Project – Influence of Teachers’ Teaching Methods on Students’ Academic Achievement in Secondary Schools: A Study of Selected Secondary Schools in Mushin LGA, Lagos State

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Education is widely regarded as a major instrument for individual development, social transformation and national development. At the secondary school level, education is expected to equip learners with relevant knowledge, skills, attitudes and competencies that prepare them for higher education, employment and responsible citizenship. In Nigeria, secondary education occupies an important position within the national education system because it provides the foundation for further academic and vocational development. The National Policy on Education emphasizes the importance of effective teaching and learning in achieving the objectives of secondary education and provides for appropriate curriculum content, assessment and teacher-related provisions (Federal Republic of Nigeria [FRN], 2013). Consequently, the quality of teaching provided in secondary schools remains an important consideration in determining whether educational objectives are achieved.

Teaching is not simply the transmission of information from a teacher to students; it involves the deliberate selection and application of appropriate strategies, techniques and classroom activities to facilitate learning. Teachers employ different teaching methods, including lecture, discussion, demonstration, questioning, cooperative learning, problem-solving, project-based learning and other learner-centred approaches. The suitability of a particular method may depend on the subject, learning objectives, characteristics of the learners, available instructional resources and classroom environment. According to the OECD (2020), instructional practices vary considerably, and the quality of classroom instruction is associated with students’ learning and other educational outcomes. This suggests that what teachers do during classroom instruction can influence the extent to which students understand and retain what they are taught.

Teachers’ teaching methods are particularly important because students differ in their abilities, interests, learning needs and levels of participation. A method that encourages students to ask questions, discuss ideas, solve problems and participate actively may create different learning experiences from a method that depends predominantly on teacher explanation and student note-taking. Le Donné, Fraser and Bousquet (2016) found that cognitive activation and, to a lesser extent, active-learning strategies were strongly associated with students’ mathematics achievement in the countries examined. The implication is that effective teaching requires teachers to select methods that do more than present information; the methods should stimulate thinking, participation and meaningful engagement with learning tasks.

The lecture or teacher-centred method remains one of the commonly used approaches in many educational settings because it enables teachers to cover substantial amounts of content within limited instructional time. However, excessive reliance on teacher-centred instruction may limit opportunities for learners to participate actively in the learning process. This does not necessarily mean that teacher-directed instruction is ineffective; rather, its effectiveness may depend on how it is combined with questioning, explanation, feedback, classroom interaction and opportunities for students to apply what they have learned. The OECD (2020) observed that classroom instruction involves multiple dimensions, including classroom management, social-emotional support and instructional practices, while the quality and depth of classroom discourse can vary considerably. Therefore, effective teaching is better understood as the purposeful use of complementary practices rather than dependence on one method alone.

Learner-centred teaching methods, such as discussion, cooperative learning, problem-solving and project-based learning, provide opportunities for students to participate actively in classroom activities. Through such methods, learners can express ideas, interact with peers, develop reasoning skills and receive feedback from teachers. Effective classroom interaction may therefore contribute to deeper understanding and improved academic outcomes. The OECD (2025) emphasizes that high-quality teaching involves several interconnected practices, including cognitive engagement, quality subject content and social-emotional support, and that teachers need to adapt their practices to the realities of diverse classrooms. Thus, the ability of teachers to vary and appropriately apply teaching methods is an important element of effective teaching.

In the Nigerian context, empirical evidence also indicates that teaching methods are associated with students’ academic performance. Isa, Mammam, Badar and Bala (2020), in a study of secondary school students in Nigeria, reported that teachers’ teaching methods had an important effect on students’ academic performance and recommended greater use of student-centred and teacher-student interactive approaches. Although the study was conducted outside Lagos State, its findings provide relevant evidence for examining how teaching methods may influence academic outcomes among secondary school students in other Nigerian settings. Similarly, a recent study of secondary schools in Lagos State examined the relationship among information and communication technology, teaching techniques and students’ academic performance, demonstrating the continuing relevance of instructional approaches within the Lagos educational environment (Akinlade, Ibikunle, & Orunbon, 2026).

The issue is also relevant specifically to Lagos State, where secondary schools operate within a highly populated and educationally competitive environment. Students are expected to acquire strong academic competencies to progress to tertiary education and other forms of post-secondary training. However, differences in classroom practices may produce differences in students’ learning experiences and academic outcomes. A recent study conducted in Eti-Osa Local Government Area of Lagos State examined lecture, discussion and demonstration approaches and their relationship with senior secondary students’ academic outcomes in English Language and Mathematics (Azuka-Obieke, 2026). This emerging Lagos-based evidence reinforces the need for further investigation of teaching methods in other local government areas, including Mushin, where the educational experiences of students may be influenced by the methods adopted by their teachers.

Mushin Local Government Area is a densely populated urban area of Lagos State with a considerable number of public and private educational institutions serving learners from different social and economic backgrounds. In such a setting, teachers may encounter challenges involving class size, differences in students’ learning abilities, availability of instructional resources, time constraints and classroom management. These conditions can affect the extent to which teachers are able to employ interactive and learner-centred methods. The OECD (2025) notes that factors such as class size, curriculum design and the wider school climate can shape the teaching practices that teachers are able to implement. Therefore, investigating the influence of teachers’ teaching methods on students’ academic achievement in selected secondary schools in Mushin LGA is important for understanding whether the instructional approaches employed by teachers are contributing adequately to students’ academic development.

Academic achievement is an important indicator of the extent to which students have attained intended learning outcomes. It may be reflected through students’ scores in tests, examinations, continuous assessment and other forms of academic evaluation. While academic achievement is influenced by several factors, including students’ ability, motivation, home background, school resources, peer influence and school leadership, teachers’ classroom practices constitute an important school-based factor. Research synthesized by the OECD indicates that classroom practices, including the amount of time devoted to actual teaching and learning, classroom disciplinary climate, instructional clarity and cognitive activation, are related to student performance. Therefore, examining the influence of teachers’ teaching methods provides an opportunity to identify instructional practices that may contribute to improved academic achievement among secondary school students.

It is against this background that this study seeks to examine the influence of teachers’ teaching methods on students’ academic achievement in secondary schools, with particular reference to selected secondary schools in Mushin Local Government Area, Lagos State. The study focuses on teaching methods such as lecture, discussion, demonstration and learner-centred or interactive approaches and considers how their application relates to students’ academic achievement. The findings are expected to provide useful information for teachers, school administrators, teacher educators and other stakeholders concerned with improving classroom instruction. Such evidence may also contribute to efforts aimed at strengthening effective teaching practices and improving learning outcomes in secondary schools.

1.2 Statement of the Problem

The effectiveness of secondary education depends considerably on the quality of teaching and learning that takes place in the classroom. Although Nigerian educational policy places considerable emphasis on effective teaching and learning, the academic achievement of students remains an important concern for teachers, parents, school administrators and education stakeholders. Students in secondary schools are expected to demonstrate satisfactory levels of knowledge and competence through classroom assessments and external examinations. However, variations in students’ academic outcomes raise questions about the factors responsible for such differences, including the teaching methods employed by teachers.

One major concern is that some teachers may rely heavily on traditional teacher-centred approaches, particularly lecture-based instruction, even where the subject matter or learners’ characteristics require greater interaction and active participation. When classroom instruction provides limited opportunities for questioning, discussion, problem-solving, practical demonstration and collaborative learning, some students may become passive participants in the learning process. The OECD (2020) reported considerable variation in instructional practices and found that opportunities for deeper classroom discourse and meaningful feedback were not consistently present across observed classrooms. Such concerns make it necessary to investigate the extent to which different teaching methods influence students’ academic achievement within the specific context of Mushin LGA.

A further problem is that the effectiveness of teaching methods may vary according to the classroom context and the way teachers implement them. A teaching method that produces positive outcomes when appropriately applied may have limited value when poorly planned or implemented without consideration of students’ needs. Research has shown that classroom practices, including instructional clarity, cognitive activation, classroom management and the use of instructional time, are associated with student performance (OECD, 2020). Similarly, Nigerian evidence has indicated that student-centred and teacher-student interactive methods can contribute positively to academic performance (Isa et al., 2020). However, there remains a need for context-specific evidence on the extent to which these teaching approaches influence academic achievement among students in secondary schools in Mushin LGA.

The problem, therefore, is not merely whether teachers use teaching methods, but whether the methods being used are appropriate, varied, interactive and sufficiently effective in promoting students’ academic achievement. Recent Lagos-based studies have examined teaching styles and teaching techniques in other parts of the state, including Eti-Osa and Education District I, but evidence specific to selected secondary schools in Mushin LGA remains necessary (Azuka-Obieke, 2026; Akinlade et al., 2026). Consequently, this study seeks to determine the influence of teachers’ teaching methods on students’ academic achievement in selected secondary schools in Mushin LGA, Lagos State, with the aim of providing evidence that may support improved instructional practices and better student learning outcomes.

1.3 Objectives of the Study

The general objective of this study is to examine the influence of teachers’ teaching methods on students’ academic achievement in secondary schools in Mushin Local Government Area, Lagos State.

The specific objectives are to:

1. examine the influence of lecture method on students’ academic achievement in selected secondary schools in Mushin LGA, Lagos State;
2. determine the influence of discussion method on students’ academic achievement in selected secondary schools in Mushin LGA, Lagos State;
3. examine the influence of demonstration method on students’ academic achievement in selected secondary schools in Mushin LGA, Lagos State; and
4. determine the influence of learner-centred and interactive teaching methods on students’ academic achievement in selected secondary schools in Mushin LGA, Lagos State.

1.4 Research Questions

The following research questions will guide the study:

1. To what extent does the lecture method influence students’ academic achievement in selected secondary schools in Mushin LGA, Lagos State?
2. To what extent does the discussion method influence students’ academic achievement in selected secondary schools in Mushin LGA, Lagos State?
3. To what extent does the demonstration method influence students’ academic achievement in selected secondary schools in Mushin LGA, Lagos State?
4. To what extent do learner-centred and interactive teaching methods influence students’ academic achievement in selected secondary schools in Mushin LGA, Lagos State?

1.5 Research Hypothesis

The following null hypothesis will be tested at 0.05 level of significance:

H₀: There is no significant influence of teachers’ teaching methods on students’ academic achievement in selected secondary schools in Mushin LGA, Lagos State.

1.6 Significance of the Study

The study will be significant to teachers because it will provide information on the possible relationship between the methods they use in the classroom and students’ academic achievement. The findings may encourage teachers to evaluate their instructional practices and adopt appropriate combinations of teacher-directed, interactive and learner-centred methods based on lesson objectives and students’ needs.

The study will also benefit students because improved teaching practices may create more engaging classroom experiences. Teaching approaches that encourage participation, questioning, discussion, problem-solving and feedback can provide students with greater opportunities to understand subject matter and develop relevant academic skills. Evidence from international research supports the importance of classroom practices and instructional strategies in students’ learning outcomes (OECD, 2016; OECD, 2020).

School administrators may benefit from the findings because the study could provide evidence useful for identifying areas where teachers require professional support. The findings may assist principals and other school leaders in planning teacher-development programmes, classroom observation activities and instructional improvement initiatives.

The study will be useful to teacher educators and the National Teachers’ Institute (NTI) because it will provide context-specific information about teaching practices in secondary schools. Such information may be useful in strengthening teacher preparation and professional development, particularly in areas relating to effective classroom instruction and the appropriate selection of teaching methods.

The study will also be useful to education policymakers and government agencies responsible for secondary education in Lagos State. Findings from the study may provide empirical information that can support policies and programmes designed to improve instructional quality and students’ academic outcomes.

Finally, the study will serve as a useful reference for future researchers who may wish to investigate teaching methods, instructional practices, academic achievement or related educational issues. It may also provide a basis for comparative studies involving other local government areas, school types, subjects or levels of education.

1.7 Scope of the Study

The study focuses on the influence of teachers’ teaching methods on students’ academic achievement in selected secondary schools in Mushin Local Government Area, Lagos State.

The content scope covers four major areas of teaching methods: lecture method, discussion method, demonstration method, and learner-centred/interactive teaching methods. The dependent variable is students’ academic achievement.

The geographical scope is limited to selected secondary schools in Mushin Local Government Area of Lagos State. The study will not cover all secondary schools in Lagos State or all local government areas in the state.

The population scope will comprise relevant teachers and students in the selected secondary schools, subject to the population and sampling procedure adopted for the study.

1.8 Operational Definition of Terms

Academic Achievement: The level of students’ educational attainment as reflected in their performance in tests, examinations, continuous assessment or other forms of academic evaluation.

Discussion Method: A teaching method in which the teacher facilitates structured interaction among students or between the teacher and students to explore ideas, concepts, problems and possible solutions.

Demonstration Method: A teaching approach in which the teacher shows students how a process, procedure, experiment, skill or activity is performed while learners observe and, where appropriate, practise it.

Lecture Method: A predominantly teacher-directed instructional method in which the teacher presents, explains or organizes information for students to listen to, record and understand.

Learner-Centred Teaching Method: An instructional approach that gives students an active role in the learning process through activities such as discussion, problem-solving, collaboration, inquiry and practical participation.

Teaching Methods: The systematic approaches, strategies and techniques used by teachers to present subject matter, facilitate classroom interaction and promote students’ learning.

Students: Learners enrolled in the selected secondary schools included in this study.

Influence: The extent to which the use of a particular teaching method is associated with or contributes to changes in students’ academic achievement.

Project – Influence of Teachers’ Teaching Methods on Students’ Academic Achievement in Secondary Schools: A Study of Selected Secondary Schools in Mushin LGA, Lagos State