Assessment of the Challenges and Prospects of Performative Pedagogy in Secondary School Classrooms in Kontagora Local Government Area

Abstract

This study assessed the challenges and prospects of performative pedagogy in secondary school classrooms in Kontagora Local Government Area. The study was motivated by the growing need for learner-centered instructional approaches that enhance student engagement, creativity, and academic performance in secondary education. Two specific objectives guided the study: to examine the challenges affecting the implementation of performative pedagogy and to assess its prospects and potential benefits in improving teaching and learning outcomes. A descriptive survey research design was adopted, and data were collected using a structured questionnaire administered to 399 respondents, out of which 379 were correctly filled and returned. The findings revealed a negative and insignificant relationship between the identified challenges and the implementation of performative pedagogy in secondary schools in Kontagora Local Government Area. The respondents generally disagreed that factors such as inadequate teacher training, overcrowded classrooms, lack of instructional materials, examination-oriented teaching, and poor institutional support significantly hinder the implementation of performative pedagogy. The findings revealed a positive and significant relationship between performative pedagogy and improved teaching effectiveness and student learning outcomes in secondary schools in Kontagora Local Government Area. This shows that performative pedagogy has strong educational benefits when applied in secondary school classrooms. The study concludes that performative pedagogy remains a viable and beneficial instructional approach despite existing challenges in the education system. It recommends continuous teacher training, improved instructional resources, and supportive school environments to enhance the effective implementation of performative pedagogy in secondary schools.