Harnessing Teachers Perception and Attitude towards Innovative Teaching Strategies in Mathematics in Jss in Cross River State

Okri John Arikpo, Adie Emmanuel B., Eyong, Bridget Etengeneng

Abstract


This study was undertaken to harness teachers’ perception and attitudes towards innovative teaching strategies in JSS in Cross River State. Four hypotheses were formulated to guide the study. The study sample was made up of one hundred students through the simple random sampling technique. The research findings revealed a significant relationship between discussion, lecture, demonstrative and eclectic methods of teaching on a student’s academic performance in JSS in CRS. Based on the findings, it was concluded that students’ performance depends to a great extent on teachers’ methods of teaching. It was recommended among other things that as a matter of priority, teachers should ensure that materials were recapitulated when using lecture method to teach in classroom.


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