TEACHING METHODS IN SOME SELECT SECONDARY SCHOOLS IN YOLA: A BEHAVIORIST OR MENTALIST APPROACH?

Abstract

This study investigates the dominant teaching approach employed in some select secondary schools in Yola, Adamawa State. In geographical context, previous studies have predominantly concentrated on southern Nigerian states, leaving a significant gap in research concerning northern regions like Adamawa. This study addresses this geographical oversight by focusing specifically on Yola, thereby contributing new insights into the educational practices in a less-studied area. Based on the framework of teaching methodologies, a questionnaire-based survey was administered to sample 50 teachers from four randomly selected secondary schools, two each from Yola North and South Local Government Areas of Adamawa State. The findings reveal that a majority of teachers (58%) utilize a combination of both behaviorist and mentalist approaches, while 42% rely primarily on the behaviorist approach, characterized by teacher-centered instruction and reinforcement strategies. No teachers identified as using purely mentalist methods. The results also show that teachers' choices are influenced by practical classroom management concerns, fostering critical thinking, and addressing students' individual learning needs. The study highlights the importance of teacher training, with 92% of respondents considering it crucial for informing their teaching practices.

Keywords

• Teaching Methods
• Behaviorist Approach
• Mentalist Approach
• Nigerian secondary schools
• Yola
• Teacher-Centred Instruction