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AN ASSESSMENT OF METHODS OF TEACHING PHYSICS
TO SENIOR SECONDARY SCHOOL STUDENTS
CHAPTER ONE
INTRODUCTION
Background to the study
The primary
purpose of teaching at any level of education is to bring a fundamental change
in the learner (Tebabal & Kahssay, 2011). To facilitate the process of
knowledge transmission, teachers should apply appropriate teaching methods that
best suit specific objectives and level exit outcomes. In the traditional
epoch, many teaching practitioners widely applied teacher-centered methods to
impart knowledge to learners comparative to student-centered methods. Until
today, questions about the effectiveness of teaching methods on student
learning have consistently raised considerable interest in the thematic field
of educational research (Hightower et al., 2011).
Moreover,
research on teaching and learning constantly endeavour to examine the extent to
which different teaching methods enhance growth in student learning. Quite
remarkably, regular poor academic performance by the majority students is
fundamentally linked to application of ineffective teaching methods by teachers
to impact knowledge to learners (Adunola, 2011). Substantial research on the
effectiveness of teaching methods indicates that the quality of teaching is
often reflected by the achievements of learners. According to Ayeni (2011),
teaching is a process that involves bringing about desirable changes in
learners so as to achieve specific outcomes. In order for the method used for
teaching to be effective, Adunola (2011) maintains that teachers need to be
conversant with numerous teaching strategies that take recognition of the
magnitude of complexity of the concepts to be covered.
As an
educator, the researcher has always been fascinated by the relationship between
teaching methods and students' academic performance; especially when it comes
to applications in the context of 21st century education. It seems that there
is something in teaching that opens the gate of learning. It is true that
successful learning depends on various factors that are not all
teacher-related, but the methods that a teacher uses continue to play an
important role in student learning and in their academic achievement. The
challenges that educators face in the 21st century are so diverse that using
better teaching methods is more crucial now than ever before.
Gibbs and
Jenkins (1992) bring the argument that the context of class and society has
changed, but the teaching methods have remained unchanged. Various recent
studies attempting to address the issues that affect teaching methods and student
learning today include educational technology integration (Abbitt, 2011),
teachers’ roles (Webb, 2009), the class environment (Doll et al., 2010),
understanding the adult learner (Kisamore, Aldridge, Alexander, & White,
2008), length of the class session (Coskun, 2011), increasing class size in
schools (Gibbs & Jenkins, 1992), students’ attitudes (Akkuzu & Akcay,
2011), as well as the increased interdependence of society today (Schul, 2011).
Studies on
teaching methods are not something new in educational research. A large number
of studies have been done on this area. Pascarella and Trenzini (2005) have
written a compendium of research studies conducted in this area over the past
three decades. Even before that, Feldman and Newcomb (1973) mentioned decades
of similar research studies in the area of teaching methods. These show both
increased interest and knowledge in the area of teaching strategies and
learning theories. Svinicki (2000) suggests that these studies on teaching
methods conducted in the past decades are so overwhelming that it would be
impossible to go over them all in detail. For many decades, the search for
better teaching methods to provide the best learning has been the goal of education.
However, teaching method is not a one-size-fits-all proposition. Flexibility is
crucial in adapting teaching methods in the class. Since all teachers are
different, the strategies they use, and the way they use them will depend on
the context and situation of their class (McCornac & Phan Thuy, 2005), as
well as their own personality and biases.
The effect
of teaching methods on students’ learning should be the interest of every
teacher and student. In the field of education, there have been various studies
done in an attempt to measure teaching methods. Robinson and colleagues (1990)
conducted a case study on several teaching methods in schools to explore the
reasons for their use, and perceptions of effectiveness. The result of their
study suggested that various methods do influence teaching effectiveness.
According to
Keene (2008), each student learns best using strategies and objectives that
reflect his experiences, abilities, aptitudes and interest. Similarly, there is
no standard teaching method. The various teaching methods overlap in definition
and application; none being mutually exclusive although researchers often
delineate several teaching strategies. Demonstration technique is one of the
many teaching learning style under the investigative or activity based. It is a
method which is capable of improving learning through its diversity effect
activity. It has the prerequisite characteristics for individualized
instruction and therefore has high potential for making teaching-learning process
challenging and rewarding. There is a radical departure from the direct
teaching model in which the teacher engages student to learn. Students are
encouraged to ask questions. In short, the student is viewed as an inquirer, a
seeker of information and a problem-solver. These attributes are crucial to
problem-solving and are at the heart of demonstration model of teaching.
Consequently, there is now a growing concern for the use of demonstration
technique in the teaching of Government in Nigerian secondary schools.
In recent times, much research attention has
been focused on teaching of government in Nigerian Secondary schools with a
view to ascertaining the adequacy and appropriateness of the teachers’ method
of teaching and indeed the effectiveness of instruction. Investigation into the
use of demonstration instructional technique in the teaching of government in
Nigerian Secondary schools seem to have focused mainly on teachers’ frequency
of the use of this technique and sparingly on the application of important
variables influencing its effective use. In a sense, no research attention has
yet been paid to the effectiveness of teaching government using demonstration
technique. The use of demonstration instructional technique as an innovative
instructional practice can only be effectively implemented if the teachers
possess the appropriate knowledge, skills and abilities related to its use in
the classroom situation. Competence is learnt attitudes and aptitudes shown as
capacities for controlling, actively struggling with and mastering life
problems through the use of cognitive, social and scientific skills. Thus, as a
learnt characteristic, the amount of it possessed by individuals can be
measured and development through appropriate and constant involvements in
activities. Skills for the demonstration technique of government consist of the
teachers’ awareness and understanding of the issues surrounding demonstration
teaching. These include knowledge of questioning, identification of events that
are suited to demonstration. Others are how to demonstrate curiosity and
independent thoughts in students (Brown, 1999). They also include ability to
elicit students’ questions (Kona, 2000). The present concern for Nigerian
government teachers with regard to acquisition of these qualities is born out
of the fear that since most of these teachers have been used to expository
teaching approach and considering the existing inadequacies in teacher
education in Nigeria, their awareness, equipment, orientation and willingness
to embrace and effectively use the demonstration technique as a mode of
teaching are bound to be questionable. This activity technique is at times
misconstrued and hence wrongly applied.
This paper
attempts to elucidate the concept of activity vis-à-vis demonstration method of
teaching, and empirically establish its effectiveness on SS 2 students’
achievement in Secondary school
The
discussion method has been widely accepted and recommended by some educators as
the good method of teaching in secondary schools (Phipps & Osborne, 1988).
The discussion method is the method of teaching where the central and essential
characteristic is interaction (Binkley and Tulloch, 1981). During discussion
session students participate in the learning process by contributing problems,
analyzing the factors associated with the problems, developing possible
solutions to the problems, placing the solution(s) into action, and evaluating
the results of the solution.
Nowak, Watt
and Walther (2004), articulated this position and present evidence that,
demonstration method is generally effective in teaching sciences, mathematics
and mechanics as well as subject areas within vocational and technical
education. As stated by Gokhale (1996), the professional success of a
technologist is directly related to his/her ability to transfer knowledge
gained in the academic environment to real-world situations. Much student
learning occurs through observing others. A demonstration provides the link
between "knowing about" and "being able to do." Research
reveals that demonstrations are most effective when they are accurate, when
learners are able to see clearly and understand what is going on, and when
brief explanations occur during the demonstration (Saskatchewan, 1988).
Since good
teaching among other factors play significant role in enhancing performance,
this study attempted to find out which method of instruction better facilitate
learning in secondary schools by beaming light on the different methods of
teaching in secondary schools.
STATEMENT OF
PROBLEM
Given the
high value placed on government at the Nigerian Senior Secondary school
Curriculum, and the nature of the subject, the need to teach it effectively
through an effective method is indisputable. A few of the problems affecting the
teaching and learning of government are the meaningfulness of the content, the
sustainability of the methods and probably, the teacher who handles both the
content and method. There is scarcity of published works on the use of
demonstration in teaching government particularly in Ibiono Ibom Local
Government Area of Akwa Ibom state where this study is carried out that is
known to the researcher. The incidence of ineffective teaching of government in
Senior Secondary school has resulted in poor achievement in examination. This
necessitated the need for a more effective and result-oriented.
What a
teacher does in the classroom depends to some degree upon his approach to
learning situations. However, students' negative attitudes toward learning may
be related to the method of instruction (Dyer, 1995).
Though
teachers with high morale, motivation and a mastery of knowledge, learner
difficulties and capacity to facilitate learning are important (Zadra, 2000),
correct use of an appropriate teaching method is critical to successful
teaching and learning. Knowledge of how teaching methods affect students'
learning may help educators to select methods that improve teaching quality,
effectiveness, and accountability to learners and the public. It may also help
them keep up with information technology, globalization and to avoid the status
quo (Foster, Pinkest and Husman, 1991).
Organizing
for effective teaching in vocational education is centered on certain factors
such as what to teach, when to teach and how to teach. The teacher does not
only teach the most relevant, meaningful and useful materials for specific students,
he must also recognize and adopt a good and well-researched method of teaching
that guarantees better understanding and also stimulates and motivate the students.
Several
methods of instruction have been employed for students' interest depending on
the situation. Varying factors ranging from socio-economic background,
intelligence, attitude of students to teaching methods employed by teachers
have been attributed to this poor achievement. Tawari (1986) observed that
teaching methods that encourages students centered activities for developing
reasoning and process slides through scientific approach are conspicuously
lacking.
For
effective teaching to take place, the teacher must stimulate, encourage and
maintain active participation of the students, through the selection of
appropriate teaching methods. This would require a balance between what is
taught and how it is taught.
Thus,
successful teaching in vocational education does not depend only on the
teachers' mastery of the subject matter but also the teaching method employed.
Hence, Ogbonna (2000) opines that one of the most influential factors in
teaching is the teacher's method of teaching.
.
OBJECTIVES
OF THE STUDY
To assess
the relationship between the use of discussion method and academic performance
of students.
To examine
the relationship between the use of demonstration method and academic
performance of students
To ascertain
the relationship between the use of lecture method and academic performance of students
To determine
the relationship between the use of questioning method and the academic
performance of students.
RESEARCH
QUESTIONS
What is the
relationship between use of discussion method and academic performance of students?
What is the
relationship between the use of demonstration method and academic performance
of students?
What is the
relationship between the use of lecture method and academic performance of students?
What is the
relationship between the use of questioning method and the academic performance
of students?
HYPOTHESIS
OF STUDY
The
following null hypotheses are formulated to be tested at 0.05level of
significance:
There is no
significant relationship between discussion method and student academic
performance
There is no
significant relationship between demonstration method and student academic
performance
SIGNIFICANCE
OF THE STUDY
The study
may be considered significant in a number of ways: it will help to increase the
teachers’ level of awareness and understanding of the use of most of the
instructional technique. Findings may also provide the teachers with a feedback
on the teaching competences in most commonly used teaching methods as a basis
for improvement in their instructional practice so that they can enhance
performance. Curriculum planners and educators as well as government and
educational administrators need empirical data on the overall teaching method
and activity teaching competence of government teachers in Senior Secondary
schools to facilitate proper curricular policies and programmes for effective
teaching and learning.
SCOPE AND
LIMITATIONS
The focus of this research is on the effect
of activity techniques (i.e. discussion, demonstration, lecture and questioning
approach) of teaching on Senior Secondary school Students performance in
government. The educational level of focus is SS 2 students. It is believed
that these groups of students have been exposed to the knowledge, attitude and
skills of the subject. The work covers performance using all the commonly used
method of teaching.
LIMITATION
OF STUDY
Financial
constraint- Insufficient fund tends to impede the efficiency of the researcher
in sourcing for the relevant materials, literature or information and in the
process of data collection (internet, questionnaire and interview).
Time constraint- The researcher will
simultaneously engage in this study with other academic work. This consequently
will cut down on the time devoted for the research work.
OPERATIONAL
DEFINITION OF TERMS
In this
study, it is imperative to define the terms that will be appearing during the
course of this work as they are used within the context of the study for
clarification purposes.
Activity:
This is student-centered teaching-learning approach, where the student has some
control over the process and directs more or less the instructional activities
with the teacher providing adequate guidance.
Teaching
method: It is a teaching device or strategy adopted by a teacher to teach a
lesson, this includes the use of games, text books etc. that stimulates
learning.
Academic
performance: Learning outcome or output in students taught government which
results from teaching techniques/methods the teacher adopts.
Effect:
Outcome of result of using appropriate teaching method on students as measured
by government performance test.
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