Impact of Two Teaching Methods on Academic Performance of Students in Business Education (a Case Study of Ikorodu West LGA, Lagos State)
CHAPTER ONE
OBJECTIVE OF THE STUDY
The objectives of the study are;
- To ascertain Whether teachers possess the skills of using the two methods in teaching
- To ascertain if there is any significance difference in students’ performance in using the two teaching methods in business studies
- To ascertain whether the facilities are available for the two teaching methods.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
THE CONCEPT OF TEACHING
Teaching is an attempt to bring about desirable changes in human learning, abilities and behaviour in order to contribute to better living. Teaching helps people to gain the knowledge, skills and attitudes they need to be responsible citizens. It is also a means of passing knowledge to the next generation. Awotua-Efebo (2001) sees teaching as an interaction between a teacher and a student under the teacher’s responsibility, in order to bring about the expected change in the students behaviour. According to Gagne & Briggs, 1989 in Awotua-Efebo (2001), the purpose of teaching, are to help students to
- Acquire, retain and be able to use knowledge
- Understand, analyse, synthesize and evaluate skills
- Establish habits and Develop attitudes
Omieibi-Davies (2011) sees the changes in behaviour that occurs as a result of teaching as follows:
- An increased store of useful information and the understanding of basic principles in the subject matter.
- An acquisition of psychomotor skills, abilities and habits.
- Possession of desirable attitudes and ideas, such as developing satisfaction about learning outcomes.
COMPONENT OF TEACHING
In order to come up with an effective teaching approach, three major components of teaching have been identified namely:-
- Preparation – Here the teacher plans the lessons he/she intends to teach including all the activities needed to put the lesson together.
- Execution – Here the teacher is involved in communicating the lesson to the students as prepared in the lesson notes using the designed teaching model/strategies. The classroom management is also involved here.
- Evaluation – Here the teacher does all it takes to ensure that the lesson is effective considering the teaching model used for a particular class. Students are evaluated here through tests, and other quizzes, etc
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought to impact of two teaching methods on academic performance of students in business education
Sources of data collection
Data were collected from two main sources namely:
Primary source and Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was on impact of two teaching methods on academic performance of students in business education. 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 the challenges of two teaching methods on academic performance of students in business education
Summary
This study was on impact of two teaching methods on academic performance of students in business education. three objectives were raised which included: To ascertain Whether teachers possess the skills of using the two methods in teaching, to ascertain if there is any significance difference in students’ performance in using the two teaching methods in business studies, to ascertain whether the facilities are available for the two teaching methods. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff selected secondary schools in Ikorodu west local government of Lagos state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made principals, vice principals adm, teachers and junior staffs were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
The teacher is a vital factor in the success of an educational system in a nation. Teaching is an attempt to bring about desirable changes in human learning, abilities and behaviour. Effective implementation of the curriculum is dependant in the effective use of appropriate teaching methods in the classroom. Teaching methods are used to facilitate students learning and satisfaction. A variety of the use of teaching methods is a must for teachers if learning is to be effective and efficient. There is need for a good teacher to be multi-talented in other to be conversant with the use of various teaching methods in the teaching and learning process. The teacher is a vital factor in the success of an educational system of a nation; therefore, teachers should be familiar with the principles underlying the choice of teaching methods. A combination of teaching methods is encouraged for effective teaching
Recommendation
- The cooperative teaching method should be encouraged at general, while teaching and learning process, in order to improve the level of academic performance of students especially in business education
- Government should provide the schools with all facilities, so as to assist the students, teachers, lecturers, educational systems and the society in general for development of the nation
References
- Achionye, K.A and Ajoku, L.I. (2003). Foundations of curriculum development and implementation. Port –Harcourt: Pearl Publishers.
- Aghanta, J.A. (1991). Teacher effectiveness in the Nigerian educational system. Edited by Emenogu, B.C. and Okoro, O.V.N. Onitsha: Orient Publishers Ltd.
- Awotua-Efebo, E.B. (2001). Effective teaching: principles and practice. Port-Harcourt: Paragraphics.
- Buseri, J.C. and Dorgu, T.E. (2011). The relevance of instructional materials for effective Curriculum delivery n Nigeria. Journal of issues in professional Teacher Education (JTIPTE). 2 (2) P 9.
- Cruickshank, D.R., Bainer, D. and Metcalf, K. (1995). The act of teaching. U.SA: Mcgraw- Hill Inc.
- Ellington, H. and Earl, S.C. (1998). Facilitating student learning: a practical guide for tertiary- level teachers. London: Kongan Press.
- Federal Republic of Nigeria (2004). National Policy on education. Lagos: NERDC Press.
- Gbamanja, S.P.T. (1991). Essentials of curriculum and instruction: theory and practice. Port-Harcourt: Pam Unique Publishers.
