TEACHERS' CLASSROOM PRACTICES AND UPPER PRIMARY SCHOOL PUPILS' LEARNING OUTCOMES IN BASIC SCIENCE AND TECHNOLOGY, OGUN STATE.

Abstract

Pupils' learning outcomes is the product of all learning processes. The study is on
enhancing pupils' learning outcomes through teachers' classroom practices in Basic
Science in upper primary schools in Ogun State. Descriptive research designed was
adopted for the study, 150 pupils were randomly selected from five schools. A selfstructured
achievement test was used as instrument for the study to assess the effect
of teachers' classroom practices in basic science. Collected data were analyzed
using frequency counts and mean difference. The result of the findings established
positive impact of the teachers' classroom practices on pupils' academic
performance. Before the adherence to quality and the implementation of teachers'
classroom practices (active learning, differentiated instruction, formative
assessment, and collaborative learning, pupil learning outcome was moderate and
varied), has a mean score of 12.5. However, after the adherence to teachers'
classroom practices was applied, there was an improved outcome, with respondents
scoring above average and achieving a higher mean score of 16.5. The findings established that student-cantered, interactive learning and feedback-oriented
instructional methods ensured by healthy teachers' classroom practices enhances
pupil engagement, address diverse learning needs, and leads to better academic
outcomes. The study recommended among others that teacher' classroom practices
is key to an improved learning outcome, so in-service training should be organized
for teachers.