Relationship between Teachers' Preferred Instructional Methods and Students' Achievement in Upper Basic Education in Kabba Bunu Local Government Area of Kogi State

Abstract

This study investigated the relationship between teachers' preferred instructional methods and students' achievement in Upper Basic Education in Kabba Bunu Local Government Area of Kogi State, Nigeria. The study adopted a correlational survey research design. The population comprised Upper Basic Education teachers and students in public secondary schools within the study area. A sample of 30 teachers and 300 students was selected using a multistage sampling technique. Data were collected using the Teachers' Instructional Methods Questionnaire (TIMQ) and Students' Achievement Test (SAT). The questionnaire was validated by experts in Curriculum and Instruction, Mathematics Education, and Measurement and Evaluation, while its reliability was established using Cronbach's alpha. Data were analyzed using descriptive statistics, Pearson Product Moment Correlation, and Independent Samples t test at the 0.05 level of significance. The findings revealed a significant positive relationship between teachers' preferred instructional methods and students' academic achievement (r = 0.659, p < .05). Students exposed to learner centred instructional methods achieved significantly higher academic scores than those exposed to teacher centred instructional methods (t = -18.182, p < .05). However, no significant difference was found in the academic achievement of male and female students (t = -0.161, p = .872). The study concluded that instructional methods adopted by teachers significantly influence students' academic achievement. It was recommended that teachers should adopt learner centred instructional methods to improve students' participation, understanding, and academic performance in Upper Basic Education.