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Perceived Effectiveness of Instructional Planning on Lesson Delivery and Learning Outcomes: A Case Study of Selected Private Secondary Schools in Almaty, Kazakhstan.
This research investigated the perceived effectiveness of instructional planning on learning outcomes with focus on private secondary school teachers in Almaty. Basically, the study established and defined relationships between teachers’ readiness and preparedness, and learning outcomes. Works of scholars in education, particularly critical appraisals and evaluations of instructional planning are projected to shape the argument and give it meaningful directions. The research also explored controversial discourses around the importance and necessitation of instructional planning as a preface to lesson delivery and to achieve these, the researcher adopted a questionnaire as the research instrument. During the findings, the scope of the study was reduced to selected secondary school teachers in selected school in the city of Almaty. Data collected from the research population revealed that most teachers make instructional plans before stepping into the classroom to teach; teachers perceive instructional planning as important for lesson delivery; teachers perceive instructional planning as important for learning outcomes; teachers do not agree that teaching techniques and strategies which are part of planning are important for lesson delivery; teachers do not agree that creating class activities beforehand, also a crucial ingredient of lesson planning, is important for lesson delivery; and last but not least teachers claim a teacher should be able to teach well without planning. The researcher then recommends that principals and proprietors of schools should encourage teachers to make well written documented plans before going to class. Further studies could be directed towards perceptions of students on the effectiveness of instructional planning on lesson delivery.
Anifowose Omolaja Michael EDUC580: Educational Research: Designs and Procedures Module Assignment: Action Research Paper/Report Master of Science in Innovative Education & Teaching EIU-Paris