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EDUCATION EDUCATION UNDERGRADUATE PROJECT TOPICS

THE EFFECT OF TEACHING STYLES ON THE DEVELOPMENT OF PUPILS’ LEARNING ATTITUDES IN LAGOS PRIMARY SCHOOL

THE ECT OF TEACHING STYLES ON THE DEVELOPMENT OF PUPILS’ LEARNING ATTITUDES IN LAGOS

 

Abstract

This y looked at the impact of teaching styles on the development of ents’ attitudes toward learning in elementary school in os. The y’s entire population consists of 200 staff members from various primary schools in os.

The researcher collected data using questionnaires as the instrument. This y used a descriptive survey research approach. The survey included 133 respondents who were headmasters, teachers, headmistresses, and non-teaching personnel. The acquired data was organized into tables and evaluated using simple percentages and frequencies.

 

chapter One

Introduction

The y’s context

The achievement of a qualitative educational process necessitates a reevaluation of the teacher’s educational undertaking, so that the elaborated didactic strategies should not only convey a significant amount of information to ents, but also teach them how to operate with them and apply them in various situations. n cannot be cond to theory alone; it must also decide how theoretical information is applied in practical actions, ensuring the completion of an integral cycle of the learning process.”

Thus, instead of promoting a system that is oriented on the substance of learning and the teacher while ignoring the kid’s requests, we must promote a system in which the pupil is the center piece and his individual needs and interests are respected.

The shift in emphasis from teaching to learning activity, centered on the learner, his needs, interests, and aspirations, on his subjectivity, imposes a reassessment of learning that opens up new possibilities as well as a continuous reconstruction of reality that must lead to a world outlook in which “the results of learning cannot be predicted, because the processes of constructing reality are individual and situational.”

A teaching style is essentially a series of judgments made in combination with the teaching act. Teaching styles are separate from instructional modalities such as classroom instruction or cooperative learning. The teaching style is meant to de the behaviors that teachers exhibit when interacting with ents.

Teachers, like ents and learning styles, may have a preferred teaching style while being able to teach in a variety of methods. Teachers frequently educate according to their chosen learning style. Teachers work as motivators in order to get and keep ents engaged in the learning process.

He went on to say that this occurrence can be viewed as a difficult assignment for teachers. A good teacher’s “bag of tricks” contains a variety of motivational methods. reveals that when young ents are engaged by games, , and the of noises, they learn better.

It is always necessary to urge ents to participate in class activities. When offered the option of participating in activities that involve play and physical motions, ents are more likely to participate in classroom activities. Motivational techniques, in addition to the teaching styles utilized by teachers in the classroom, are some of the characteristics associated with high educational attainment.

In terms of intrinsic and extrinsic motivation, ents are intrinsically motivated when they relate their educational outcomes to elements within their control. Furthermore, intrinsically driven ents believe they may be effective agents in achieving desired goals or are engaged in mastering a topic rather than just rote learning to acquire good ratings.

Based on this context, the researcher wishes to explore the impact of teaching styles on the development of kids’ attitudes toward learning in a primary school in os.

 

Statement of the problem

The challenges identified by researchers in the literature regarding pupils’ poor academic performance and falling educational standards necessitated an investigation into the influence teaching styles and motivational strategies have on pupils’ academic performance, with a focus on the perspectives of teachers and ents in os state.

This refers to the teaching techniques and motivational strategies used by elementary school teachers in os state. As a result, the researchers aimed to determine the impact of teaching styles on the development of pupils’ attitudes toward learning in elementary school.

 

The y’s objective

The y’s aims are as follows:

to ascertain the link between teaching style and academic performance of ents
to ascertain the teaching style of os primary school teachers
To determine the teacher’s qualifications and teaching style with primary school ents
Hypotheses for research

The hypotheses listed below are proposed in order to achieve the y’s aims.

The First Hypothesis

HO: There is no link between teaching style and academic success of ents.

Hello, there is a link between teaching style and ent academic success.

Hypothesis No. 2

HO: There is no elementary school teacher teaching style in os.

Hello, there is a primary school teacher’s teaching style in os.

 

The y’s importance

The y will be extremely beneficial to ents, teachers, and the Ministry of n. The research will provide a clear picture of the impact of teaching styles on the development of kids’ attitudes toward learning in elementary school in os. The y will also be used as a resource for other academics who will be working on a similar topic.

 

The y’s scope and limitations

The y’s scope includes the effect of teaching styles on the development of kids’ attitudes toward learning in elementary school in os state. The researcher comes upon a constraint that limits the scope of the investigation;

a) RESEARCH MATERIAL AVABILITY: The researcher’s research material is insufficient, restricting the scope of the investigation.
b) TIME: The y’s time frame does not allow for broader coverage because the researcher must balance other academic activities and examinations with the y.

1.7 TERM DEFINITION

Teaching style: Teaching styles, also known as teaching methods, are the general concepts, educational methodologies, and managerial strategies for classroom instruction.

Academic performance, sometimes known as “academic achievement,” refers to the extent to which a ent, instructor, or institution has met their short or long-term educational objectives. Academic achievement is demonstrated by the completion of educational benchmarks such as secondary school diplomas and bachelor’s degrees.

Learning is the process of obtaining new knowledge, understanding, actions, skills, values, attitudes, and preferences. Humans, animals, and some robots all have the potential to learn; there is also evidence that certain plants can learn.

 

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THE ECT OF TEACHING STYLES ON THE DEVELOPMENT OF PUPILS’ LEARNING ATTITUDES IN LAGOS

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