Survey of Learner-Centered Instructional Techniques Used by Chemistry Teachers in Anambra State
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Department of Adult Education, University of Lagos.
This paper investigated learner-centered instructional techniques used by secondary school chemistry teachers in lesson planning, delivery and classroom assessment. Three research questions guided the study. The study adopted descriptive and correlation survey with a sample of 283 drawn from Anambra State co¬educational public schools. Survey on Instructional Practices and Pedagogy Sources (SIPPS) was used in collecting data. Data was analyzed using percentages, mean, standard deviation, and factor loading for the respective items were determined. The results show that job experiences and educational qualifications do not influence learner-centered instructional techniques but are dependent on job designation. In lesson planning, the learner- centered instructional techniques used were lesson objectives and various teaching methods. The ranking for learner-centered techniques used in lesson delivery include lecture method, humour, feedback to revise teaching, use of technology, engaging class with activity, small group interactions among others. For assessment, the main learner-centered instructional techniques used were peer evaluation and informal assessment but assessment tied to the learning objectives, higher-order thinking items as well as short answers were rarely used. Also, discussions with colleagues where the major source teachers acquire innovative pedagogy. Based on the findings recommendations were made.
Pedagogy. , Instructional Techniques , Learner Centered , Assessment , Delivery
Okafor, Ngozi. (2014). Survey of learner-centered instructional techniques used by chemistry teachers in Anambra State. Journal of Educational Though t(JET). 5(1), 20-34. A Publication of the Department of Adult Education, University of Lagos, Akoka.