Teacher Classroom Practice: A Case Study of Teachers’ Awareness of Students’ Learning Styles in Calabar, Cross River State, Nigeria

Abstract

Despite on-going global shifts in teaching and learning, driven by technological advancements, Nigerian teachers continue to practice  the traditional ‘teach and test at the end of the term’ method This instruction method is used with little consideration for pupils’ learning styles which has been proven to be key to learners’ academic success. This study seeks to investigate some Nigerian teachers’ awareness of their students’ learning styles in the course of instructional delivery. Pre and post observation techniques, semi structured interviews and questionnaires are going to be used to generate data.  Data will be coded and analysed to obtain the findings. Thereafter, recommendations will be made based on the result.

 

Keywords: Classroom Practice, Nigeria, Teacher, instructional delivery, learning styles


Article Review Status: Published

Pages: 1-7 (Download PDF)

Creative Commons Licence
This work by European American Journals is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License