Analysing teaching strategies and learning outcomes in the teaching of English at Year 5

Abstract

The aim of conducting this study was to investigate how some of Year 5 teachers in Malta are implementing effective teaching techniques in the teaching of English that address the abilities of all pupils. Subsequently, the effectiveness of the pedagogy employed by the teachers was assessed through the learning outcomes set for each lesson. Reflecting upon the learning outcomes of each lesson was essential to examine if the pupils were able to achieve the desired goals in a child-centered approach. Observations were conducted in a Church School and in a State School. Throughout these observations, a checklist was used to evaluate each aspect of the lesson to investigate the strategies used. Interviews were held with the teachers to explore their views on teaching at Year 5 level. Questionnaires were administered to the pupils to gain feedback about their perception of learning that takes place in class. Drawing conclusions on this study portray that, a traditional approach is being adopted by the teachers. The teachers seem not to be planning child-centered lessons. The main findings of the research study indicate that more time should be dedicated to planning detailed learning outcomes to outline what should be attained by the end of the lesson; a thorough evaluation of the conclusion of the lesson is of paramount importance since this should recapitulate the learning outcomes rather than working out exercises from a workbook; collaborative tasks should be practised in class from an early stage to prepare the future generation to acquire social skills as well as learn to challenge each other and teachers should write down their thoughts to reflect upon their practice to amend and refine their skills accordingly.