learning empowers pupils to direct their learning process, developing skills such as hypothesis formulation, data collection, and analysis. By interacting with the subject matter and asking questions, pupils become more invested in their learning. The flipped classroom is another form of interactive teaching, where traditional learning structures are reversed. Bishop and Verleger (2017) describe this method as one in which pupils first access instructional content (such as videos or readings) outside the classroom and then engage in hands-on activities and discussions during class. This shift allows more time for interactive activities, problem-solving, and collaboration during class sessions. The flipped classroom model fosters self-paced learning, with pupils coming to class prepared to participate actively in discussions, thus enhancing their comprehension and retention of knowledge.

Instructional materials have been observed as a powerful strategy to bring about effective teaching and learning. The importance of quality and adequate instructional materials in teaching and learning can occur through their effective utilization during classroom teaching. Instructional materials here include all the tools that the teachers can use to make the learning more interesting and memorable.  According to Farombi, (2019), instructional materials include books, audio-visual, software and hardware of educational technology.  He further opines that the availability, adequacy and relevance of instructional materials in classrooms can influence quality teaching, which can have positive effect on pupils’ learning and academic performance. The insight from Farombi on linking instructional resources to pupils’ academic performance serve critical in the provision of quality education. According to Oni (2018), instructional resources are teachers’ strategic factor in organizing and providing education. This is so because they help to elaborate a concept that the teacher could not, without an instructional material. This allows pupils to learn more comfortably therefore influencing positively their academic performance. Instructional materials are sometimes lacking, not available or not suitable. This is because they are very expensive and some are sophisticated to come by in our local environment. However, the pupil teachers should endeavour to improvise most of the materials with available materials in and around the school and in the domestic environment. Improvisation of instructional materials and equipment becomes necessary when their originals are not readily available. For this reason, pupils teachers should make use of raw materials in the environment, waste and realizable material, and pupils’ collection, and assistance from the local repairers like carpenter, painter, blacksmith, etc in facilitating improvisation of instructional materials to aid meaningful teaching and learning.

Learning is facilitated and consolidated effectively when instructional materials are selected, properly organized, relevant and adequately structured into the lesson activities. When pupils have access to instructional materials, learning retention has more permanent impression created in their minds than when verbal instructions are given out like the lecture methods often used by teachers in Nigerian institutions (Agogo, 2020). The task of the pupil teacher therefore is to realize that verbal language is no longer enough, he must master the use of concrete materials to present concepts, principles, laws and theories to the pupils.     Writing on the role of instructional materials in teaching and learning, Balogun (2020) commented that science education programmes cannot be taught effectively without the existence of equipment for teaching. This is because instructional materials help those who learn to develop problem-solving skills and scientific attitudes. Elaborating further on the same point, Ajayi and Ogunyemi (2021) emphasize that when instructional materials are provided to meet relative needs of teaching process, pupils will have access to the reference materials mentioned by the teacher, and also each pupil will be able to learn at his or her own pace. The overall result is that pupils will perform much better. instructional materials are essential tools in learning every subject in the school curriculum. They allow the pupils to interact with words, symbols and ideas in ways that develop their abilities in reading, listening, solving, viewing, thinking, speaking, writing, using media and technology. According to Faize and Dahan (2011) instructional materials are print and non-print items that are designed to impact information to pupils in the educational process. Instructional materials include items such as prints, textbooks, magazines, newspapers, slides, pictures, workbooks, electronic media, among others. Instructional materials play a very important role in the teaching-learning process the availabilities of textbook, appropriate chalkboard, Mathematics kits, Science kit, teaching guide, science guide, audio-visual aids, overhead projector, among others are the important instructional materials (Yusuf, 2018), However many facilities are missing in approximately almost all secondary schools in the state. According to Raw (2017) the first instructional material is the textbook. Various definitions to textbook emphasize the role of textbook as tool for learning. Textbook is the nucleus to all the learning activities related to a particular curriculum. Textbook plays a vital role in imparting knowledge to the pupils in the third world countries.

Yusuf (2018) further said that, the next instructional materials are the chalkboards. The chalkboard is the teaching aid that teachers frequently used; particularly during the lectures and discussions. There are different kinds such as, blackboard, maker board, write board, felt board and magic board. The teachers use it in classrooms to write the important words, statement, to draw diagrams, figures and maps. Other prominent instructional material include; mathematics kits. This is usually study kit; it is a box containing a variety of visual aids artistically assembles and displayed pertaining to a single topic (Nichollos, 2020). There are also science kits. Science kit is a study kit for science subjects such as; physics, chemistry, and biology. It includes all the necessary aids useful for the teaching of science subjects like charts, maps, and apparatus, among others. According to Raw (2017), teaching guide as an aid or material is a booklet provided to teachers. It provides guidance to teachers about the matters regarding teaching learning process completely. Raw (2017) also said that Audio-visual aids are the teaching aids use for the teaching learning process. It assists in the teaching-learning processes. The use of audio visual aids. It can be used to encourage teaching and learning activities. It can also help to reduce the rate of forgetting example of this, include maps, graph, diagrams among others.

In another development, the use of instructional materials makes dierent continents to shape their rules and regulations, to accommodate the other. This they do by providing them with the socio-cultural and political differences and how to adjust the traditional socio-cultural and political ways and accommodate another. An instructional material makes adult learners understand more easily when the teacher makes use of working model. It makes the teachers task easier and more effective. Olardi (2019) has highlighted the impact of instructional materials that teachers use to improve the adult learners from understanding and perception of the subject as an enhanced aids. It brings clarity and creates recognition that allow them to have a realistic hand and a total knowledge of the subject. It enhanced learning, improve the competence of learners and makes learning more meaningful to adult learners. Teaching and learning through the use of instructional materials facilitates, stimulates and aids adult learners to take active interest in any topic introduced by the teaching. In structural materials has emotional impact on the adult learners of and affects their attitude towards what is presented as the topic to study by the teacher. It provides both the teacher and adult learners with relevance and meaningful source of information. Kay (2018), Instructional materials stimulate the adult learners desire to learn. It assist learning process by making assimilation and memorization of materials easy. Also, it helps to hold attention, include greater acquisition and, as well as objectives which may be in accessible to many adult learners.

Technology on the other hand is defined as the collection of techniques, skills, methods, and processes used in the production of goods or services or in the accomplishment of objectives, such as scientific investigation (Robert, 2016). This emphasizes the diverse nature of technology, highlighting that it encompasses both tangible products and intangible processes. Techniques and skills are vital as they indicate that technology is not merely about devices but also about how humans apply knowledge and methods to solve problems. Furthermore, the mention of scientific investigation underscores technology’s role in advancing knowledge and innovation, thereby driving societal progress. According to Merriam-Webster, technology is “the practical application of knowledge especially in a particular area” (Merriam-Webster, 2020). This stresses the importance of applying theoretical knowledge to real-world situations, demonstrating that technology bridges the gap between scientific understanding and practical usage. It indicates that technology is dynamic and context-specific, changing as new knowledge is acquired and new challenges arise. The emphasis on practical application also implies that technology is an enabler for efficiency and problem-solving in various fields, including medicine, education, and engineering. The National Academy of Engineering (NAE) defines technology as the innovation, change, or modification of the natural environment to satisfy perceived human needs and wants (NAE, 2020). This definition emphasizes the relationship between human desires and technological development, suggesting that technology emerges as a response to human needs. The notion of modifying the natural environment highlights the transformative impact of technology, which can lead to significant changes in society and the environment. Additionally, this definition invites a discussion about ethical considerations in technology, as it raises questions about sustainability and the long-term effects of technological advancements on both humans and nature.

In the same vein, Rouse (2019) defines technology as the means by which humans modify nature to meet their needs or desires. This perspective reinforces the concept that technology is inherently human-centered, as it is driven by the quest to improve living conditions and achieve specific goals. The act of modifying nature implies a level of control and influence that humanity exerts over the environment, leading to innovations that enhance quality of life. Moreover, this definition suggests that technology can evolve over time, adapting to changes in human society and the natural world, further underlining the ongoing interplay between humans and their technological creations. Naylor (2018) describes technology as the application of scientific and mathematical knowledge to solve problems or create new products. This brings attention to the foundational role of science and mathematics in technological development, highlighting that technology is often the outcome of rigorous scientific inquiry and experimentation. By framing technology as a problem-solving tool, this definition illustrates its practical utility in various fields, from engineering to medicine. It also suggests that as scientific knowledge expands, so too does the potential for technological innovation, indicating a continuous cycle of advancement where technology and science are deeply interconnected.

   Worthy to note is that different strategies can be used to enhance learning outcome at any level of education, especially at the primary school level. Hence the need to assess the strategies for effective learning outcomes in primary schools in Oshimili South Local Government Area of Delta State.

1.2 Statement of the problem

In recent years, the importance of effective learning outcomes in primary education in Oshimili South has become increasingly recognized as a crucial foundation for lifelong learning and success. Despite the global emphasis on quality education, many primary schools continue to struggle with inadequate learning outcomes, which adversely impact pupils’ academic performance and overall development. This problem is particularly evident in various educational contexts, where disparities in educational resources, teaching methodologies, and curricular implementation contribute to inconsistent learning experiences.

A significant challenge lies in identifying and implementing effective strategies that cater to the diverse needs of primary school pupils. Factors such as teacher qualifications, classroom environments, instructional approaches, and parental involvement significantly influence the effectiveness of learning strategies. However, there remains a lack of comprehensive assessment tools to evaluate these strategies systematically. Many schools rely on traditional teaching methods that may not align with contemporary pedagogical practices or the unique learning styles of individual pupils. As a result, pupils often exhibit disengagement, low motivation, and suboptimal academic performance.

Moreover, there is a growing body of evidence suggesting that socio-economic factors, cultural contexts, and community involvement play critical roles in shaping learning outcomes. Yet, these aspects are frequently overlooked in the development and implementation of learning strategies. The absence of a holistic approach to assessing and improving educational practices limits the potential for enhancing pupil learning experiences.\

It is against this backdrop that this study seeks to assess the strategies for effective learning outcomes in primary schools in Oshimili South Local Government Area of Delta State.

1.3 Aim and Objectives of the study

This study is focused on assessing the strategies for effective learning outcomes in primary schools in Oshimili South Local Government Area of Delta State. Specifically, the study seeks to:

1. examine the effectiveness of interactive teaching methods in promoting learning outcomes public primary schools in Oshimili South Local Government Area.
2. analyze the role of instructional materials in enhancing pupil learning in public primary schools in Oshimili South Local Government Area
3. assess the influence of the use of technology on learning outcomes in public primary schools in Oshimili South Local Government Area
4. Factors affecting effectivenes of startefgies for effectives learning outcomes in primary schools in Oshimili South Local Government Area of Delta State

1.4 Research questions

The following questions were raised to guide the study:

1. How effective is interactive teaching methods in promoting learning outcomes public primary schools in Oshimili South Local Government Area?
2. How does instructional materials in enhancing pupils’ learning in public primary schools in Oshimili South Local Government Area?
3. How does use of technology influence learning outcomes in public primary schools in Oshimili South Local Government Area?
4. What are the factors affecting effectivenes of startefgies for effectives learning outcomes in primary schools in Oshimili South Local Government Area of Delta State?

1.5 Significance of the study

The study would be of great significance to pupils, teachers, parents, school management, government and future researchers.

The study aims to equip pupils with effective study techniques, critical thinking skills, and lifelong learning habits. By implementing robust learning strategies, pupils can achieve higher academic performance. When they engage with material aligned with their learning styles, they are more likely to excel in assessments and gain a deeper understanding of subjects. This improved performance fosters a positive feedback loop, where success enhances confidence and further academic outcomes. Effective strategies can accommodate various learning styles, boosting pupils’ confidence and motivation to actively participate in their education. By identifying effective learning strategies, the study can promote the adoption of teaching methods that are more engaging, interactive, and tailored to diverse learning preferences. This approach can make the learning process not only more enjoyable but also more effective for pupils. With proven strategies in place, pupils are likely to see significant improvements in their academic performance across different subjects, further boosting their confidence and motivation. Effective learning strategies often emphasize the development of critical thinking, problem-solving, and analytical skills, which are vital for pupils’ long-term academic and professional success. The study may reveal insights into how various strategies benefit different types of learners, potentially leading to more personalized educational approaches. As pupils experience success through effective learning strategies, they are more likely to remain engaged and motivated in their studies. Additionally, as they become more aware of effective learning strategies, they can develop improved self-study skills and a stronger sense of control over their learning journey.

The study also provides valuable insights into pedagogical practices, enabling teachers to refine their instructional techniques and adopt evidence-based strategies that foster better learning outcomes. The findings will help teachers create structured and supportive classroom environments, thereby improving pupil behavior and engagement. Furthermore, the results will encourage collaboration among teachers, promoting the sharing of best practices and leading to a more cohesive educational approach. By equipping teachers with research-backed strategies, the study allows them to make informed decisions regarding their teaching methods. Understanding new and effective learning strategies serves as a form of ongoing professional development, keeping educators updated with the latest in educational research. By implementing proven strategies, teachers can enhance their effectiveness, potentially leading to better pupil outcomes and increased job satisfaction. The study may also highlight how different strategies work for various subjects or types of learners, enabling teachers to customize their approach.  The study may provide insights into effective assessment methods that align with these learning strategies, assisting teachers in evaluating pupil progress. The shared knowledge of effective strategies can foster greater collaboration among teachers, leading to a more unified educational approach throughout the school.

School management can utilize the study’s findings to develop strategic plans focusing on the adoption and implementation of effective learning strategies across the institution. The study can inform decisions regarding resource allocation, ensuring that the necessary tools, training, and materials are available to support effective learning strategies. It allows for the establishment of performance indicators based on these strategies, which can be used to evaluate the success of teaching methods and the overall performance of the school. The study provides empirical evidence to guide decisions about curriculum design, resource allocation, and school policies. By implementing effective learning strategies school-wide, management can anticipate improvements in overall academic performance and other key metrics. The findings can also guide the development of targeted professional development programs for teachers, ensuring they are equipped with the most effective teaching strategies. Understanding which strategies are most effective can help optimize the use of school resources, both in materials and personnel. Implementing evidence-based strategies can contribute to fostering a culture of continuous improvement and excellence within the school. Schools that effectively implement these strategies may gain a competitive advantage in attracting pupils and high-quality educators. Additionally, the study can provide benchmarks against which school performance can be measured, enhancing accountability to stakeholders.

Moreover, the study can empower parents with knowledge about effective learning strategies, enabling them to support their children’s education at home. This fosters stronger relationships between parents and schools, as parents can collaborate in reinforcing effective strategies outside the classroom. Parents gain insights into how different strategies affect their child’s learning, allowing them to advocate for effective practices within the school system. By understanding effective learning strategies, parents can better support their children’s education at home, reinforcing what is taught in school. This knowledge facilitates more meaningful discussions between parents and teachers regarding a child’s educational journey. When parents see that their child’s school is implementing research-based strategies, it can boost their confidence in the quality of education provided. Parents may be more inclined to participate actively in their child’s education when they understand the rationale behind specific learning approaches. The study can also help parents set realistic expectations for their child’s learning progress and understand the factors contributing to academic success. They might apply some of these effective learning strategies to their own pursuits, fostering a culture of lifelong learning within the family.

The findings can inform educational policies and initiatives aimed at improving the quality of primary education and learning outcomes. Governments can make informed decisions regarding funding and resource allocation based on the proven effectiveness of these strategies. The study provides a framework for evaluating educational effectiveness, leading to increased accountability for schools and educators. It lays a solid foundation for creating or revising educational policies grounded in empirical evidence. Understanding which strategies are most effective can guide the allocation of limited educational resources at national or regional levels. Insights from the study can inform the development of national curricula that incorporate proven learning strategies. The findings can also be used to enhance teacher training programs at the national level, ensuring that new teachers are equipped with effective strategies. The study could contribute to the development or refinement of national educational standards and benchmarks. Implementing effective learning strategies on a nationwide scale could potentially improve the country’s standing in international educational rankings.

Lastly, the study can serve as a foundation for future research into educational strategies, allowing researchers to explore specific aspects of effective learning in primary education. It encourages researchers to consider the perspectives of various stakeholders when investigating educational strategies, promoting a more comprehensive understanding of learning outcomes. Findings can inspire innovative approaches and technologies in education, leading to new research directions and advancements in teaching methodologies. The study can act as a springboard for more specialized research into specific learning strategies or their application in various contexts. The methods employed in this study may inform future research designs in educational studies. The findings might spark interest among researchers in related fields such as psychology, neuroscience, or sociology, leading to interdisciplinary studies. The study could form the basis for long-term research tracking the impact of these strategies throughout pupils’ academic careers. Researchers might also be inspired to conduct similar studies in different cultural or socioeconomic contexts, fostering a global understanding of effective learning strategies.

1.6 Scope / Delimitation of the study

This study assessed the strategies for effective learning outcomes in Primary schools. The study is delimited to public primary schools in Oshimili South Local Government Area of Delta State. With particular emphasis on interactive methods of teaching, instructional materials and the use of technology. Respondents of the study are primary school teachers in Oshimili South Local Government Area of Delta State.

1.7 Area of the study

The study was carried out in Oshimili South Local Government Area of Delta State. Oshimili South Local Government Area is one of the twenty-five Local Government Areas making up Delta state. It is situated in the Niger Delta Region/the South-South geo-political zone of Nigeria. It was part of the Asaba Division of the Southern Protectorate in colonial Nigeria and later a part of the Western Region following the delineation of the country into three Regions through the Richard’s Constitution of 1946. It later became part of the Mid-Western Region in 1963, and Mid-Western State in 1967. It became part of Bendel State and was carved out of the old Asaba Division in 1976 as part of Oshimili Local Government. It became Oshimili South Local Government in 1996 after the creation of Delta State from the defunct Bendel State in 1991.Oshimili South Local Government Area is a home of people of different walks of life such as civil servants, business men and women, and famers. The Local Government Area has a thick population of primary schools, making it the most suitable for this study.

1.8 Definition of Terms

Primary School: A primary school is an educational institution that provides the first stage of formal education for children, typically covering ages 5 to 11 years. It focuses on foundational subjects such as literacy, numeracy, and social skills, laying the groundwork for further education.

Learning: Learning is the process through which individuals acquire knowledge, skills, attitudes, or competencies through experience, study, or teaching. It involves the integration of new information with existing cognitive frameworks, enabling individuals to adapt their behavior and understanding in response to their environment. Learning can occur in various contexts—formal, informal, or experiential—and encompasses a wide range of activities, from memorization and problem-solving to critical thinking and practical application. Ultimately, learning is a lifelong journey that fosters personal growth and development.

Learning Outcome: A learning outcome is a specific statement that describes what a pupil is expected to know, understand, or be able to do after completing a particular course, program, or instructional unit. Learning outcomes are measurable and help educators assess the effectiveness of teaching methods and the extent of pupil learning. They can encompass various domains, including knowledge acquisition, skills development, and attitudes or values. By clearly defining learning outcomes, educators can better align their teaching strategies and assessments to ensure that pupils achieve the desired educational goals.

Strategies: Strategies refer to planned approaches or methods employed to achieve specific goals or outcomes. In the educational context, these are techniques or frameworks used by teachers to facilitate effective learning and enhance pupil engagement. The term strategies refer to carefully crafted plans or methods designed to achieve a specific goal or solve a problem. In many contexts, a strategy is a long-term approach that involves analyzing current situations, identifying challenges or opportunities, and then outlining a course of action that can lead to success.

Effective Teaching: Effective teaching is the practice of employing instructional methods and approaches that significantly improve pupil learning and understanding. It involves engaging pupils, differentiating instruction, assessing learning, and fostering a positive classroom environment.

Teaching Methods: Teaching methods are the various approaches and techniques used by educators to impart knowledge and facilitate learning. Common methods include direct instruction, inquiry-based learning, collaborative learning, and experiential learning, each with its own focus and application.

Instructional Materials: Instructional materials are resources and tools used to support teaching and learning. These can include textbooks, workbooks, digital resources, multimedia content, manipulatives, and other materials designed to enhance the learning experience.

Technology: Technology in education refers to the use of digital tools, software, and devices to facilitate teaching and learning. This includes computers, tablets, interactive whiteboards, online learning platforms, and educational apps that can enhance pupil engagement and access to information.

Pages:  101

Category: Project

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Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.