Impact of Teaching Methods on Students’ Academic Performance in English Language at Secondary Schools in Osisioma Ngwa L.G.A.
Chapter One
Purpose of the Study
The primary purpose of this study is to evaluate the effects of different teaching methods on the academic performance of secondary school students in the English language in Osisioma Ngwa L.G.A.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Conceptual Review
Concept of Teaching Methods
Teaching methods refer to the strategies, approaches, and techniques employed by educators to facilitate learning. These methods serve as the medium through which educational content is delivered and are crucial in shaping students’ understanding and engagement with the subject matter. Broadly, teaching methods can be classified into two categories: traditional methods, which are teacher-centered, and interactive methods, which are student-centered. Traditional methods often involve lecture-based instruction where the teacher is the sole authority, delivering information to passive learners (Tynjala, 2022). On the other hand, interactive methods prioritize student engagement, with learners taking an active role in their education.
Traditional teaching methods have long been the dominant approach in classrooms. These methods typically involve direct instruction, where the teacher explains the material and the students are expected to absorb the knowledge. Lecture-based teaching is a common example, and it is structured to ensure the delivery of large amounts of information within a limited time. In this method, the teacher is responsible for maintaining control of the classroom and directing the learning process. While efficient for covering a broad curriculum, critics argue that traditional methods often fail to accommodate different learning styles or encourage critical thinking (Adunola, 2021).
In contrast, interactive teaching methods emphasize student participation, collaboration, and hands-on learning. These approaches include group discussions, debates, role-plays, problem-solving activities, and the use of technology such as multimedia presentations. Interactive methods are designed to cater to diverse learning styles by encouraging active involvement in the learning process. Students are motivated to express their ideas, ask questions, and engage with their peers. Research suggests that such methods can enhance students’ conceptual understanding and retention of knowledge compared to traditional methods (Teo & Wong, 2020).
The application of teaching methods in English language instruction is particularly significant, as language learning involves not only understanding grammatical rules but also developing communication skills. While traditional methods may effectively teach grammar and structure, interactive methods foster speaking, listening, and writing skills by allowing students to practice language use in real-world contexts (Chang, 2022). By integrating both traditional and interactive methods, educators can create a balanced approach that addresses the varied needs of learners and promotes holistic language development.
Traditional Teaching Methods
Traditional teaching methods are characterized by a teacher-centered approach where the instructor holds the primary responsibility for delivering content, while students passively receive information. These methods are widely used in secondary schools, particularly in subjects like English language, where the focus is often on imparting factual knowledge, grammar rules, and literary analysis. Lecture-based instruction is one of the most common forms of traditional teaching. In this approach, the teacher presents the material in a structured format, and students are expected to listen, take notes, and absorb the information provided (Ayeni, 2021). This method is generally efficient for covering large portions of the syllabus in a short period.
One of the strengths of traditional teaching methods is their ability to maintain classroom order and control. Teachers can easily manage large groups of students and ensure that the curriculum is followed in a disciplined and systematic manner. These methods often involve repetition and memorization, which can be effective for learning basic concepts or preparing for standardized tests. However, traditional methods can also be rigid, offering little room for creativity or critical thinking. Critics argue that this approach does not account for the diverse learning needs of students and may lead to disengagement, particularly for those who require more interactive or experiential learning opportunities (Hesson & Shad, 2021).
CHAPTER THREE
METHODOLOGY
Introduction
This chapter outlines the methodology used to investigate the effects of teaching methods on the academic performance of students in the English language in secondary schools within Osisioma Ngwa LGA. The chapter discusses the research design, population, sampling technique, instruments used for data collection, as well as the procedures for data collection and analysis. The objective of this chapter is to provide a comprehensive explanation of how the study was conducted, ensuring the reliability and validity of the results.
Research Design
This study adopted a quantitative survey research design. According to Saunders, Lewis, and Thornhill (2019), a quantitative research design allows for the collection and analysis of numerical data to examine relationships between variables. A survey method was used to collect data from students, allowing for a structured investigation into how different teaching methods impacted their performance in the English language. The survey design was justified as it provided an efficient way to gather data from a large group, offering insights into trends and relationships that could be quantified and generalized to similar populations (Bell, 2022).
Population of the Study
The study population consisted of secondary school students in Osisioma Ngwa LGA, totalling 1,200 students across various schools. This population was chosen to reflect a broad spectrum of students who had been exposed to different teaching methods. According to Frankfort-Nachmias, Nachmias, and DeWaard (2021), defining a target population is essential for ensuring the generalizability of the study findings. The target population was justified as it included students who had varying experiences with both traditional and modern teaching methods in English language instruction, making the results of the study applicable to a wider context.
CHAPTER FOUR
DATA PRESENTATION AND DISCUSSION OF FINDINGS
Introduction
This chapter presents the findings of the study. The chapter provides a detailed analysis of the data collected through questionnaires administered to students, focusing on various teaching methods, including traditional lecture-based instruction and interactive, modern approaches. The results are presented in tables, and statistical tests, including one-sample t-tests, are used to evaluate the relationship between the teaching methods and students’ performance. This chapter aims to offer insights into the effectiveness of different teaching strategies in enhancing students’ academic achievement.
CHAPTER FIVE
SUMMARY, CONCLUSIONS, RECOMMENDATION AND SUGGESTION
Summary
This section provides a summary of the findings from the study on the impact of teaching methods on students’ academic performance in English language in secondary schools within Osisioma Ngwa Local Government Area (L.G.A.). The chapter synthesizes the key results presented in Chapter 4, drawing conclusions from the analysis and discussing the broader implications for education in the region.
The primary aim of the study was to identify the teaching methods commonly used by English language teachers in secondary schools, examine the effects of traditional methods (such as lecture-based instruction) on students’ academic performance, and assess whether there is a significant difference in performance between students taught with traditional methods versus those taught with more interactive and modern approaches. The study was designed to provide an in-depth understanding of the relationship between teaching methods and student outcomes, with particular attention to how various instructional strategies affect learning outcomes.
The findings from the study indicated that traditional lecture-based instruction remains the most frequently used teaching method among English language teachers in secondary schools within the study area. The results showed that a significant majority of students reported that their teachers predominantly employed lecture-based instruction. This was corroborated by survey responses that highlighted a higher reliance on teacher-centered methods, with minimal opportunities for active student participation during lessons. In contrast, modern, interactive teaching methods such as group discussions, debates, role-playing, and multimedia-based instruction were reported to be used less frequently. Despite this, a noticeable proportion of students did express that they were exposed to these modern methods in some classes, though this exposure was not consistent across all schools or classrooms.
The analysis of the effects of traditional teaching methods on students’ academic performance revealed a significant relationship. The majority of students reported that they found lecture-based instruction challenging and often struggled to stay engaged during these lessons. Many students expressed that they found it hard to concentrate during English language classes that were primarily lecture-based, which negatively impacted their understanding of the subject matter. Additionally, a considerable portion of students indicated that they performed better in English exams when taught using more interactive methods, suggesting that student engagement and active participation play crucial roles in enhancing learning outcomes.
One of the most striking findings was that students who were taught using interactive methods such as group work, debates, and role-playing showed a higher level of engagement and confidence in their English language skills. The students who participated in classes with a more hands-on approach performed better in their exams and demonstrated a stronger understanding of the topics. These results were supported by statistical analyses, which showed significant differences in academic performance between students taught with traditional methods and those taught using interactive methods. The data further revealed that students taught through interactive methods felt more confident in their ability to understand English topics compared to those taught using traditional lecture methods.
Another important finding of the study was the significant difference in the performance of students taught using traditional versus interactive methods. The results of the one-sample t-test indicated that students taught using interactive methods, including multimedia-based instruction, performed significantly better in English language exams compared to those taught using traditional, teacher-centered methods. This suggests that modern instructional strategies that promote active learning and student participation are more effective in improving academic performance in English language among secondary school students in Osisioma Ngwa L.G.A.
The findings also showed that students who were taught using multimedia-based instruction, such as videos, presentations, and other digital tools, tended to have better academic performance compared to those who were not exposed to such methods. This suggests that multimedia instruction can play a vital role in enhancing students’ understanding of English language concepts, as it provides a more engaging and dynamic way to learn. However, the use of multimedia-based instruction was not as widespread as interactive methods, indicating that there are challenges in integrating modern teaching tools into the classroom setting. These challenges may include a lack of access to technology, insufficient training for teachers, or resistance to adopting new instructional strategies.
The study’s findings underscore the need for a shift in teaching practices in secondary schools within Osisioma Ngwa L.G.A. The reliance on traditional lecture-based methods has proven to be less effective in promoting student engagement and improving academic performance. The study suggests that schools and teachers should explore more interactive and student-centered teaching methods that encourage active participation, critical thinking, and problem-solving skills. This could be achieved through incorporating group discussions, debates, role-playing, and multimedia-based instruction into the curriculum, thereby fostering a more dynamic learning environment.
Furthermore, the study highlights the importance of teacher professional development in implementing effective teaching strategies. Teachers who are trained in interactive and modern methods are better equipped to engage students and improve learning outcomes. Schools should invest in continuous professional development programs that focus on innovative teaching methods, technology integration, and student engagement techniques. This will not only enhance the quality of education but also ensure that students are better prepared for the challenges of the 21st century.
In summary, the study has demonstrated that teaching methods have a significant impact on students’ academic performance in English language in secondary schools in Osisioma Ngwa L.G.A. Traditional lecture-based methods, while still dominant, are less effective in promoting student engagement and improving academic outcomes. On the other hand, interactive and multimedia-based methods, which encourage active participation and critical thinking, have shown to be more effective in enhancing student learning and performance. The findings of this study offer valuable insights for policymakers, educators, and school administrators in Osisioma Ngwa L.G.A., encouraging a shift towards more interactive and student-centered teaching approaches. These changes will likely contribute to improved academic outcomes and overall student success in the English language.
Conclusion
In conclusion, the results from the hypotheses tested in this study revealed significant insights into the relationship between teaching methods and academic performance in English language among secondary school students in Osisioma Ngwa L.G.A. The findings showed that traditional lecture-based teaching methods, though widely used, do not significantly enhance student engagement or academic performance. On the other hand, students taught using interactive methods such as group work, debates, and multimedia-based instruction demonstrated better understanding and performance in English language subjects.
The results of the one-sample t-tests provided strong evidence that interactive teaching methods significantly improve students’ academic outcomes compared to traditional methods. Students reported higher levels of engagement, confidence, and exam performance when exposed to interactive and multimedia-based teaching methods. These findings suggest that adopting more student-centered approaches can lead to improved learning experiences and academic success.
Thus, the study emphasizes the need for educators and schools in Osisioma Ngwa L.G.A. to transition from traditional lecture-based methods to more interactive, modern instructional strategies. This shift is essential for fostering greater student participation, improving performance, and better preparing students for future academic challenges.
Recommendation
Based on the research objectives and findings, the following recommendations are proposed to enhance the effectiveness of English language teaching methods in secondary schools in Osisioma Ngwa L.G.A.:
- Adopt Interactive Teaching Methods: Schools should prioritize interactive teaching methods, such as group discussions, debates, and role-playing, as these have been shown to improve students’ engagement and academic performance. By actively involving students in the learning process, these methods promote better understanding and retention of English language concepts.
- Incorporate Multimedia Instruction: To further enhance learning outcomes, educators should integrate multimedia tools such as videos, digital presentations, and educational apps into their lessons. These tools help create a more engaging and dynamic learning environment, allowing students to interact with content in various formats, which aids comprehension and retention.
- Regular Professional Development for Teachers: Teachers should be trained regularly in modern teaching methods and best practices in pedagogy. Professional development programs focusing on interactive teaching strategies and the use of technology in the classroom can equip educators with the skills necessary to improve students’ learning experiences and academic performance.
- Promote Student-Centered Learning Approaches: Schools should move away from teacher-centered, lecture-based methods and embrace student-centered approaches. This shift can involve more student participation in decision-making, fostering independent learning and critical thinking, which are essential skills for academic success.
- Monitor and Evaluate Teaching Methods: Educational authorities and school management should regularly assess and evaluate the effectiveness of teaching methods in schools. Implementing a feedback system from both students and teachers will provide insights into which methods are most effective, ensuring continuous improvement in teaching practices and student outcomes.
Suggestions for Further Research
Further research could explore the long-term impact of interactive and multimedia-based teaching methods on students’ academic performance, particularly over multiple academic years. This study focused on short-term outcomes within secondary schools in Osisioma Ngwa L.G.A., but further investigations could expand to other regions to determine whether the findings are applicable on a broader scale. Additionally, future research could delve deeper into the specific challenges teachers face when implementing these methods, such as access to technology, training, and student readiness. Understanding these barriers can help tailor interventions that are both effective and sustainable, contributing to a more widespread adoption of modern teaching techniques.
Another area for future research could involve examining the effects of specific teaching strategies on different student demographics, such as gender, socioeconomic background, and learning abilities. By focusing on how these variables influence the effectiveness of teaching methods, researchers can offer more personalized recommendations for improving student performance in English language education. Additionally, longitudinal studies that track the progression of students who experience different teaching methods could provide more comprehensive data on the lasting effects of these approaches. Such research would be invaluable for informing policy decisions and curriculum development at both the local and national levels.
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