Let‚ÄövÑv¥s learn together! : A mixed methods case study of Nigerian primary teachers‚ÄövÑv¥ pedagogical approaches

This study set out to explore current teaching practices in Nigerian primary classrooms through the lens of science education. I chose science education because it is globally recognised as an important avenue for national development. Research indicates that teachers play a vital role in students‚ÄövÑv¥ engagement and understanding and that effective science pedagogy reflects a shift from teacher-centred to learner-centred inquiry approaches, in which students learn to appreciate the relevance of science to their lives. However, the strategies teachers adopt can be influenced by many factors, including the learning environment, curriculum, cultural, political, and historical factors. The case study took a sequential mixed-methods approach, incorporating Participatory Action Research (PAR). Phase one (quantitative) comprised an initial questionnaire sent to a broader group of primary teachers in schools in the Local Government Area (LGA), in which the study was conducted. The quantitative data were analysed using descriptive statistics to assess the internal consistency of the dataset. I also used the Mann-Whitney U and Kruskal-Wallis tests as non-parametric methods to look for any statistically significant relationships between selected data variables. The data from the first phase gave a sense of the teachers‚ÄövÑv¥ general views and beliefs about teaching science and the approaches they utilised and informed the design of the second phase (PAR) and the choice of participants. In this second phase, qualitative data were obtained through classroom observation, conversations, and reflections with teachers in selected primary schools to better understand the actual teaching practices used in science and to identify any support needs. The qualitative data were thematically analysed. The findings showed a mismatch between what research suggests as effective science teaching and the actual practices of Nigerian Primary Science teachers. While the teachers claimed to use learner-centred and practical experiences in their classrooms, the study revealed that their existing classroom practice did not match those claims, as traditional didactic, teacher-centred approaches were prevalent. I identified teachers‚ÄövÑv¥ support needs through reflective discussions and then designed a professional learning (PL) program. I also supported the teachers to make small changes to incorporate more inquiry-based learning strategies. The research showed that teachers had limited or no access to relevant PL in science. Furthermore, when teacher PL was tailored to their needs, the teachers became active participants, willing to try new classroom strategies. Further research into longer-term support would help teachers develop their expertise by designing lesson plans and units of work that take an inquiry-based approach. The impact of these lessons on student learning could also be more comprehensively assessed. During this phase of the research, a range of significant contextual challenges emerged, including systemic issues, poor infrastructure, and community tensions. Political unrest affected the planned methodology and caused the second phase to be curtailed. This provided unexpected but important insights into conducting research in Nigeria, which may have implications for other researchers working in developing countries. It further revealed the benefit of the PAR methodology in enabling me as the researcher to adjust my plans in response to these unforeseen circumstances.