Teachers Perception On Transformational Teaching Strategies And Student Academic Performance In Secondary Schools In Uyo Local Government Area, Akwa Ibom State
This research was conducted in order to examine the teacher’s perception of transformational strategies and their corresponding impact on teaching approaches in secondary schools. In order to carry out this study, a specific research objective was drawn, from which a null hypothesis was formulated and used for the study. The study adopted a survey design. A sample of 384 secondary school teachers was drawn using proportional sampling techniques. The study concluded that there is a significant influence of teacher perception on transformational strategies and their corresponding impact on student performance in Uyo Local Government Area of Akwa Ibom State. Based on the findings of the study, the researchers recommended that the teacher adopt better teaching strategies during the teaching-learning process. Since teacher quality is significantly related to students’ achievement, teachers should possess the requisite qualifications before being recruited to teach. That the search for blame for poor performance should be re-focused on areas such as poor language laboratory classes, home-tasks given, and preparation and utility teaching aids.
Education is the bed rock of every nation. Education is a path way of fostering a Nation economy and a way of sustaining a people’s culture which is transferred from one generation to another. The teaching method becomes an important path-way that should not be under-mind by teachers. The primary purpose of teaching at any level of education is to bring a fundamental change in the learner in terms of literacy, numeracy and skills attainments (Tebabal & Kahssay, 2011). To facilitate the process of knowledge transmission, teachers adopt appropriate teaching methods that are capable of bringing about the attainment of specific teaching and learning objectives. Studies have revealed that, regular poor academic performance by the majority students is fundamentally linked to application of ineffective teaching methods by teachers to impact knowledge to learners (Hightower, 2011). Substantial research on the effectiveness of teaching methods indicates that the quality of teaching is often reflected by the achievements of learners. According to Ayeni (2011), teaching is a process that involves bringing about desirable changes in learners so as to achieve specific outcomes. In order for the method used for teaching to be effective, Adunola (2011) maintains that teachers need to be conversant with numerous teaching strategies that take recognition of the magnitude of complexity of the concepts to be covered.