Teachers’ Instructional Delivery Styles and Goal Achievement in Private Secondary Schools in Ekiti State, Nigeria
Keywords:
Instructional Delivery Styles, Goal Achievement, Student-Centred Learning, Academic AchievementAbstract
This study examined the relationship between teachers’ instructional delivery styles and goal achievement in private secondary schools in Ekiti State, Nigeria. The study adopted a descriptive survey research design. The target population comprised 2,344 qualified teachers in private secondary schools in Ekiti State, Nigeria. A sample of 331 teachers, out of which 285 valid responses were retrieved and analysed. Data were collected using a researcher-designed instrument titled “Teachers’ Instructional Delivery Styles and Goal Achievement Questionnaire”. The reliability yielded a Pearson correlation coefficient of 0.87. Data were analysed using descriptive statistics, while the hypothesis was tested using Pearson Product-Moment Correlation (PPMC) at the 0.05 level of significance. The findings revealed that teachers employed diverse instructional delivery styles, including problem-based learning, flipped classroom, inquiry-based learning, and blended instruction, with problem-based learning emerging as the most predominantly used approach. The study also established a high level of goal achievement in the schools, indicating that students effectively apply knowledge, actively participate in classroom activities, and benefit from varied teaching methods. The study concluded that student-centred instructional delivery styles play a critical role in promoting high levels of goal achievement in private secondary schools. The study recommends that school administrators should strengthen the implementation of diverse, student-centred instructional strategies through structured professional development programmes.
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