Predominant teaching strategies in schools: Implications for curriculum implementation in mathematics, science and technology

Abstract

This descriptive survey is hinged on predominant teaching strategies in schools, implications for curriculum implementation in Mathematics, Science and Technology. Target population consisted of teachers in primary, secondary and tertiary schools. However, purposive sample of 900 respondents was drawn from the six BRACED states namely Bayelsa, Rivers, Akwa-Ibom, Cross-River, Edo, Delta states in the South-south region. Five research questions guided the study; and data collection was through a rating scale (PTSS) designed by the researcher. Analysis was through mean on item by item basis. The finding indicated that lecture method is still prevalent in schools at all levels, and that ignorance is a major setback to effective application of innovative strategies. The implication is that our MST classrooms are yet to encourage active, self-directed and higher cognitive skills highly needed for the increasing globalization, world of work and lifelong learning. Regular refresher programmes were therefore recommended for teachers at all levels to enlighten and motivate them to embrace innovative teaching strategies.