1.1 Introduction
Teaching methods and instructional strategies refer to the planned approaches, techniques, and procedures used by teachers to facilitate learning and help students achieve educational objectives. Teaching methods involve the systematic ways through which knowledge, skills, and values are communicated to learners, while instructional strategies describe the specific approaches teachers use to organize classroom activities, and encourage participation. According to Westwood (2008), effective teaching involves the deliberate use of appropriate instructional approaches that support students' learning processes and enhance their academic achievement.
Teachers play a significant role in determining the quality of education because their methods of instruction directly influence how students acquire knowledge and develop academic skills. The effectiveness of classroom teaching depends not only on the content being delivered but also on how such content is presented to learners. Different teaching methods, including discussion method, demonstration method, cooperative learning, project-based learning, and lecture method, provide different learning experiences that may affect students' level of comprehension and performance.
Instructional strategies have become an important area of educational research because students differ in their abilities, interests, and learning styles. A teaching approach that is effective for one group of learners may not produce the same results in another classroom setting (Prince, 2004). As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the aim and objectives of the study. Others are significance of the study, scope of work, research hypothesis and questions, limitation of the study and definition of terms.
1.2 Background of Study
Teaching and learning remain fundamental components of the educational process, with teachers serving as major facilitators responsible for transferring knowledge, developing skills, and shaping students' academic experiences. Teaching methods and instructional strategies refer to the organized procedures, techniques, and approaches adopted by teachers to deliver lessons effectively and achieve desired learning outcomes. According to Westwood (2008), teaching methods involve the practical approaches teachers use to present information, guide classroom activities, and support students' understanding of subject content. Effective teaching requires the ability to select appropriate methods that match the objectives of the lesson, characteristics of learners, and available educational resources.
The role of teachers in determining students' academic performance has continued to receive significant attention in educational research. Teachers influence learning outcomes through the way they plan lessons, communicate concepts, manage classrooms, and engage students during instructional activities. According to Darling-Hammond (2017), teacher quality is one of the most important school-based factors affecting students' achievement because teachers directly influence the learning conditions experienced by students. Similarly, Hattie (2009) reported that effective classroom instruction and teacher-related practices contribute significantly to variations in students' academic performance. This indicates that the methods teachers employ during instruction are essential factors that determine whether students develop meaningful understanding and achieve academic success.
Teaching methods have evolved from traditional teacher-centred approaches to more interactive and learner-centred strategies designed to improve students' participation. Traditional approaches, such as lecture methods, often position teachers as the primary source of knowledge, while students assume passive roles in the learning process. Although such methods may be useful for delivering large amounts of information, they may not always encourage critical thinking, creativity, and problem-solving abilities. According to Prince (2004), active learning strategies improve students' engagement by involving them directly in classroom activities, discussions, and practical tasks.
In the same vein, Killen (2016) stated that effective teachers combine different instructional approaches to accommodate learners' differences and create meaningful learning experiences. Instructional strategies are important because students possess different abilities, interests, backgrounds, and learning needs. A single teaching approach may not effectively address the diverse requirements of all learners within a classroom. According to Tomlinson (2014), differentiated instruction enables teachers to modify their teaching approaches based on students' readiness levels, learning preferences, and academic needs. Furthermore, Marzano (2007) asserted that instructional strategies that encourage active participation, feedback, and classroom interaction contribute to improved students' understanding and achievement.
The academic performance of students is influenced by several factors, including school environment, availability of learning resources, students' motivation, and teacher effectiveness. Among these factors, teachers' instructional practices remain central because teachers are responsible for implementing curriculum objectives and guiding students throughout the learning process. According to Stronge (2018), effective teachers demonstrate strong instructional skills by using appropriate teaching techniques, assessing students' progress, and adjusting their methods to improve learning outcomes. Supporting this position, Darling-Hammond and Bransford (2005) reported that teachers who possess strong pedagogical knowledge are better prepared to create learning environments that enhance students' academic development.
In many educational settings, concerns have been raised regarding students' declining academic performance and the factors responsible for such challenges. One major concern is the continued use of ineffective instructional practices that fail to promote students' understanding and interest in learning. According to Adeyemi (2010), poor instructional approaches may contribute to low achievement levels because students often struggle when lessons are not presented using appropriate methods. Correspondingly, effective teaching strategies encourage students to participate actively, develop confidence, and improve their academic abilities. The adoption of suitable teaching methods is therefore necessary for addressing learning difficulties and improving educational outcomes.
The increasing demand for quality education has also placed greater responsibility on teachers to adopt innovative instructional strategies that reflect current educational expectations. Modern classrooms require approaches that encourage collaboration, creativity, independent thinking, and practical application of knowledge. According to Joyce, Weil, and Calhoun (2015), instructional models that promote interaction and active engagement help students develop deeper understanding and transferable skills.
Teachers' professional development is another important factor affecting the application of effective teaching methods. Continuous training enables teachers to acquire updated knowledge, improve pedagogical skills, and become familiar with emerging instructional practices. According to Guskey (2002), professional development programmes influence teachers' classroom practices by improving their knowledge, confidence, and ability to implement effective teaching strategies. Along the same line, Darling-Hammond, Hyler, and Gardner (2017) affirmed that well-designed teacher development programmes contribute to improved instructional quality and better student learning outcomes. This study is set against the backdrop of examining the influence of teachers' teaching methods and instructional strategies on students' academic performance.
1.3 Statement of Problems
Investigation revealed that students' academic performance in many educational institutions is influenced by the quality of teaching methods and instructional strategies adopted by teachers. However, many teachers still rely heavily on traditional teacher-centred approaches, such as lectures and memorization, which may limit students' active involvement and reduce opportunities for critical thinking and practical application of knowledge (Darling-Hammond, 2017).
The problem is further associated with differences in teachers' ability to apply suitable instructional strategies based on students' learning needs, classroom conditions, and subject requirements. When teaching methods are not properly aligned with learning objectives, students may experience difficulties in understanding concepts, developing skills, and achieving expected academic outcomes. According to Tomlinson (2014), effective instruction requires teachers to consider learners' differences and use flexible strategies that encourage engagement and improve learning experiences.
On the other hand, poor academic performance among students is often linked to instructional challenges, including ineffective teaching approaches, low student motivation, and limited classroom interaction. It is against this backdrop that this study seeks to examine the influence of teachers' teaching methods and instructional strategies on students' academic performance.
1.4 Aim and Objectives of Study
The aim of this study is to examine the influence of teachers' teaching methods and instructional strategies on students' academic performance.
The specific objectives of the study are to:
- Identify the teaching methods commonly used by teachers in the teaching and learning process.
- Examine the influence of teachers' teaching methods on students' academic performance.
- Determine the instructional strategies adopted by teachers to improve students' learning outcomes.
- Examine the challenges affecting the effective use of teaching methods and instructional strategies.
- Identify strategies that can improve teachers' instructional practices and students' academic performance.
1.5 Research Questions
The following research questions guide the study:
- What are the teaching methods commonly used by teachers in the teaching and learning process?
- What is the influence of teachers' teaching methods on students' academic performance?
- What instructional strategies are adopted by teachers to improve students' learning outcomes?
- What challenges affect the effective use of teaching methods and instructional strategies?
- What strategies can improve teachers' instructional practices and students' academic performance?
1.6 Research Hypotheses
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: Teachers' teaching methods have no significant influence on students' academic performance.
- H1: Teachers' teaching methods have a significant influence on students' academic performance.
Hypothesis Two
- H0: Instructional strategies used by teachers have no significant effect on students' academic performance.
- H1: Instructional strategies used by teachers have a significant effect on students' academic performance.
Hypothesis Three
- H0: Challenges affecting teachers' use of instructional strategies do not significantly influence students' academic performance.
- H1: Challenges affecting teachers' use of instructional strategies significantly influence students' academic performance.
1.7 Significance of Study
It is believed that at the completion of the study, the findings will help teachers understand effective methods and strategies that support better classroom teaching and improve students' academic performance. It will also provide useful information for developing policies and programmes that improve teaching quality in schools.
Furthermore, the study will assist school administrators in identifying areas where teachers require support, training, and improved teaching resources.
Lastly, educational stakeholders will have information that supports decisions aimed at improving teaching and learning processes.
1.8 Scope of Study
This study focuses on the influence of teachers' teaching methods and instructional strategies on students' academic performance. The study covers selected public secondary schools in Akwa Ibom State, Nigeria.
1.9 Limitations of the Study
The study was limited by factors such as inadequate access to some respondents, which affected the speed of data collection. Some respondents were not available at the expected time due to their academic responsibilities. The study was also affected by limited resources, which restricted the extent of information that was gathered.
1.10 Definition of Terms
Teaching Methods:
Teaching methods refer to the planned approaches used by teachers to present lessons, explain concepts, and guide students during the learning process. According to Killen (2016), teaching methods are the organized procedures teachers use to achieve learning objectives and improve students' understanding. In this study, teaching methods refer to the different approaches teachers use to deliver lessons and influence students' academic performance.
Instructional Strategies:
Instructional strategies refer to the techniques and activities teachers use to make learning effective and encourage students' participation. According to Tomlinson (2014), instructional strategies involve the deliberate methods teachers apply to meet learners' needs and improve understanding. In this study, instructional strategies refer to the teaching approaches used by teachers to support students' learning and achievement.
Teachers:
Teachers are individuals responsible for guiding students, delivering educational content, and creating learning experiences in schools. According to Stronge (2018), effective teachers possess instructional knowledge and skills required to support students' academic development. In this study, teachers refer to educators responsible for teaching students in the selected schools.
Academic Performance:
Academic performance refers to the level of achievement students attain in educational activities such as tests, assignments, and examinations. According to Hattie (2009), academic performance reflects the outcomes of students' learning experiences and the effectiveness of educational practices. In this study, academic performance refers to students' achievement resulting from classroom teaching and learning activities.
Teaching and Learning Process:
The teaching and learning process refers to the interaction between teachers and students through which knowledge, skills, and values are developed. According to Westwood (2008), effective teaching and learning involve appropriate instructional practices that support students' understanding and achievement. In this study, the teaching and learning process describes classroom activities involving teachers' instruction and students' participation.
Students:
Students are learners who participate in educational activities to acquire knowledge, skills, and competencies. In this study, students refer to learners enrolled in the selected public secondary schools whose academic performance is examined.
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