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ESCET  
Journal of Educational Research and Policy Studies (ESCJERPS) Vol. 1, No. 2 
ISSN: Print 2811-2717                                                                            https://journal.escetjerps.com 

 
 
 
 

 

EFFECTIVE PROMOTION OF LEARNING IN CLASSROOM  

 

Hyacinth Eze. O. Ph.D 
Department of Educational Psychology Enugu,   

Enugu State College of Education (Technical) 

Abstract 

The issue of promoting learning has caused a lot of concern for students, teachers and the 

society in general in Nigeria. This paper identified setbacks. They are poor knowledge of 

lesson objectives and presentation of such objectives, encouragement of self-

development, participation approach to teaching and learning. The paper concluded by 

arguing that teachers can promote learning if students are allowed to fully participate in 

the teaching and learning endeavour. 

INTRODUCTION 
Learning is a practical activity to 

mankind and most especially for the 

development of science and 

technology. There is the continual 

waning of interest of learners in 

learning tasks these days which 

required that immediate positive 

actions be taken to save the situation. 

This is with the hope of giving 

learners some pleasurable aids to 

improve their participation and 

understanding of subject matters. 

 

In order to achieve this goal, the 

paper presents sone psychological 

foundation in learning a given task. 

The limited objective of this paper is 

to bring together three well tested and 

widely accepted methods of teachers 

at any level and to express them in a 

simple and direct way so that most 

teachers at any level can understand 

the message and more importantly 

translate the message into practical 

actions. 

1. Teachers should let the learner 

know the objectives of the lesson, 

and be able to present such 

objectives in a clear sentence. Many 

research studies Okoye (1982) 

Magers (1962) have found that 

teachers teach better and learner learn 

better when the objectives of their 

lesson are clearly stated- to students. 

But it has been also shown that-

teachers will achieve better when the 

student share knowledge of objectives 

with the teachers, during teaching and 

learning process. 

 

In stating the objective of a lesson, 

attention should be given to the type of 

learning involved. Some learning 

requires acquiring information only (ie. 

Knowledge of facts) while other calls 

for acquisition of facts and skills e.g 

intellectual or motor skills. An example 

of an intellectual or skill is solving. 

Mathematical or verbal problem-it calls 

for using mental skills. An example of 

 



 

 

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Effective Promotion of Learning in Classroom 

Hyacinth Eze. O. 

motor skill is learning to dance or play 

volley ball. As these two forms of 

learning are different, so also the 

objectives states for them must be 

different. 

 

For objectives to achieve their maximum 

effect they must be operationally 

defined and they must be 

comprehensively stated this means that 

the objectives must be stated in such a 

way that people knowledgeable in the 

field can recognize when the objective 

has been achieved, or when it is in 

operation. For our objectives to be stated 

comprehensively means that various 

aspects of the learning (both 

intellectual and motor activities) 

must be reflected in the statement 

stated of objectives requires the use of 

action verb which can be observed 

rather than subjective verbs which are 

ambiguous and matters of opinion. 

Thus instead of verbs like know and 

appreciate, use verb; like; list, and 

mention, point etc. 

 

2. Teachers should present concepts 

according to the orders, or in a 

sequence. The teacher is generally 

regarded as the transmitter of 

knowledge to the student. In doing 

this, he or she is expected to use 

various methods of teaching 

available to him or her. The better the 

method (s) the better the learning 

outcomes of the teachers’ instructional 

procedures. Thus teachers, instructional 

procedures are expected to be directed 

towards the students’ desire to learn. In 

order to promote the learning, it is 

necessary that lower order concept are 

presented before the next stat e of 

abstraction is possible. To put into 

effect means that before we try to 

communicate a new concept we have to 

find out its contributing concepts 

downwards until we get to the 

primary concepts or experience when 

may assume as the simplest facts 

necessary to understand the desired 

concept. 

 

This principle clearly, emphasizes the 

crucial role of previous knowledge in 

understanding the giving concept. 

 

3. Make learners partners in the 

learning tasks. Teachers trust not keep 

to themselves the goals or objectives of a 

lesson. The learning task should be seen 

as partnership. For long now, teachers 

tend to see teaching as their job alone 

and have refused to recognize that 

teaching and learning form the two 

sides of a-coin. But if you realize that 

however well you think you are 

teaching if learners do not learn, then 

your efforts are in vain, you will 

therefore appreciate the need for joint 

responsibility of teaching and learning, 

so, for teaching to be successful teachers 

and learners must see learning as their 

joint responsibility for learners to learn. 

There must be joint responsibility for 

learners to learn, there must be joint 

responsibility. According to Lwei's (19 

61) the more the learners participate, the 

more they learn. 

 

One way teachers can make students 

feel responsible for their learning, to 



 

 

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ESCET  
Journal of Educational Research and Policy Studies (ESCJERPS) Vol. 1, No. 2 
ISSN: Print 2811-2717                                                                            https://journal.escetjerps.com 

 
 
 
 

 

some degree, in these days of large 

classes, is to give groups a share of the 

responsibility, in practice, teachers 

can set up groups of between three and 

five students as study group. 

According to Berune (1960) when 

students work together, with some 

acting as tutors (Peer tutoring) there is 

a mutual benefit to al, with tutors 

gaining more. Therefore, teachers 

should encourage group studies in 

order to promote learning. 

 

4.        Encourage self-development 

The teacher should as a matter of 

importance create learning environment 

that does not in any way impose his / 

her choice of opinions on students. 

They should be allowed to make free 

choice uninhibited. The essence is to help 

the child to become liked; (Combs and 

Snygg 1959). The idea of self-

development involves the person who 

guide his own choices. According to 

Roger (1961) learning is therefore 

supposed to promote maximum self-

development, by enhancing the individual 

power to choose and direct him or herself. 

To Tiedman (1966) learning involves self-

development, tolerance and respect for 

others. All earning therefore, must have 

as its aim the formulation of aspirations 

and desires of the unique individual 

Mansor (1972). For teachers to ensure this 

self-development, the classroom 

situation must not be tense, but a place 

where mutual understanding prevail. 

 

In conclusion it is expected that teachers 

should endeavour to create the 1- and -

thou relationship as partners with mutual 

respect for one another, in 

the classroom 

 

REFERENCES 
Dryne R.R (1960). The Psychology of 

Learning Mathematics. Middle 

Sex Penguin Books  

Leurs. K.  (1961) The Effect of 

Attitude on Performance in 

Mathematics, 

Journal of Educational Psychology 52  

Mager M.  (1962). Are Boys Better than 

Girls in Mathematics. The 

Arithmetic Teacher 10(8)  

Manson R.E. (1972). Contemporary 

education Theory. New York: 

David Mcay   Lnc 

OkoyeN.N (1982) Why Students 

Fail Examination.  A Nigerian 

Journal of Applied Psychology 

1 (1) 

Knyer C. (1961). On becoming a 

person, Boston; Massachuistts. 

Houghton, Miffling Co. 

Tredman A. V (1966, Guidance in 

Public. In the changing 

aims of 

Education (Ed) J.T. Goodlad 6 th 

Year Book of National Society 

for the study of Education. 

Chicago University of Chicago 

Press. 

Snygg A.A (1959). Individual 

Behaviour Rev. (Ed), New 

York: Harper and Row 

 


