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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)

M. Abraham Gbeh, Jr.

Carver Christian University, Monrovia, Monsterrado, Liberia

DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000603

Received: 30 October 2025; Accepted: 05 November 2025; Published: 19 November 2025

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.

INTRODUCTION

Background of the Study

Teachers play a crucial role in the rebuilding of educational systems, especially in contexts undergoing early

reconstruction following conflict or disaster. Schools have the potential to create safe environments that

provide structure, stimulation, and opportunities for healthy socialization among peers and adults, which are

vital for mitigating the trauma associated with war. However, it is the teachers who consistently influence the

availability and quality of these supportive learning experiences (UNESCO, 2005). In the aftermath of war or

disaster, teachers can provide not just knowledge but also care and leadership, fostering an environment where

students can thrive academically and socially. The Education for All Global Monitoring Report (UNESCO,

2005) emphasizes that “teachers are the strongest influence on learning” (p. 18). As such, educators have a

profound effect on the overall quality of education and are integral to uplifting student achievement both

directly and indirectly.

Teaching and learning are inherently intertwined, much like two sides of the same coin. The primary measure

of effective teaching is often the degree of student learning achieved. Numerous studies have shown a strong

correlation between students’ perceived learning and their overall satisfaction with a course and its instructor

(Cohen, 1981; Theall & Franklin, 2001). This idea was further articulated by Thomas Angelo, who stated,

“teaching in the absence of learning is just talking.” Doyle. T. Thus, a teacher's effectiveness must be assessed

in terms of student learning outcomes.

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Reflecting on the context of Liberia, it is evident that students’ achievements across various educational levels

rely heavily on the skills and knowledge of their teachers. The teaching methods and strategies employed by

educators are crucial in determining the overall success of learners. Liberia's educational infrastructure has

faced significant challenges due to prolonged conflict. From 1989 to 1997, approximately 80 percent of the

country's 2,400 schools were destroyed, and even after remarkable efforts to restore some of these institutions,

subsequent conflicts led to further devastation, leaving many schools looted, burned, or abandoned by 2003.

The civil unrest over fourteen years caused extensive damage to Monrovia, with over 75 percent of the

educational infrastructure either destroyed or compromised. Many school buildings were repurposed for

military use during the conflicts (HDI, 2006). Consequently, the long-lasting civil strife severely disrupted the

educational training processes within the country, resulting in an influx of individuals into teaching roles

despite many lacking formal training, simply to bridge the gap left by the chronic shortage of qualified

educators. Currently, a significant proportion of teachers in Liberia are underqualified. According to the

Education for All National Action Plan for Liberia (2004), about 65 percent of children in primary schools are

taught by unqualified teachers, and approximately 41 percent of teachers have not completed high school

(UNICEF, RALS Report, 2004 in UNDP, 2006).

Furthermore, the Liberia Education Sector Master Plan 2000–2015 (MOE, 2000) highlights that “one of the

most critical issues in Liberian education relates to the quality of teachers” (p. 57), estimating that nearly 75

percent of teachers in the school system lack the necessary qualifications (p. 58). Due to years of conflict and

limited resources, precise educational data is scarce; however, estimates from 1999 (MOE, 2000) indicate that

only 24 percent of primary teachers and 17 percent of secondary teachers were female (p. 58). Given the

widening gap between the number of teachers and their qualifications in light of increasing student enrollment,

there remains a significant need for more trained educators—especially female teachers. The status of teachers

in Liberia significantly influences how education is delivered in classrooms nationwide. The capabilities and

preparedness of students—reflected in their knowledge, attitudes, and skills—often raise questions about the

effectiveness of current teaching methods and the broader educational framework in place. Addressing these

challenges requires focused efforts to enhance teacher training, recruitment, and support to foster a quality

educational experience for all learners.

Statement of the Problem

According to Black & Wiliam (1998), teachers who engage in effective professional learning cycles take

greater responsibility for the learning of all students. They do not dismiss learning difficulties as an inevitable

consequence of a student's home or community environment. As they assume more responsibility and see that

their new professional knowledge and practices positively impact their students, they begin to feel more

effective as educators. Heightened expectations and responsibility are developed most effectively when

teachers observe that their new teaching practices yield positive results. In stark contrast, the poor performance

of many Liberian students, from primary through secondary levels, raises serious questions for educators—

both Liberian and foreign—regarding the preparation of students in various schools. A significant concern is

the lack of requisite training for many teachers in our school system across the country. The absence of

fundamental teaching methods, strategies, and educational principles necessary for effective teaching may

hinder teachers’ ability to engage learners and stimulate their interest in learning. Moreover, many concerned

parents and individuals often wonder why our students struggle with analytical and writing skills, as well as

speaking and creativity, when they are outside the classroom. While there may be underlying issues that are

not widely recognized, the researcher is eager to uncover these potential factors. Given the numerous

assumptions, revelations, and doubts held by many Liberians, including the researcher himself, this study aims

to examine the impact of teaching strategies employed by multi-status post-war teachers on student learning

outcomes in Liberian schools, specifically the MCSS.

Theoretical support

Based to the intend of this research which is critically looking at the teaching and learning activities in our

various schools with the use of various teaching strategies, learning-centered theories such as creativity and

motivation theory are supportive of this study. Learner-centered theories focus on what the learner brings to

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the Instructional environment. They provide strategies for instructors and instructional designers to work with

while considering an individual's characteristics. Additionally, in 1968, Siegfried Engelmann developed the

Direct Instruction (DI) model under the trade name DISTAR. Grounded in Skinner's behaviorist strategy,

Engelmann's theory of instruction states that learning can be greatly accelerated if instructional presentations

are clear, rule out likely misinterpretations, and facilitate generalizations (Northwest Regional Educational

Laboratory (NREL), 2005).

Significance of the Study

Findings of this study will be made public or be circulated among relevant authorities, Ministry of Education,

schools authorities and other partners within the educational system with the hope that recommendations made

will be acted upon appropriately.

This study also educates, presents a clearer picture to consumers basically on how teaching strategies use by

teachers in our various schools affect the learning outcome of students.

It also serves as resource material for partners in the educational system to ascertain the facts regarding the

true usage of conventional teaching strategies or not in the selected Liberian schools

Purpose and Objective of the Study

This study seeks to explore the impact of teaching strategies on student learning in Liberian schools,

specifically at W.V.S Tubman and G.W. Gibson High Schools in Monrovia. The objectives of the study are as

follows:

1. To examine how various teaching strategies influence student learning outcomes in Liberian schools.

2. To identify the most commonly used teaching methods in the Liberian educational context.

3. To gather student opinions on which teaching methods they find most engaging and effective.

Research Questions

The following research questions will guide the study:

1. How do teaching strategies affect student learning outcomes?

2. Are there differences in teaching strategies between trained and untrained teachers, and how do these

differences impact learning?

3. Which teaching methods are prioritized in the Liberian school system?

Delimitation of the Study

This research focuses on achieving its objectives by specifically targeting key stakeholders, including school

administrators, teachers, and students from two of the most populous schools within the Monrovia

Consolidated School System (MCSS). By exploring perspectives both inside and outside of the classroom, this

study aims to understand how various teaching strategies influence student learning outcomes during the

designated research period.

Limitation of the Study

This research endeavor encountered multiple challenges. Gaining access to crucial information proved difficult

due to the bureaucratic processes within the selected institutions, which delayed the release of valuable data

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and impeded the use of their facilities for research purposes. Furthermore, the researcher faced constraints

stemming from professional commitments, as balancing regular work hours with the demands of this capital-

intensive and time-consuming study posed significant obstacles to progress.

Definitions of Acronyms

MCSS - Monrovia Consolidated School System -

NGOs - Non-Governmental Organizations -

EFA - Education for All -

PRS - Poverty Reduction Strategy -

ESP - Educational Strategies and Policies

Organization of the Study

This study is structured into five key chapters for clarity and coherence. The first chapter serves as the

introduction, laying out a comprehensive overview of the research. The second chapter offers a theoretical

framework, employing scholarly resources to substantiate the study. Chapter three outlines the methodology

employed in conducting the research, leading into chapter four, which focuses on data analysis, where

collected findings are interpreted. Lastly, chapter five concludes the research, summarizing key findings and

providing actionable recommendations for future implementation.

REVIEW OF RELATED LITERATURE

Introduction

A literature review provides an essential overview of both theoretical and empirical studies, revealing the

current understanding of specific issues (Burns & Groove, 2003). This chapter explores how classroom

teaching strategies impact students’ learning outcomes, drawing from professional journals, authoritative

educational texts, and relevant documents from NGOs and government agencies. Instructional strategies are

methods used to deliver educational content, including discussions, demonstrations, and lectures. These

strategies entail a structured sequence of teaching modes aimed at achieving specific objectives (Farrell &

Farmer, 1983). Effective instructional strategies identified in research include: - Clearly stating lesson

objectives and structure at the outset - Using effective delivery techniques with clarity and engagement -

Implementing clear guidelines and routines for smooth classroom management - Actively involving learners in

tasks - Monitoring student attention and redirecting when necessary - Moving around the classroom to support

students - Connecting with students at their interest level and valuing diverse responses - Starting and ending

lessons on time - Fostering a respectful classroom environment - Allowing room for review and repetition of

challenging concepts Walker (1998) emphasizes that successful instruction stems from the connections among

these behaviors rather than their isolated application. Onasanya (1998) advocates for a systematic approach

that views the teaching-learning process as an integrated system of teacher, learner, media, and outcome

evaluation. This framework allows for effective teaching by continuously monitoring and adjusting

instructional elements to enhance student growth and success.

Growing Importance of Student Learning Outcomes

In recent decades, there has been a growing demand from employers, parents, accrediting agencies, state

legislators, the federal government, and students for post-secondary institutions to be held accountable for the

education and training they provide. Student learning outcomes (SLOs) have become the primary measure of

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the effectiveness of higher education (Ruhland & Brewer, 2001). However, empirical studies examining the

impact of SLOs on student learning and attitudes have been scarce. Critics argue that the current focus on

student-centered learning often relies more on rhetoric than on evidence-based pedagogical practices

(Maclellan & Soden, 2007).

The accuracy of conclusions regarding student achievement is closely tied to the assessment methods

employed. Poor assessment instruments can yield unreliable results and lead to erroneous conclusions about

student learning. 2.2 Demands of the Learning Environment and Learning Outcomes Hodgson (1984)

emphasizes that learning occurs within various social contexts and is influenced by the demands placed on

students, such as assignments and tests. Motivation to learn can sometimes become narrow, driven solely by

the information needed for testing. Conversely, the right techniques in a social learning context can enhance

understanding and engagement, promoting deeper learning (Hodgson, 1984; Hounsell, 1984; Marton & Säljö,

1984; Tuckman, 2001).

The debate around whether students can effectively judge teaching efficacy continues. While research suggests

that students are rational expectants and reliable sources of evidence regarding the quality of instruction

(Arreola, 1995; Braskamp & Ory, 1994; Pratt, 1997), it remains contested. Students are exposed to various

instructional experiences and can therefore evaluate quality and engagement with the material (Montgomery,

n.d.). As informed consumers of education, students have a legitimate voice in assessing their learning

experiences (Ory, 2001, p. 12). The global conversation around education quality has escalated, as the

provision of education expands. Countries nearing the achievement of Education for All (EFA) goals

acknowledge that while access to education has increased, quality has often been neglected. Serious concerns

arise about low student learning levels in under-resourced environments, characterized by overcrowded

classrooms and poorly prepared teachers (UNESCO, 2004).

Evidence is mounting that even in countries with high primary education participation rates, actual student

learning frequently falls short of expected standards. Many parents withdraw their children from school when

they perceive inadequate learning outcomes (UNESCO, 2010). Overall, education quality—defined as student

learning aligned with national standards—is influenced by numerous factors, among which the quality of

teachers and teaching is paramount. The 2004 EFA Global Monitoring Report concludes that the dynamics

within classrooms and the influence of teachers are crucial for improving learning outcomes.

Growing Importance of Student Learning Outcomes

In today’s educational landscape, there is an increasing demand from employers, parents, accrediting bodies,

state legislators, and students for post-secondary institutions to demonstrate accountability for the education

and training they provide. Student learning outcomes (SLOs) have emerged as the primary metric for

evaluating the effectiveness of higher education (Ruhland & Brewer, 2001). However, there is a notable

scarcity of empirical research investigating how SLOs influence student learning and attitudes.

Many scholars have pointed out that the prevalent concept of student-centered learning often leans more on

ideology than on substantiated educational practices (Maclellan & Soden, 2007). The ability to derive accurate

conclusions about how well students have achieved expected outcomes hinges significantly on the assessment

methods employed. Ineffective assessment tools can lead to unreliable findings and distort perceptions of

student learning, undermining the very goals educators aspire to meet.

Demands of the Learning Environment and Learning Outcomes

As articulated by Hodgson (1984), learning is not an isolated experience; it unfolds within diverse social

contexts and is shaped by the demands placed on learners, including assignments and exams. When the focus

of motivation becomes narrowly defined by what is needed for testing, the richness of learning diminishes. On

the other hand, well-designed educational approaches that foster an engaging social learning environment can

significantly enhance understanding and enthusiasm for the material, promoting deeper and more meaningful

learning (Hodgson, 1984; Hounsell, 1984; Marton & Säljö, 1984; Tuckman, 2001).

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The question of whether students serve as effective judges of teaching quality remains an active point of

discussion. Although some research suggests students possess rational judgment capabilities and can provide

reliable feedback regarding instructional quality (Arreola, 1995; Braskamp & Ory, 1994; Pratt, 1997), opinions

are divided. Students encounter various instructional experiences and thus have a unique standpoint from

which to evaluate quality, relevance, and engagement (Montgomery, n.d.). As valid consumers of their

education, students command the right to express their views on their learning experiences (Ory, 2001, p. 12).

The issue of educational quality has grown increasingly critical as educational provisions expand globally.

Many countries that are close to achieving their Educational for All (EFA) goals recognize that, while access

has improved, quality suffers significantly. Alarmingly low levels of student learning are prevalent in under-

resourced schools, where overcrowding and poorly trained teachers exacerbate the problem (UNESCO, 2004).

Evidence indicates that even in nations with high enrollment rates in primary education, actual student learning

often falls considerably below established standards, resulting in parents withdrawing their children from

school when they perceive insufficient educational value (UNESCO, 2010).

Ultimately, education quality—defined as students’ learning experiences that align with national educational

standards—derives from numerous factors. Among these, the quality of teachers and teaching stands out as the

most influential. The 2004 EFA Global Monitoring Report decisively asserts that the critical dynamics of

classroom interactions and the role of educators are pivotal in enhancing learning outcomes.

The Liberian Educational System and Its Challenges

The quality of education in Liberia continues to be alarmingly poor, largely due to several key factors

including poorly trained teachers, an outdated curriculum, and a scarcity of instructional materials (GoL, 2008).

This situation has been exacerbated by the devastating effects of the civil war, which damaged school facilities,

destroyed resources, and resulted in the loss of many educators. The war disrupted essential educational

processes, making recovery even more challenging. The government recognizes these educational challenges,

as highlighted in the Poverty Reduction Strategy (PRS), which identifies inadequate funding, outdated

curricula, and a shortage of qualified teachers among its top concerns (GoL, 2008).

As noted in the Education Sector Plan (ESP), teacher quality is crucial for educational effectiveness.

Unfortunately, as of 2007, around 62 percent of teachers were unqualified, a problem worsened by the war's

impact on the teaching workforce. The destruction of Rural Teacher Training Institutes (RTTIs) has also

contributed to this crisis, as the system has come to rely heavily on untrained and volunteer educators. This

highlights the urgent need for enhanced teacher training and standardized programs (GoL, 2009).

In response, the PRS set a goal to train 50 percent of Liberian teachers by 2010, estimating the need for about

1,000 new teachers annually to meet the demand for free, compulsory primary education (GoL, 2009). This

initiative aims to improve the quality of education by equipping teachers with effective strategies and

professional skills, ultimately benefiting students’ learning outcomes.

Conceptual Framework

According to Gagne, R. M. (1985), the conceptual framework in this study is grounded on the assumption that

the teaching strategies employed by teachers directly and indirectly influence students’ learning outcomes. The

conceptual framework illustrates the relationship between independent variables (teaching strategies) and

dependent variables (students’ learning outcomes), as well as the intervening variables (school and student-

related factors) that may affect this relationship.

The framework assumes that effective teaching strategies—when implemented appropriately—enhance student

engagement and comprehension, leading to improved learning outcomes. However, this relationship is

moderated by contextual and personal factors such as teacher competence, student motivation, and school

environment.

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Teaching Strategies

History and Theoretical Foundation of Teaching Strategies and Learning Outcomes

From the very beginnings of formal education, the organization of the classroom has played a crucial role in

facilitating student interaction and learning. The instructional strategies employed by teachers not only help

shape the learning environment but also reflect their professional beliefs about learning and the nature of

students. There are strategies that view students as passive recipients of knowledge, while others perceive them

as active participants engaged in inquiry and problem-solving (Gagne, 1985).

The roots of today’s instructional strategies trace back to ancient civilizations. Socrates, in ancient Greece,

exemplified a questioning technique designed to encourage learners to independently uncover significant truths.

A similar approach resembling direct instruction was documented by Samuel Griswold Goodrich in the early

eighteenth century as he described teaching methods in a rural Connecticut school. As education began to

extend beyond the elite classes, there emerged a demand for instructional strategies that could effectively

manage larger groups of students. One notable example is the Lancaster Method, widely adopted in the early

nineteenth century, which involved gathering up to a hundred students in a single classroom, organizing them

into ability-based groups, and utilizing monitors (teacher aides) to facilitate guided recitations from scripted

lesson plans.

The instructional approaches of the nineteenth century were predominantly teacher-centered, focusing

primarily on the clear transmission of fundamental information. However, a shift began in the early twentieth

century with the influence of John Dewey and the principles of Progressive education. This legacy introduced

student-centered instructional methods aimed at fostering higher-level thinking and problem-solving

capabilities. The project method, in particular, laid the groundwork for contemporary approaches such as

cooperative learning and problem-based instruction that prioritize active student engagement and collaborative

interaction. The progress initiated by early Progressive educators was bolstered by significant advancements in

learning theory from renowned theorists like Lev Vygotsky, Jean Piaget, Jerome Bruner, and Albert Bandura.

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Their insights shaped instructional strategies during the educational reforms post-Sputnik in the 1950s and

1960s, bringing cognitive psychology and constructivist perspectives to the forefront. This period saw the rise

of strategies like discovery learning and inquiry-based teaching, which became central to curriculum

development, while cooperative learning and problem-based methods gained broader adoption.

In the 1960s, Bruce Joyce began to categorize the various teaching approaches that had been developed over

time. He formulated a classification system designed to evaluate each approach based on its theoretical

foundation, desired learner outcomes, and the corresponding behaviors expected from both teachers and

students. Notably, Joyce preferred the term "model" over "teaching strategy" to describe specific instructional

approaches. In his earlier work (Joyce and Weil, 1972), more than twenty distinct models were identified.

Joyce's framework significantly advanced the understanding of the field and has profoundly impacted

educators' perceptions of instructional strategies worldwide.

Theories of Learning

Entwistle (1984) examines early psychological efforts to define learning and memory processes, citing

William James' approach from the early 1900s. James emphasized that memory relies on associations between

pieces of information; we remember things better when they connect to prior knowledge. The stronger these

connections, the easier the information is to recall. Entwistle also introduces the information processing model

of memory, likening it to computer functions. This model suggests that learning occurs by focusing on stimuli

and encoding that information in the brain, with successful retrieval as evidence of learning. New data is

organized into conceptual hierarchies, allowing for easier categorization, and forgetting is linked to errors in

encoding or retrieval.

While this model indicates that improving learning techniques can enhance memory, critics like Ausubel,

Novak, and Hanesian (1978, as cited in Entwistle, 1984) argue it is too restrictive, particularly for abstract

concepts. These thinkers propose that learning should be viewed as a process of constructing meaning, where

abstract concepts connect with prior experiences. Recent reviews, such as those by Dietel, Herman, and Knuth

(1991), stress that learning is not linear but occurs in various directions and at different paces.

Similarly, Biggs (1987) notes that the context and how students perceive their performance influence the speed

of knowledge acquisition, highlighting that the perception of what constitutes acceptable performance affects

learning outcomes.

Instructional Strategies and Learner Outcomes

Gagne (1985) defines learning as a process where instruction leads to changes in an individual's knowledge or

behavior. Different learning theories offer varied perspectives on how learning occurs. Behavioral theories

emphasize changes in behavior due to external environmental factors, while cognitive and constructivist

theories focus on internal mental processes. The instructional strategies employed by teachers are grounded in

these theories, leading to specific educational outcomes. Throughout the twentieth century, debates arose

over which theories and strategies—such as lecture versus discussion or direct instruction versus discovery

learning—are most effective. These discussions often remained unresolved because the effectiveness of

strategies is contingent upon the teacher's objectives (Gagne, 1985). Gagne also highlights that modern views

of instructional strategies recognize education's complexity and the need for diverse approaches to meet varied

learner outcomes. Effective teachers now utilize multiple instructional strategies tailored to achieve both

behavioral and cognitive goals. The choice of strategy depends on the specific learning objectives the teacher

seeks to accomplish.

Frequent and Persistently Used Instructional Strategies in the Classroom According to Cruickshank et al.

(1999), the learning environment encompasses both the classroom context and the expected behaviors of

teachers and students. One key instructional strategy is direct instruction, which provides structured, teacher-

controlled learning. Teachers set clear learning outcomes, present new information, and guide student practice,

maximizing academic engagement and success. Simulation is another effective method where students role-

play scenarios to develop real-world skills and concepts.

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This hands-on approach allows learners to make decisions and learn from their successes and failures in a safe

environment. Presentation, or lecture, remains a widely used strategy for knowledge acquisition, requiring

more than mere lecturing. Effective presentations involve a structured environment where teachers actively

engage students, using advance organizers to help them process new information. While suitable for

foundational knowledge, presentations are less effective for fostering higher-level thinking. Concept teaching

is vital for developing higher-level thinking skills, helping students understand foundational concepts that

support social communication.

Discussions also play a crucial role, allowing students to articulate their thoughts and engage deeply with

academic content. Effective discussions go beyond simple Q&A, enhancing student engagement and critical

thinking. The case method links classroom learning with real-life experiences, encouraging active student

discussion about real-world issues. Lastly, active learning—defined by Meyers and Jones (1993)—includes

activities that engage students in applying what they’ve learned, reinforcing critical thinking and perspective-

taking. While lecturing can be appropriate for specific content, a mix of instructional strategies tailored to

lesson objectives is essential for maximizing student learning.

Professional Learning Experiences Linking Teaching Activities and Valued Student Outcomes

Cruickshank et al. (1999) highlight that the success of professional learning activities in enhancing student

outcomes depends on teachers' understanding of the connections between specific teaching practices and

student learning.

Effective professional development focuses not just on mastering strategies but on their actual impact on

student outcomes. Clear definitions of desired outcomes—ranging from specific knowledge and skills to

broader goals like comprehension and collaboration—are essential for teachers. Without clear targets,

professional learning is unlikely to yield meaningful improvements. In situations with persistent achievement

problems, positive changes may only become evident over time as teachers modify their practices. When

teachers observe students gaining new knowledge, their expectations tend to rise, fostering a greater sense of

responsibility for student learning.

However, linking student learning issues to teacher expectations can lead to a blame culture unless teachers

feel supported in developing their practices. Thus, ongoing support is crucial for fostering effective educational

outcomes.

RESEARCH METHODOLOGY

Introduction

Research methodology focuses on the development of data collection tools such as interviews and

questionnaires (Burns and Groove, 2003). This study's methodology includes research design, population,

sampling technique, sample, instruments, data collection procedures, and data analysis procedures.

Methods for Data Collection

For this research, a quantitative data collection method was employed to effectively gather the required data.

Target Population

The research population encompasses the entire group of individuals or objects exhibiting specific

characteristics of interest to the study (Burns and Groove, 2003). In this context, the population consists of all

secondary students, teachers, and administrators at two highly populated MCSS schools: W.V.S. Tubman High

School and G.W. Gibson High School. To minimize disruptions, the existing structure of classes was

maintained, resulting in a total participation of 1,870 individuals.

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Sample and Sampling Technique

According to Burns and Groove (2003), a sample size represents a subset of the population. This study utilized

a systematic sampling technique, a probability method that involves selecting participants at regular intervals,

to choose 187 participants, primarily from the senior high divisions of both schools, along with a smaller

group of teachers and administrators. The following formula facilitated the calculation of the sample size:

K = N/n Where: - K = the interval for selection, N = population size (1,870) , n = desired sample size (190)

Thus: K = 1,870/190, 9.84 (rounded to 10)

Consequently, every tenth student, teacher, and administrator was chosen for the sample. This sample size is

believed to be sufficient to address the research questions, particularly concerning the educational system in

question compared to other nations.

Research Design

Lobiodo-Wood and Haber (2004) describe research design as the overall plan for a study. This research

utilized a descriptive design, which Burn and Grove (2003) state is useful for gathering detailed information

about characteristics in a specific area without manipulating variables.

Research Instrument

The study employed structured questionnaires created by the researcher to address specific research goals.

Additionally, scheduled interviews guided by an interview framework were conducted to complement the data

collection.

Data Collection Procedure

The questionnaires, limited to one or two pages, were distributed to active participants in selected classes.

After completion, they were categorized by class and school, and supplemental interviews were conducted to

enhance the data.

Data Analysis Procedure

Data analysis was based on the returned questionnaires, with findings organized by school, class, and

participant status. Results were presented in tables, charts, and graphs for clearer understanding and

interpretation.

Ethical Considerations

Ethical considerations are crucial for responsible research that respects participants and maintains integrity.

This study adhered to key ethical principles:

Informed Consent

All participants—teachers, students, and school administrators—were fully informed about the study's purpose

and methods. Participation was voluntary, with written consent obtained from teachers and administrators.

Confidentiality and Anonymity

Participants' identities were protected throughout the research. Data remained confidential and used solely for

academic purposes. Names were replaced with statuses of participants to ensure anonymity, and school names

were used only with permission.

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INTERPRETATION, PRESENTATION, AND DISCUSSION OF FINDINGS/RESULTS

Introduction

This chapter analyzes data from 187 respondents, including teachers and students from W.V.S. Tubman and

G.W. Gibson High Schools in Monrovia. The collected data examines the relationship between teaching

strategies and student learning outcomes. We present insights into respondents' opinions and feelings on the

study topic. The data, analyzed statistically and presented in tables with corresponding percentages, aims to

facilitate a clear and concise discussion of the findings.

Interpretation and Presentation of Data

Table 1: Status of the respondents

Statuses

W.V.S Tubman High school

G.W. Gibson High School

Frequency

Percentages (%)

Teachers

11.76%

Students

165

88.24%

Total

109

187

100%

Source: Author’s field data 2013

Table 1 and the chart show the statuses of respondents in this research.

Out of 187 participants, 165 (88.24%) were students from W.V.S. Tubman and G.W. Gibson high schools,

while 22 (11.76%) were teachers from those institutions.

Table 2: Age distribution of respondents

Age Range

W.V.S Tubman High School

G. W. Gibson High School

Frequency

Percentages (%)

Teachers

Students

Teachers

Students

5-15yrs

3.74%

16-31yrs

162

86.63%

32-46yrs

9.09%

47-61yrs

0.53%

Total

187

100%

Source: Author’s field data 2013

100

120

140

160

180

200

Teachers Students Total

Graphic Illustration of Table 1

W.V.S Tubman HighSchool

G.W. Gibson High school

Frequency

Percentages

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Source: Author’s field data 2013

Table 2 and the accompanying chart illustrate the age distribution of respondents, ranging from 5 to 61 years.

A significant portion, 162 respondents (86.62%), fall within the age group of 16-31 years. Meanwhile, 17

respondents (9.09%) are aged 32-46 years, and 7 respondents (3.74%) are between 5-15 years. Lastly, 1

respondent (0.53%) represents the age group of 47-61 years.

Table 3: Class level of Respondents

Responses

W.V.S. Tubman High School

G.W. Gibson High School

Frequency

Percentage (%)

Grade

41.21%

Grade

16.36%

Grade

42.42%

Total

165

100%

Source: Author’s field data 2013

Table 3 and the accompanying chart present the class levels or placements of the students. Among the total

sample of 187 respondents, 70 (42.42%) were 12th graders, while 68 (41.21%) were 10th graders. Additionally,

27 respondents (16.36%) were in the 11th grade.

100

120

140

160

180

200

5 - 15yrs 16 - 31yrs 32 - 46yrs 47 - 61yrs Total

Graphic Illustration of Table 2

W.V.S HighTubmanSchool

Teachers

W.V.S

HighTubmanSchoolStudents

G. W. High GibsonSchool

Teachers

G. W. High

GibsonSchoolStudents

Frequency

Percentages

100

120

140

160

180

10th Grade 11th Grade 12th Grade Total

Graphic Illustration of Table 3

W.V.S. Tubman High School

G.W. Gibson High School

Frequency

Percentage

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Table 4: Gender distribution of Respondents

Sex

Distribution

W.V.S Tubman High School

G. W. Gibson High School

Frequency

Percentages (%)

Teachers

Students

Teachers

Students

Female

30.48%

Male

130

69.52%

Total

187

100%

Source: Author’s field data 2013

Table 4 and the corresponding chart clearly highlighted the gender differences among respondents.

Specifically, 130 individuals, accounting for 69.52% of the sample, identified as male. In contrast, a smaller

group of 57 respondents, making up 30.48% of the total studied population, identified as female.

Table 5: Number of students per class

Responses

W.V.S Tubman High School

G.W. Gibson High School

Frequency

Percentages (%)

Teachers

Students

Teachers

Students

10-35

9.09%

36-60

46.52%

61-85

12.30%

86-110

32. 09%

Total

187

100%

Source: Author’s field data 2013

100

120

140

160

180

200

Felmale Male Total

Graphic Illustration of Table 4

W.V.S High TubmanSchool Teachers

W.V.S High TubmanSchool Students

G. W. High Gibson School Teachers

G. W. High Gibson School Students

Frequency

Percentages

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Source: Author’s field data 2013

Table 5 and the accompanying chart reveal compelling insights about class sizes within the studied population.

Notably, 87 respondents (46.52%) indicated that their classes contained 36-60 students, with this issue being

particularly significant at W.V.S. Tubman High School. Furthermore, 60 respondents (32.09%) reported their

classes housed 86-110 students, a trend markedly pronounced at G.W. Gibson High School compared to

Tubman High. Additionally, 23 respondents (12.30%) believed their classes had 61-85 students. Lastly, 17

respondents (9.09%), predominantly from Tubman High School, indicated that some of their teaching sessions

included only 10-35 students, highlighting the variability in class sizes and the need for attention to this crucial

aspect of educational experience.

Table 6 : Seating arrangement of students in class

Responses

W.V.S Tubman High

School

G.W. Gibson High School

Frequency

Percentages (%)

Teachers

Students

Teachers

Students

Close together

111

59.36%

Very close together

14.44%

Far apart

23.53%

Very far apart

2.67%

Total

187

100%

Source: Author’s field data 2013

100

120

140

160

180

200

30 - 35 36 - 60 61 - 85 86 - 110 Total

Graphic Illustration of Table 5

W.V.S High Tubman School Teachers

W.V.S High Tubman School Students

G.W. HighGibson School Teacher

G.W. HighGibson School Students

Frequency

Percentages

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Source: Author’s field data 2013

Table 6 and the chart illustrate key insights about classroom seating arrangements.

A majority of 111 respondents (59.36%) indicated that students are seated closely together, which promotes

collaboration and engagement. In contrast, 44 respondents (23.53%) reported that students are positioned far

apart, potentially limiting interaction. Additionally, 27 respondents (14.44%) noted that students are seated

very close together, while only 5 respondents (2.67%) mentioned that students are very far apart. This data

highlights the importance of optimizing classroom layouts for enhanced educational outcomes.

Table 7: Do seating arrangement of your students impact or affect your teaching

Responses

W.V. Tubman High School

G.W. Gibson High school

Frequency

Percentages (%)

Teachers

Yes

54.55%

45.45%

Total

100%

Source: Author’s field data 2013

100

120

140

160

180

200

together

Very close

together

Far apart Very far apart Total

Graphic Illustration of Table 6

W.V.S High Tubman School Teachers

W.V.S High Tubman School Students

G.W. High Gibson School Teachers

G.W. High Gibson School Students

Frequency

Percentages

100

120

Yes No Total

Graphic Illustration of Table 7

W.V.S High Tubman School

Teachers

G.W. GibsonHigh school Teachers

Frequency

Percentages

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Table 7 and the accompanying chart clearly highlight that a majority of teachers, specifically 12 respondents

(54.55%) of the total surveyed, recognize the significant impact that seating arrangements have on their

teaching effectiveness. On the other hand, 10 respondents (45.45%) from Tubman High contended that seating

arrangements do not influence their teaching or positively affect student learning outcomes. This disparity

suggests a critical need to re-evaluate seating strategies to enhance educational experiences.

Table 8: Do you have formal training in education or teacher training

Responses

W.V.S Tubman High School

G. W. Gibson High School

Frequency

Percentages

(%)

Teachers

Yes

86.36%

13.64%

Total

100%

Source: Author’s field data 2013

Table 8 and the chart demonstrate that a strong majority of 19 respondents (86.36%) among the surveyed

teachers possess formal training in education or relevant teaching skills. This formal background significantly

enhances their ability to nurture and guide our students effectively. Conversely, the 3 respondents (13.64%)

who admit to lacking formal education training are nonetheless committed to helping shape young minds,

showcasing their dedication despite the absence of official qualifications

Table 9: What teaching strategy do teachers use during their teaching sessions

Responses

W.V.S Tubman High School

G.W. Gibson High School

Frequency

Percentages (%)

Teachers

Students

Teachers

Students

Lecture

39.04%

Direct Instruction

14.97%

Case studies

0.53%

Discussion

43.85%

Others

1.60%

Total

187

100%

Source: Author’s field data 2013

100

120

Yes No Total

Graphic Illustration of Table 8

W.V.S Tubman High School

Teachers

G. W. Gibson Teachers

Frequency

Percentages

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Source: Author’s field data 2013

Table 9 and the chart clearly illustrate that 83 respondents (43.85%) identified discussion as the most

commonly used teaching strategy, highlighting its engagement value. Additionally, 73 respondents (39.04%)

noted that lecturing is also widely used. Direct instruction was chosen by 28 respondents (14.97%) as a key

teaching method.Meanwhile, 3 out of 187 respondents (1.60%) mentioned role play as an interactive strategy,

which intrigued the researcher. Lastly, just 1 respondent (0.53%) selected case studies as a teaching approach,

indicating its limited yet meaningful application.

Table 10: Do you think the way you are taught make you learn easily

Responses

W.V.S Tubman High School

G. W. Gibson High School

Frequency

Percentages (%)

Students

Yes

129

78.18

21.82

Total

165

100%

Source: Author’s field data 2013

100

120

140

160

180

200

W.V.S High Tubman

School Teachers

W.V.S High Tubman

School Students

G.W. High Gibson School

Teacher

G.W. High Gibson School

Students

Frequency

Percentages (%)

100

120

140

160

180

Yes No Total

Grphic Illustration of Table 10

W.V.S Tubman High School

Students

G. W. Gibson High School

Students

Frequency

Percentages (%)

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Table 10 and the associated chart highlight a significant connection between the effectiveness of teaching

strategies and students’ learning experiences.

Remarkably, 129 respondents—representing an impressive 78.18% of our student population—expressed that

they find it easy to learn from the current teaching methods employed. Conversely, only 36 respondents,

accounting for 21.82%, stated that the teaching approaches hinder their ability to grasp concepts in the

classroom. This strong preference underscores the importance of utilizing effective teaching strategies to

enhance student learning outcomes.

Table 11: Do you think your teaching strategy implore do impact your students’ learning outcome

Responses

W.V.S Tubman High School

G.W. Gibson High School

Frequency

Percentages (%)

Teachers

Yes

95.45%

4.55%

Total

100%

Source: Author’s field data 2013

Table 11 and the accompanying chart shed light on teacher responses concerning the effectiveness of their

instructional strategies and their impact on student learning. An impressive 21 educators (95.45%) from the

surveyed group firmly believe that the teaching strategies they select and employ are instrumental in enhancing

student learning outcomes. Conversely, only 1 respondent (4.55%) disagreed, stating that the strategies utilized

during teaching sessions lack significant influence on student success. This overwhelming consensus

underscores the critical role of effective teaching strategies in fostering student achievement.

Table 12 How can you rate the overall performances of your teachers or students relative to teaching and

learning

Responses

W.V.S Tubman High School

G.W. Gibson High School

Frequency

Percentage (%)

Teachers

Students

Teachers

Students

Excellent

11.76%

Very good

14.44%

Good

104

55.62%

Fair

13.37%

Poor

4.82%

Total

187

100%

Source: Author’s field data 2013

100

120

Yes No Total

Graphic Illustration of Table 11

W.V.S Tubman High

School

G.W. Gibson High School

Frequency

Percentages (%)

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Source: Author’s field data 2013

Table 12 and the accompanying chart compellingly showcase the performances of both teachers and students

in the reviewed institutions.

An impressive 104 respondents (55.62%) rated the overall performance of their teachers and students as good,

highlighting a solid foundation in the educational experience. Furthermore, 27 respondents (14.44%) rated the

performances as very good, indicating a noteworthy level of satisfaction. While 25 respondents (13.37%)

assessed the performance as fair, it's worth noting that 22 individuals (11.76%) rated it as excellent, reflecting

moments of outstanding achievement. However, it's also important to address that 9 respondents (4.82%),

primarily students, viewed the overall performance of their teachers as poor, signaling areas that require

attention and improvement.

DISCUSSIONS OF FINDINGS/RESULTS

This section analyzes the research findings based on empirical data and the researcher’s insights, organized

through percentage methods and enhanced with graphic representations.

Statuses of the Respondents

Table 1 and the accompanying chart reveal that out of 187 respondents, 165 (88.24%) were students from

W.V.S. Tubman and G.W. Gibson high schools, while 22 (11.76%) were teachers. The inclusion of both

groups allows for a comprehensive assessment of teaching strategies' impact on learning outcomes.

Age Distribution of the Respondents

Table 2 and the chart show that respondents’ ages ranged from 5 to 61 years. Most respondents, 162 (86.62%),

were aged 16-31, with 17 (9.09%) aged 32-46, 7 (3.74%) aged 5-15, and 1 (0.53%) aged 47-61. This data

indicates that many students in Liberian schools are often older than their class level, a trend evident in post-

war educational settings.

Class Level of Respondents

Table 3 and the chart indicate that 70 respondents (42.42%) were in 12th grade, 68 (41.21%) were in 10th

grade, and 27 (16.36%) were in 11th grade.

100

120

140

160

180

200

Excellent Very good Good Fair Poor Total

Graphic Illustration of Table 12

W.V.S High Tubman School

Teacher

W.V.S High Tubman School

Students

G.W. High Gibson School Teachers

G.W. High Gibson School Students

Frequency

Percentage (%)

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Gender Distribution of Respondents

Table 4 shows a significant gender imbalance among respondents, with 130 males (69.52%) and 57 females

(30.48%). Notably, none of the 22 teachers surveyed were female, underscoring male dominance in Liberian

schools.

Number of Students per Class

Table 5 reveals class sizes at W.V.S Tubman and G.W. Gibson high schools. Among respondents, 87 (46.52%)

reported 36-60 students per class, particularly at Tubman. Additionally, 60 respondents (32.09%) indicated 86-

110 students, mostly at G.W. Gibson. Some classes also had 61-85 students (12.30%) or 10-35 students

(9.09%), mainly at Tubman. Despite regulations limiting class size to 35-45, overcrowding persists, negatively

affecting teaching and learning.

Seating Arrangement of Students in Class

Table 6 outlines seating arrangements, with 111 respondents (59.36%) noting that students sit closely together.

Conversely, 44 respondents (23.53%) reported seating far apart, while 27 (14.44%) mentioned very close

seating. Only 5 respondents (2.67%) indicated that students were very far apart.

Impact of Seating Arrangement on Teaching

Table 7 shows that 12 teachers (54.55%) believe student seating arrangements significantly affect their

teaching effectiveness, particularly at G.W. Gibson High School, which experiences more overcrowding. In

contrast, 10 teachers (45.45%) from Tubman High reported that seating does not impact teaching or learning

outcomes.

Formal Training in Education

According to Table 8, 19 teachers (86.36%) have formal education or training, while 3 teachers (13.64%) lack

formal training but are still teaching. Despite post-civil war challenges, Liberia has made strides in teacher

qualifications. The PRS aims to train 50% of teachers by 2010, requiring about 1,000 new educators annually

(GoL 2009) to improve educational quality.

Teaching Strategies Used by Teachers

Table 9 indicates that 83 respondents (43.85%) use discussion as their primary teaching method, while 73

respondents (39.04%) prefer lecturing. Direct instruction was chosen by 28 respondents (14.97%), and role

play and case studies were mentioned by 3 (1.60%) and 1 (0.53%) respondents, respectively. These methods

promote student engagement and help maintain teacher control in the classroom.

Impact of Teaching Strategies on Student Learning

The researcher asked students whether teaching strategies affect their learning. Results showed that 129

respondents (78.18%) felt they learned easily from their teachers, while 36 (21.82%) did not. While most

appreciate the teaching methods, it’s important to consider the minority's concerns to improve classroom

effectiveness.

Teacher Perspectives on Teaching Strategies' Impact

Regarding their own strategies, 21 teachers (95.45%) agreed that their methods positively impact student

learning, while 1 teacher (4.55%) disagreed.

Rating the Performance of Teachers and Students

In rating performance, 104 respondents (55.62%) rated it as good, 27 (14.44%) as very good, 25 (13.37%) as

fair, 22 (11.76%) as excellent, and 9 (4.82%) rated their teachers’ performance as poor.

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SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary

This study included 187 participants: 165 students (88.24%) and 22 teachers (11.76%) from W.V.S Tubman

High School and G.W. Gibson High School. Key findings include: - Gender Disparity, A significant gap was

identified, with 130 males (69.52%) and only 57 females (30.48%) among respondents, and no female teachers

present. - Class Size and Seating , Of the respondents, 87 (46.52%) reported class sizes of 36-60 students,

while 60 (32.09%) indicated 86-110 students, mainly from G.W. Gibson. Additionally, 111 respondents

(59.36%) noted students were seated closely together, with 54.55% of teachers acknowledging that seating

arrangements impact teaching. -Teacher Qualifications, Among the teachers, 19 out of 22 (86.36%) had

formal training in education. The most used teaching strategies were discussion (43.85%) and lecture (39.04%),

with direct instruction cited by 14.97%. - Learning Outcomes:, A majority of students (129 respondents,

78.18%) felt that their teachers’ methods facilitated easier learning. Teachers largely agreed, with 21

respondents (95.45%) stating their strategies positively impacted student outcomes. Overall, 104 respondents

(55.62%) rated the performance of both teachers and students during the educational process as good,

indicating a generally positive view of teaching effectiveness.

Conclusions

This research on the impact of teaching strategies on student learning outcomes at W.V.S Tubman and G.W.

Gibson High Schools in Monrovia produced insightful results. While many respondents highlighted effective

strategies such as discussions and lectures, concerns about the overall performance of graduates persist. Issues

like bribery and improper student placement, which were not discussed by respondents, may also affect

outcomes.

Recommendations

To improve the educational sector, the following recommendations are proposed:

1. Enforce Classroom Policies: The Ministry of Education should ensure compliance with regulations to

prevent overcrowded classrooms that hinder effective teaching.

2. Promote Female Education: The government should invest in female education and train female

teachers for public schools to address socio-emotional challenges faced by students.

3. Monitor School Administrators: Regular supervision of public school administrators by higher

authorities is essential to uphold professional standards among teachers.

4. Provide Teacher Training: All teachers in public and private schools should receive training in

pedagogy to enhance their teaching effectiveness.

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