TEACHERS’ PERCEPTIONS AND PRACTICES OF INDUCTIVE AND DEDUCTIVE STRATEGIES IN ENGLISH LANGUAGE INSTRUCTION IN SELECTED SECONDARY SCHOOLS IN ODEDA LOCAL GOVERNMENT AREA OF OGUN STATE

This research examined teachers’ perceptions and practices of inductive and deductive strategies in English language instruction. English Language Teaching (ELT) is a multifaceted field that continuously evolves with advancements in pedagogical approaches. Descriptive research design was used for the study. Questionnaire was used as research instrument. The populations for this study comprise all the secondary schools in Odeda Local Government Area while simple random sampling technique by balloting was used to select thirty (30) respondents from 5 schools purposively selected from the Odeda Local Government Area of the study. The data collected was analyzed using mean and standard deviation was used to analyze the research question, Hypothesis 1 was tested using T-test and hypothesis 2 was tested using Chi – square. The findings of the study shows that there is significant difference in the extent to which teachers of English use inductive and deductive methods of language teaching. The study recommends amongst others that, Schools should provide targeted professional development to help teachers understand the benefits, limitations, and applications of both inductive and deductive strategies and Teachers should be encouraged to adopt a balanced approach that combines inductive and deductive methods in English language instruction