ABSTRACT
This study was investigated the effect of teaching methods on pupil's performance in public primary schools in Oredo local government area. The survey research design was adopted in this research work. The population of the study consists of all pupils in public primary schools in Oredo Local Government Area of Edo state. The sample size is 80 respondents which were selected from 8 public primary schools in Oredo Local Government Area of Edo State with the aid of a simple random sampling technique, 10 respondents each were also gathered from each of the 8 selected public primary schools. The instrument of data collection was a sixteen (16) items questionnaire. The objective of this study is to investigate the effect of teaching methods on pupils' performance in public primary schools in Oredo Local Government Area. Four research questions guided this study. The survey research design was used. A convenient sampling technique was used to gather information in Oredo Local Government Area. The instrument used was a questionnaire. Mean and standard deviation were used for the analysis of research data. From the analysis and interpretation received through the questionnaire.
The following findings were made; The use of interactive group discussions, differentiated instruction teaching methods, traditional lecture-based teaching, and project-based learning methods, were the current teaching methods being used in public primary schools, Teacher educational qualification enhances pupils’ performance in public primary schools and using interactive teaching methods positively impacts pupils' academic performance in public primary schools, using project-based teaching methods traditional lecture-based teaching methods, Project-based learning, integration of technology, active learning and differentiated learning enhances pupils’ academic performance in public primary schools and teachers encounter challenges when trying to implement effective teaching methods in public primary schools which includes; limited access to educational resources and materials, time constraints caused by a crowded curriculum, insufficient opportunities for training and professional development.
It was therefore recommended amongst others that the government should include curriculum review and flexibility, resource allocation, supportive school culture and professional growth that schools should provide professional development for preschool teachers and include parents in the educational journey.
