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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) (Vol 1 No 1)
| Abstract: Professional Development In Fun-Rigour Multimodal Instructional Methods: Teacher Preparation For Functional Primary Education In the century when global education paradigms shift towards more learner-centred and engaging approaches, the effectiveness of primary education greatly depends on the instructional competencies of teachers, particularly in the adoption of engaging and cognitively rich pedagogical strategies. In order to achieve functional primary education, this study examined how teacher professional development in a strategy developed based on Nigerian context, may provide teachers with engaging, rigorous, multimodal teaching strategies. Fun-rigour multimodal instructional strategy combines playfulness with developmentally appropriate academic challenges to engage pupils in learning activities to improve learners' engagement, comprehension, and cater for holistic development. The study employed a QUAN + qual triangulation design of mixed methods research. Participants were six lower primary classes teachers of Orphans and Vulnerable Children (OVC) selected across three states in southwestern Nigeria with their pupils in Primary II. A total of 95 Primary II pupils (53% orphans and 47% with special needs) were purposively selected from six schools in Ogun, Osun, and Oyo States. The teachers were trained using F-RMEP Instructional Guide and data were collected in 2023 - 2024 utilizing observation schedules, task rubrics, interview guides, and digital recorders. Data were analysed using thematic approach and analysis of covariance. Results indicated that teachers perceived the programme as child-centred, making learning easier, promoting active learner engagement, and supporting vulnerable learners in integrating effectively. OVC pupils taught using the Fun-rigour multimodal instructional method recorded mean gains in economic skills ranging from 6.55 to 9.98, whereas those taught with the conventional method showed only a minimal mean gain of 0.25 in economic skills related to product development. OVC pupils exposed to Fun-rigour multi-modal instructional method had mean gain in soft skills ranging from 6.45 to 8.59 while pupils exposed to conventional method had soft skills mean gains ranging from 0.66 and 6.48. It was recommended that more teachers of primary school should be empowered to utilise Fun-rigour multimodal instructional strategy. |
| Keywords: Fun-Rigour Multimodal Instructional Strategy, Professional Development, Vulnerable Children |
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