Teacher Perceptions and Classroom Adaptation of Teaching at the Right Level (TaRL) Methodology in Northern Nigeria Rural Schools

Research Title: Teacher Perceptions and Classroom Adaptation of Teaching at the Right Level (TaRL) Methodology in Northern Nigeria Rural Schools

This research examines teacher perceptions and classroom adaptation of the Teaching at the Right Level (TaRL) methodology in rural schools across Northern Nigeria. TaRL is an innovative pedagogical approach that focuses on assessing learners’ actual competency levels and tailoring instruction accordingly, rather than strictly following grade-level curricula. The study explores how teachers in rural contexts perceive the effectiveness, practicality, and challenges of implementing TaRL within resource-constrained environments. Using questionnaires, interviews, and classroom observations, the research investigates teachers’ attitudes toward TaRL, the strategies they adopt to adapt the methodology to local realities, and the extent to which it influences pupil engagement and learning outcomes. Findings highlight both the opportunities and barriers teachers encounter, including issues of training, class size, and cultural context. Overall, the study contributes to understanding how evidence-based learning interventions like TaRL can be localized to improve foundational literacy and numeracy in underserved communities.

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