Pedagogical Innovative Methods and Classroom Management in Nigeria
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Date
2022-10-31
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International Journal of Theory and Application in Elementary and Secondary School Education, Indonesia
Abstract
Abstract
The primary goal of this research was to determine the relationship between innovative pedagogical
methods and classroom management. Traditional pedagogy has been found to be out of date in recent
years, especially in terms of how teachers deliver their teaching and management of the classroom. The
time is right to recognize cutting-edge educational pedagogical innovative methods that are currently
being implemented on a world wild scale or locally, depending on the needs of the region. A quantitative
research design was adopted for the study. A sample of 761 participants was selected randomly selected
from the sample public primary schools in the North-west zone, Nigeria. Pearson product-moment
correlation coefficient and linear regression analysis were used to test the hypotheses. The findings
revealed that computational thinking-embodied learning and context-based learning positively and
significantly correlated with classroom management. Therefore, it was recommended that School
managers should continue to encourage learners' computational thinking so as to help learner
experience a deeper level of involvement and understanding. Also, school managers should continue to
improve embodied learning in order to help teachers reach out to the mind of learners and make lessons
more interesting. Furthermore, school managers should encourage context-based learning by giving
learners a perfect degree of autonomy over learning activities, helping learner activate their thinking and
meta-cognitive skills toward achieving effective classroom management.
Description
Keywords
Computational Thinking;, Embodied Learning,, Context-Based Learning;, Innovative Methods