Effect of Different Teaching Method on Academic Achievement and Retention of Student in Business Studies
CHAPTER ONE
Objective of the study
The objectives of the study are;
- To determine the differences in the academic achievement of students taught business studies using conventional teaching method and those taught using programmed instruction method.
- To ascertain the differences in the mean academic retention score of students taught business studies using conventional teaching method and those taught using programmed instruction teaching method
CHAPTER TWO
LITERATURE REVIEW
Teaching techniques: Meaning and its Importance in Teaching and Learning Process
Since the early 1990s, educators have proposed a number of framework to guide the design and learning environments. One of these framework was the teaching instructional techniques. Teaching techniques which constitute the programme as independent are: Modelling technique (MT), Coaching technique (CT), Scaffolding technique (ST).which is the treatment techniques to be used in this study to determine the effectiveness on the dependent variables which are achievement, interest and retention. These instructional techniques will help the subjects develop an appropriate understanding and knowledge of Radio and Television (RTV) Trade. Learning techniques are use by individuals to improve their comprehension, learning, retention and retrieval of information (Weistem andMayer, 1999 in Onabanjo, 2000).Techniques are typically described as mental procedures that facilitate the acquisition of knowledge and skill, or the re-organization of one’s knowledge base. Techniques are used in order to help students become strategic learner, that is, learners who are willing and able to take significant responsibility for their learning. Teaching according to Onabanjo (2000) is a deliberate effort by mature or experienced person to impart information, knowledge, skills and so on to an immature or less experienced person through a process that is morally and pedagogically acceptable. Moore (2002) defined teaching as the action of a person imparting skills or knowledge or giving instruction. Weston and Cranton (1998) in Onabanjo (2000) viewed teaching as the technique for instructor – student communication and categorized it into instructor-centred, interactive, individualized and experimental. According to Clark and Star (2000), teaching is an attempt to assist students in acquiring or changing some skills, knowledge, idea, attitudes. Thus, teaching involves the setting up on activities to enable somebody learn something which can improve the person’s knowledge, skills, attitudes and values. Therefore, the aim of teaching is to facilitate learning. For teaching to facilitate, Onabanjo emphasized that the content to be taught has to be worthwhile and the procedure has to be educationally acceptable for the activity to be classified as teaching. In this context, teaching can, therefore, be defined as a systematic activity deliberately engaged in by somebody to facilitate the learning of the intended worthwhile knowledge, skills and value by another person. Central to the process of teaching is the concept of effective teaching. Effective teaching is one that produces demonstrable result in terms of cognitive, affective and psychomotor development of the students. Effective teaching depends on the teacher’s use of appropriate instructional methods and techniques (Uwaselye and Aduwa-ogiegbean, 2006). In technical education, teaching methods and techniques are aimed at developing in the learner the ability to acquire the knowledge and skills useful for work.
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
Introduction
It is important to ascertain that the objective of this study was to ascertain effect of different teaching method on academic achievement and retention of student in business studies. Using Ebonyi stateas a case study. 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 the challenges of different teaching method on academic achievement and retention of student in business studies.
Summary
This study was on effect of different teaching method on academic achievement and retention of student in business studies. Using Ebonyi state as a case study. Two objectives were raised which included: To determine the differences in the academic achievement of students taught business studies using conventional teaching method and those taught using programmed instruction method and to ascertain the differences in the mean academic retention score of students taught business studies using conventional teaching method and those taught using programmed instruction teaching method. The study adopted a survey research design and conveniently enrolled 80 participants in the study. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from staffs of selected secondary schools in Ebonyi state. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
The findings of the study so far showed that programmed instruction increase students’ academic achievement and retention in business studies and that if teachers can use the method in teaching and learning process, students will acquire and possessing depth knowledge and skills which will help them to demonstrate and retain the concept for good achievement in test and examination as well as in daily practical activities.
Recommendation
Teachers of business studies should acquire the knowledge and skills for using programmed instruction through in-service training, conferences, seminars, and workshops.
School administration should encourage business studies teachers to use programmed instruction by sponsoring in-service training that can equip them with competencies needed in its use.
Education stake holders and relevant professional bodies in business studies should sponsor more research on the efficacy of programmed instruction method so as to popularize the method.
Government and stake holders in education should provide adequate instructional materials, gadgets and facilities at the secondary school level to facilitate effective use of programmed instruction method in the teaching of business studies.
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