Exploring Effective Teaching Approaches in Primary Education: A Study in Keonjhar District of Odisha, India

Abstract

Aims: This study examined the teaching methods employed by primary school teachers in Keonjhar district of Odisha, their preferred approaches, and their effectiveness in promoting student interest, participation, and learning outcomes. Study Design: Descriptive survey. Place and Duration of Study: Fourteen primary schools in Keonjhar district, Odisha (2023–2024). Methodology: The sample included 15 teachers and 280 students. Data were collected through teacher questionnaires and student surveys, and analyzed using descriptive and statistical techniques. Results: Activity-based methods emerged as the most preferred and effective strategy, significantly enhancing student interest and classroom participation compared to lecture and rote methods (p < 0.05). No significant gender differences were observed; both male and female students favored activity-based learning. Teachers also reported that these approaches were more successful in achieving intended learning outcomes. Conclusion: Student-centered and activity-based methods were found to be more effective than traditional approaches in improving learning outcomes in primary education. The results highlight the importance of teacher training and professional development in equipping educators with innovative instructional skills. These insights also carry implications for educational policy, suggesting a shift from teacher-centered practices toward learner-centered pedagogy in primary schools.