Teaching Methods and Students’ Academic Performance on Government in Public Secondary School, Lokoja
CHAPTER ONE
Objective of the study
The primary objective of this study is to investigate the impact of different teaching methods on students’ academic performance in the subject of Government in public secondary schools. Specifically, the study aims to:
- Evaluate the effectiveness of traditional teaching methods, including lectures and rote memorization.
- Assess the impact of active learning strategies, such as group discussions, debates.
- Compare the benefits and drawbacks of different teaching methods in enhancing students’ learning outcomes and fostering informed citizenship in the context of Government education.
CHAPTER TWO
REVIEWED OF RELATED LITERATURE
Concept of Teaching Methods
Types of Teaching Methods
Teaching methods consist of the following two; teacher-centered method and student-centered method. Another type of teaching method is teacher-student interactive method which is a fusion of both teacher-centered method. Learner centered instruction refers to the students constructing their own understanding of content; develop a personal feelings that the knowledge is their own Jacobson and kauchak (2019). Learner (Student) Centered Method With the advent of the concept of discovery learning, many scholars today widely adopt more supple student-centered methods to enhance active learning (Greitzer, 2002). Most teachers today apply the student-centered approach to promote interest, analytical; research; critical thinking and enjoyment among students (Hesson & Shad, 2007). (Lindquist, 2015). (Slavin 2016).
Question and Answer (citation) Method
Question and answer defined Mtunda and Safuli (1997) as cited in MIE (2017) as a method both for teaching and oral testing based on the use of questions to be answered by the student. Questioning techniques is one of the basic and successful ways of stimulating student thinking and learning (Ndirangu, 2007) it is applicable to all teaching approaches and method.
Discussion Method
Discussion method is an important component for any teaching or learning situation which allows students to share their ideas (Ndirangu, 2007). It can be used at the beginning of a topic to ascertain students’ pre-conceived notion of the subject matter or toward the end of a sub topic by presenting student with a new situation and asking them to explain in terms of what they have just learned. Discussion group method entail a teaching and learning strategy through sharing and exchange of ideas, experience and opinion takes place, accompanied by active learning with all member of the group participating in it (Kimweri, 2014)
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Introduction
It is important to ascertain that the objective of this study was to ascertain teaching methods and students academic performance on government in public secondary school. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing teaching methods and students academic performance on government in public secondary school
Summary
This study was on teaching methods and students academic performance on government in public secondary school. Three objectives were raised which included: Evaluate the effectiveness of traditional teaching methods, including lectures and rote memorization, assess the impact of active learning strategies, such as group discussions, debates and Compare the benefits and drawbacks of different teaching methods in enhancing students’ learning outcomes and fostering informed citizenship in the context of Government education. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Lokoja. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
In conclusion, this study underscores the importance of effective teaching methods in enhancing students’ academic performance and preparing them to become informed and engaged citizens in democratic societies. By adopting innovative pedagogical approaches and leveraging technology to enrich learning experiences, public secondary schools can empower students to participate actively in political processes, contribute to social change, and uphold democratic values.
Recommendation
- Educators should prioritize the implementation of active learning strategies, such as group discussions, debates, case studies, and simulations, in Government education. These methods have been shown to enhance students’ critical thinking skills, engagement, and academic performance. Professional development programs should be provided to equip teachers with the necessary skills and resources to effectively implement active learning strategies in their classrooms.
- Public secondary schools should embrace technology-enhanced instruction to enrich students’ learning experiences in Government education. Utilizing multimedia presentations, online resources, and educational software can provide students with interactive and engaging opportunities to explore political concepts and develop digital literacy skills. Schools should invest in technology infrastructure and provide training for teachers on integrating technology into their instructional practices.
- Educators should differentiate instruction to accommodate diverse learning needs and preferences among students. By incorporating a variety of teaching methods, including lectures, discussions, hands-on activities, and technology integration, teachers can cater to different learning styles and foster inclusive learning environments. Flexible instructional approaches can promote student engagement and optimize academic outcomes for all learners
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