Teachers' Effectiveness in Using Innovative Teaching Methods in Classroom Teaching

Abstract

Teaching methods play a vital role in developing an intellectually capable and skilful student community within the education sector. Traditional teacher-centred instructional approaches alone are no longer sufficient to address the challenges of today’s fast-paced and information-rich world. Consequently, innovative teaching methods have become increasingly important for enhancing students’ learning experiences and fostering deep understanding. The results of schools located in difficult (underprivileged) areas within the Chankanai Education Division have had a significant impact on this situation. Based on this context, the present study was conducted with the objective of examining the challenges faced by teachers in using innovative teaching methods in classroom instruction in difficult-area schools of the Chankanai Education Division, and to explore how these challenges affect students’ achievement levels, with the ultimate aim of improving student achievement in these schools. As both quantitative and qualitative data were employed, this study adopts a mixed-methods research design. A descriptive survey method was used to conduct the study. The study population comprised 133 teachers from seven difficult-area schools with secondary sections in the Chankanai Education Division of the Valigamam Education Zone. Using a stratified simple random sampling technique based on gender and subject specialization, and applying Krejcie and Morgan’s table, a sample of 100 teachers and 7 principals was selected. Primary data were collected through questionnaires and interviews with principals and teachers. Qualitative data were analysed using thematic analysis, while quantitative data were analysed descriptively using tables and charts. The findings of the study reveal that the use of innovative teaching methods in classroom instruction is limited. Schools lack adequate facilities to implement innovative teaching approaches, professional development opportunities for teachers are insufficient, support from school management is inadequate, students interest in learning is low, students demonstrate limited independent learning skills, modern teaching aids are underutilized, instruction is not adapted to individual differences, subject-based activity rooms are unavailable and there is a shortage of suitably qualified subject teachers. Based on these findings, the study recommends encouraging teachers to adopt innovative teaching methods, while principals, deputy principals, and sectional heads should ensure that such methods are effectively implemented by teachers.