Background to the study

Instructional strategies refer to the methods used by teachers to support student learning. They are designed to facilitate teaching and learning and achieve educational objectives. The effectiveness of these strategies and materials depends on how well they meet the needs of teachers and students. The selection of instructional materials and strategies should consider the relevance of the materials to the curriculum, the interests and abilities of the students, and their maturity levels. Using instructional strategies enhances the learning experience and makes it more meaningful (Buseri and Dorgu, 2019).

The process of teaching involves three elements: teacher, student, and subject matter, along with teaching materials. To facilitate learning, the teacher engages in activities such as talking, demonstrating, and giving instructions (Adediran, 2014). These activities are considered various instructional strategies aimed at promoting learning.


The curriculum of secondary school education is so enormous that it prepare young people for full adults lives in the complex and dynamic world. This kind of preparation falls in line with, (2014), dispositive curriculum that the global requirements for education in recent times include promoting life-long education, re-emphasizing the quality of learner experiences, reorganizing subjects into key learning areas so as to develop broad knowledge base, and developing in the leaner the ability to think critically and be innovative. This kind of education, according to Enu and Esu (2010), afford the products of the system the ability to respond to social goal economic realities and future life-challenges. It is universally accepted that students needs the chance to develop faith, self-expression and confidence in them. They also need the ability and skill to learn about themselves; the societal problem and about the wider communities in which the live.

To promote student-centered learning, teachers should utilize a variety of instructional strategies that foster creativity, innovation, and critical thinking. Effective classroom teaching should be informed by an understanding of student learning and be reflective of instructional strategies. Currently, research suggests that problem-solving, student-active, and process-focused instructional strategies are becoming increasingly popular in secondary education in Nigeria (Ogundare, 2015; Osakwe, 2019). These strategies can be classified into conventional and innovative approaches. Conventional approaches, such as lecture, storytelling, and recitation, are teacher-centered and well-established. On the other hand, innovative approaches, such as questioning, inquiry/problem solving, role-play, and dramatization, are learner-centered and more recent (Adediran, 2014).


Effective teaching in secondary schools should prioritize activity-based methods and instructional strategies to help students achieve their learning objectives (Adediran, 2014). The goal of secondary education is to produce functional and productive citizens, and this requires inculcating creative, reflective, competent, analytical, and decision-making skills in students (Mezieobi and Mezieobi, 2008).

Teaching, according to Kanno (2011), should not simply involve imparting knowledge to passive learners who memorize and regurgitate information. Instead, it should be an interactive, student-directed process where the teacher acts as a collaborator, guide, and facilitator, and the student actively participates and strives to achieve meaningful learning. The teacher should not be seen as a taskmaster, but rather as a helper in the learning process. Effective teaching is student-centered, allowing students to learn through hands-on experience and independent judgment (Akinlaye, 2012).

Statement of the Problem

Almost twenty years ago, we are in a period of educational crisis with a wide discrepancy between the instrumental methods used in schools and those verified by research as most effective”. One must ask why there is still such as a disconnection between theory and practice when there is even more pressure on teachers to perform than ever before.

The English teachers teaching in secondary schools face a challenge in keeping barest of development in teaching and being able to ascertain their potential contributions for the improvement of instrument at the classroom level.

These teachers face the challenge of dealing with today’s youth who hailer becomes more curious, more sophisticated and more demanding in their approach to learning, thereby complicating the teaching function. Most secondary schools in Nigeria are faced with strategies in improving performance of teachers in the school. Therefore the researcher intend to look into various instructional strategies of improving performance  students in —————– local government.

Research Questions

  1. To what extent do instructional strategies impact students’ academic performance in English language?
  2. How much of an effect do instructional strategies have on students’ academic performance in English language?
  3. What are the approaches to promoting effective teaching and learning of English language in secondary schools in the ———————– local government area?
  4. How does the use of various teaching methods for English language affect male and female students?
  5. What are the challenges faced in using instructional strategies for effective teaching and learning of English language in secondary schools?

Significance Of The Study

This study will be significant in numbers of way which will seek to identify what should be the role of schools and government towards the teaching and learning of English Language, It will unfold the strategies for motivating teachers and students in teaching and learning in secondary schools, It will remind the teachers the challenges awaiting them in the changing society and modern teaching strategies. Generally the study will recommend the ways of improving the  teaching and learningof English language in secondary schools

Scope Of The Study

The study is aimed at investigating  the influence of instructional strategies on students academic performance in English Language. The students is limited to  ten  selected secondary schools in —————————– local government.



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