TEACHERS’ AWARENESS AND UTILIZATION OF CREATIVE PEDAGOGIES IN IMPROVING SECONDARY STUDENTS’ PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE, NIGERIA

Abstract

The learning process varies for each individual, resulting in students being classified based on their cognitive abilities. Every category of learners is entitled to inclusive and equitable education. Creative pedagogies are innovative teaching techniques, used to enhance inclusivity and foster student engagement during instruction. This study explored teachers’ awareness and use of creative pedagogies to improve students’ performance in secondary schools. The study population consisted of 7,188 teachers from public secondary schools in Anambra State, Nigeria. Using a multistage sampling technique, 600 teachers were selected as participants. Data were collected using the Creative Pedagogy Awareness and Utilization Questionnaire (CPAUQ), validated by three experts. The reliability 
of the instrument was confirmed through Cronbach’s Alpha, yielding a coefficient of 0.86. The data was analyzed using mean responses. Findings revealed a significant gap in teachers’ awareness and implementation of creative teaching methods, emphasizing the need for policy reforms, targeted professional development, and adequate resource provision to support creative approaches in 
Nigeria education.