CORRELATIONAL ANALYSIS OF THE INFLUENCE OF INTERACTIVE PEDAGOGY AND TEACHERS CLASSROOM EFFECTIVENESS IN IBADAN NORTH LOCAL GOVENMENT AREA, OYO STATE, NIGERIA
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Date
2025-01-23
Journal Title
Journal ISSN
Volume Title
Publisher
Department of Early Childhood and Primary Education
Abstract
The quality of education in any nation is largely dependent on the effectiveness of its teachers. Teachers are the primary drivers of the teaching-learning process, and their ability to facilitate learning significantly impacts students' academic outcomes. In recent times, there has been a growing emphasis on the use of interactive pedagogy to enhance classroom effectiveness and improve the overall quality of education. This shift recognizes that effective teaching goes beyond the mere
transmission of knowledge; it involves creating dynamic and engaging learning environments where students are active participants in their own learning. This study seeks to explore the correlation between interactive pedagogy and teachers' classroom effectiveness within the context of Ibadan North Local Government Area in Oyo State, Nigeria. This study employed a correlational survey research design. The target population comprised all primary school teachers in Ibadan North Local Government Area. A sample of 100 teachers was selected using a simple random sampling technique. A self-designed questionnaire titled "Influence of Interactive Pedagogy on Teachers’ Classroom Effectiveness Questionnaire (IIPTCEQ)" was used for data collection. The questionnaire was divided into two sections: Section A elicited demographic information of the respondents, while Section B contained items that measured the influence of interactive pedagogy on teachers’ classroom effectiveness. The instrument's validity was ensured through expert scrutiny, and its reliability (0.79) was established using Cronbach's alpha. Inferential statistics (t-test and ANOVA) were used to test the hypotheses at a 0.05 significance level. The study found a significant difference in the influence of interactive pedagogy on male and female teachers’ classroom effectiveness (t = 0.42; df = 98; p < 0.05). However, no significant relationship was found between the influence of interactive pedagogy on teachers’ classroom effectiveness and their years of teaching experience (F(5,94) = 0.35; P > 0.05). in Nigeria, informing the development of interventions and professional development programs that can enhance teachers' ability to effectively use interactive pedagogy, thereby improving their classroom effectiveness and ultimately leading to improved student outcomes.