An Examination of the Impact of Teaching Strategies on Students' Learning Outcome; A Case Study of W.V.S Tubman and G.W. Gibson High Schools in Monrovia (2012-2013)

Abstract

This thesis provides a comprehensive examination of the impact of teaching strategies on students' learning outcomes, specifically analyzing two MCSS schools: W.V.S Tubman High School and G.W. Gibson High School during the 2012-2013 academic year. Utilizing a descriptive research design, the study employed a systematic sampling technique to gather insightful data from 187 respondents through thoughtfully crafted questionnaires. The findings reveal that discussion, identified by 82 respondents (43.85%), is the most commonly utilized teaching strategy, while lectures were cited by 73 respondents (39.04%) as another principal method implemented in teaching sessions. Direct instruction was recognized by 28 respondents (14.97%) as a significant approach employed during lessons. Additionally, a substantial majority of 129 students (78.18%) and 21 teachers (95.45%) acknowledged that the teaching strategies applied by educators have profoundly influenced students' learning outcomes. Notably, 104 respondents (55.62%) affirmed that they rated the overall performance of both teachers and students as commendable. The recommendations put forth by the researcher are crucial; if diligently applied, they could lead to remarkable enhancements within the Liberian educational system, equipping students for meaningful success beyond secondary school. By prioritizing these recommendations, we can foster a positive and holistic environment that enhances teaching and learning experiences for all.