INSTRUCTIONAL DELIVERY STRATEGIES AS CORRELATES OF STUDENTS’ LEARNING OUTCOME IN PUBLIC SECONDARY SCHOOLS IN OTUOCHA EDUCATION ZONE OF ANAMBRA STATE, NIGERIA

Abstract

Students’ learning outcomes are germane to the transformation of individuals and serve as a major tool for national development. This study examined instructional delivery strategies as correlates of students’ learning outcomes in public secondary schools in Anambra State. Three research questions and three null hypotheses guided the study. The study adopted a correlational research design. The population comprised 934 SSII students in 274 public secondary schools across the six education zones of Anambra State. A sample of 457 respondents was drawn using the simple random sampling technique. The instruments for data collection were researcher-structured questionnaires titled “Instructional Delivery Strategy Questionnaire (IDSQ)” and “Mathematics Achievement Test Questions (MATQ).” The face validity of the instruments was established by three experts: one in Measurement and Evaluation and two in Educational Management, all from the Department of Educational Foundations, Faculty of Education, Chukwuemeka Odumegwu Ojukwu University, Igbariam Campus. Construct validity was determined using the Principal Component Analysis (PCA) method. The reliability of the instruments was established using the Cronbach Alpha method, yielding an average coefficient of 0.81, which was considered adequate for the study. Pearson Product Moment Correlation Coefficient (PPMC) was used to answer the research questions, while tests of significance of correlation were used to test the hypotheses at the 0.05 level of significance. Findings revealed a high positive and significant relationship between direct-instruction strategy and students’ learning outcomes. There was a moderate positive and significant relationship between project-based instructional delivery strategy and students’ learning outcomes. However, the relationship between personalized instructional delivery strategy and students’ learning outcomes was low, positive, and not statistically significant. Based on the findings, it was recommended that principals should encourage teachers to make greater use of direct-instruction and project-based instructional delivery strategies. This study contributes to knowledge by providing empirical evidence on the relationship between instructional delivery strategies and students’ learning outcomes in public secondary schools in Anambra State.