Innovative Learning Designs and Delivery Systems: Enhancing Pedagogical Practices in English Language Classrooms in Nigeria
Lilian Chioma Ugaduh
*1Department of Arts and Social Science Education, National Open University of Nigeria. Email: lilianugaduh@gmail.com
Abstract
This study examines how innovative learning designs and delivery systems can enhance English language teaching in Nigeria, focusing on adaptive teaching strategies for diverse learners. It addresses prevailing challenges such as resource scarcity, inadequate teacher training, and the lack of culturally responsive materials to provide insights for boosting language acquisition and retention. Employing a descriptive correlational research design, an initial simple random sample of 300 undergraduate students was selected from the Departments of English and Arts and Social Sciences Education at the National Open University of Nigeria. Following a rigorous data-cleaning procedure, a final analytical sample of 249 respondents was utilised for statistical configurations. Multiple regression and correlation analyses revealed that innovative learning designs significantly improve pedagogical practices. The combined model accounted for 37.6% of the variance in pedagogical practices (R2 = 0.376, Adj. R2 = 0.371, F (2, 246) = 74.03, p < 0.05), demonstrating a moderate positive correlation (R = 0.613). Individually, innovative learning designs exerted a strong predictive influence, while delivery systems showed a lesser but still significant relative impact (B = 0.179, β= 0.125, p < 0.05). Based on these findings, it is recommended that educational stakeholders prioritise continuous professional development for educators, focusing heavily on technology integration, collaborative learning frameworks, and differentiated instructional design tailored to the Nigerian educational context.
Keywords: Innovative learning designs, delivery systems, pedagogical practices, Nigerian education
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