ASSESSING THE IMPACT OF TEACHING AT THE RIGHT LEVEL (TARL) ON FACILITATORS EFFECTIVENESS IN BORNO STATE, NIGERIA

This study examines the understanding, perceptions and impact of the Teaching at the Right Level (TaRL) approach among facilitators in Borno State, Nigeria. Using a survey research design, the study sampled 200 out of 850 TaRL facilitators, collecting data through a 15-items structured questionnaire based on a four-point Likert scale. Descriptive statistics (mean, frequency counts and percentages) were employed for analysis, finding reveal that majority of respondents (84.5%) strongly agreed that they could successfully facilitate TaRL (Mean= 3.78). Considered it a simple approach (Mean=3.81). Also, 75.5% of the respondents believed TaRL could solve teaching and learning barriers (Mean=3.49), facilitators’ perceptions of TaRL training. Majority (61.5%) of the respondents felt their master trainers provided very high-quality training (Mean=3.55), and 83.5% believed their trainers had vast TaRL knowledge (Mean=3.75). However, majority (85%) of the respondents disagree that, the training level is poor (Mean=1.79) and only 45% felt they needed additional training (Mean=2.56). 72.5% were surprised by TaRL acronyms (Mean=3.47) while evaluates the perceived impact of TaRL. Half of the respondents (50%) found the training very important (Mean=3.13) and 54.5% believed TaRL would benefit out-of-school children in Borno (Mean=3.21). However, 60.5% reported that, TaRL was not very important for out-of-school children (Mean=1.71). Most (88%) agreed TaRL is flexible (Mean=3.80), and 66% disagreed that TaRL is unimportant (Mean=3.52). Recommendation to enhance adoption and success, State Government should consider targeted sensitization programs, refresher training for facilitators, and contextual adaptations of TaRL to better meet the needs of out-of-school learners in Borno and Nigeria at large.