STRATEGIES OF TRADITIONAL AND MIXED LEARNING METHODS IN PUBLIC PRIMARY SCHOOLS IN AMAC-FCT
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- NGN 3000
Background of the study
Education is one parameter to see the level of the economy in a country. Education is the most strategic element for the development of a nation. Anero (2013) postulated that Education is seen as instrument of development in all ramification of our life. Education as a development agent has made man useful, not only for himself but to his generation and beyond . The light of education to humanity has transformed man from ignorance to knowledge and happiness. Raharjo (2018) averred that education specifically helps the individual to develop physically, mentally, morally, spiritually, and emotionally by providing suitable environment, teaching him new knowledge, attitudes and skills that will enable him to be useful to himself and his society. In his words , education is vital requirement for man in order to undergo the process of social life. To promote national unity and peaceful coexistence that leads to national development, education of the citizenry starting from primary school level must be the government priority.
Importantly, proper education of the child is a basic tool for effective child upbringing and overall societal development. In recognition of this fact, most nations of the world place much premium on the care and education of the child through primary education.Some such programmes are the regional UPE programmes of 1950’s and 60’s, 1976 national Universal Primary Education (UPE), the disagreement of who funds and manages childhood education among the tiers of government led to the promulgation and abrogation of various National Primary Education Commission decrees between 1988 and 1993. Primary education as stated in the National Policy on Education (2014) is the education given in institutions for pupils aged 6-12 years. The subsequent system of education is built upon primary-level education. Therefore, the key to the success or failure of the whole education system is dependent on what happens at this stage.
Importantly, the development of sound attitude, morals, and the ability to communicate effectively begins at this first formal stage of learning through the method of teaching adopted by the instructor. According to McLaughlin, Gharkholonarehe, Khanova, Deyo & Rodgers (2015), changes in the view of the overall concept of education are reflected in the approach to teaching. In recent decades, there is a shift from the traditional approach , which is characterized by the transmission of finished information, to a constructivist approach. According to Kayii, & Dambo (2018), traditional teaching methods are the methods when students perform certain instructions, work according to the model. Due to the development of science and ICT, since the end of the 20th century there has been a replacement of direct teaching methods with principle of knowledge constructing in specific increments. The purpose of education is not and cannot be the transmission of the truth only, as it is in the case of the so-called transmissive pedagogy (its method is memorising, transmission of non-problematic "facts" - knowledge into the consciousness of a pupil). A more substantial challenge facing education is to equip pupils with the ability to navigate in the vast sea of knowledge and learn to use them correctly.
Recently, much attention and discussion has been evident in terms of the manner and process of providing education
1.2 Statement of the problem
Recently, much attention and discussion has been evident in terms of the manner and process of providing education. According to Kayii & Dambo (2018), the educational system at present is in a transition stage. Thus to meet the challenges of expansion and for catering individuals need it is trying to adopt new technologies and exploring new paths to reach the goal of quality educational opportunities for all, at the same time due to various factors like deficient budgets, lack of facilities, advantages of face to face interaction, it is not completely ready to leave the traditional modes of knowledge transfer thus the need to incorporate the mixed method of teaching. As observed by Dibal & Obaje (2018)., even the management and stakeholder in public primary education are in a state of dual mind, when a group of teacher trainees were inquired about the mode of teaching they will prefer from tradition classroom teaching and ICT supported teaching the students were nearly evenly divided between both the choices.
Conversely, in other to ensure modern pedagogy which supports and promotes a teaching methodology that is both diversified and flexible, providing a very wide range of teaching-learning methods (traditional and mixed learning methods) was paramount for educators which is today known as Blended learning. Lalima (2021) asserts that Blended learning is an innovative concept that embraces the advantages of both traditional teaching in the classroom and ICT supported learning including both offline learning and online learning. It has scope for collaborative learning; constructive learning and computer assisted learning (CAI). Whereas this traditional and mixed learning methods incorporates diverse modes, Yaghmour (2016) posits that it is not just a difficult task, it is complex and organizing requiring drafted strategies for implementation.
Although there are several literature on teaching and learning method, in recent times, little or attention has been given to strategies for blending both Traditional and mixed approach in teaching and learning process. Against this backdrop, the researcher seeks to examine strategies of traditional and mixed learning methods in public primary schools in AMAC-FCT.
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