The Effects of Teaching Methods on Students’ Academic Performance in Social Studies in Selected Secondary Schools in Uyo Metropolis, Akwa Ibom State
Chapter One
Purpose of the Study
The purpose of this study is to:
- analyze the influence of teaching methods on students’ academic performance in social studies.
- determine if there is any relationship between teaching methods and students’ attitudes to learning.
- ascertain if the teacher’s level of experience significantly affects students’ performance in social studies.
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. These methods and techniques can vary in department and times, depending on the level of students and the materials available for instruction. The task of organizing for effective teaching is crucial in any educational setting (Nwachukwu, 2001). The crucial decisions at all instructional levels of an organization will be centred on such factors as what to teach, when to teach and how to teach it. These decisions are made by the teachers and a good insight and understanding of these decisions will assist the teacher greatly in developing a good plan for teaching. At the classroom level, Nwachukwu maintained that how to teach the selected elements depends on the teacher, and further stated that teaching methods and techniques aim at developing in the learner the ability to acquire the knowledge and skills useful for work. Teaching methods are used by all teachers to present skills, knowledge and appreciations to the learners in the classroom and to engage learners in the task involved. While teaching techniques are processes adopted by experienced teachers to inject variety in their teaching, stimulate it and maintain the learners’ interest in it (Ogwo, 2005; Ukoha and Enogwe, 1999). Ogwo, Ukoha and Eneogwe maintained that instructional techniques are subsumed in teaching methods as ancillaries or adjuncts to ensure the effectiveness of a given method. Finding in technical education reveals extensive listings of teaching methods as conceived. However, the lecture method, project method (Oranu, 2003), field trip/work visit (Uwamelye and Onyewadume, 1999) and demonstration method are mostly used in teaching curriculum content of technical education. The traditional method of teaching is teacher rather oriented than learner-oriented. The study looks at the learning methods, which stress students’ active involvement in the teachinglearning process. Teachers in general and special education classroom are continually faced with instructional challenges as the diversity of students in classroom widens. Researchers are interested in implementing best practices that improve educational outcomes for all learners. In the teaching and learning process, teaching methods refer to methods which are actives pursued by teachers and pupils together in discussion group work, survey demonstration and viewing. Awotua-Efebo (2003) stated that the mediocre teacher tells, good teacher explain, the superior teacher demonstrates and the great teacher inspires. In the words of Oyedeji (1998), teaching methods were described as specific instructional devices employed by a teacher to teach their lessons. Oyinloye (1999) suggested that the method or approach used by teachers in practicing their lesson is very important because it can make the students’ like or dislike their subjects. It can generate in students love for or alienate them from school. He concluded that teachers must take keen interest in the various methods of teaching various subjects. In selecting a teaching method, the factors to be considered will include: the instructional objectives, the learners (students), the group size, and the classroom environment. The teacher must be resourceful in the selection of materials to be presented and the methods and techniques used in presenting them. He/she must also combine telling and doing in a pattern that will result in learning. Toby (2000) asserted that it is much more important that students should meet and achieve the learning objectives themselves with the help of the teacher. The method employed by the teacher depends on the situation of the class, age of the students, size of the class and maturity. That is why it is often said that psychology influences the choice of method.
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.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine the effects of teaching methods on students’ academic performance in social studies. selected schools in Uyo form the population of the study.
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 the effects of teaching methods on students’ academic performance in social studies. 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 the effects of teaching methods on students’ academic performance in social studies.
Summary
This study was on the effects of teaching methods on students’ academic performance in social studies. Three objectives were raised which included: analyze the influence of teaching methods on students’ academic performance in social studies, determine if there is any relationship between teaching methods and students attitude to learning and ascertain if the teacher’s level of experience significantly affects students’ performance in social studies. 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 Uyo. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
Teaching – learning is a process that must involve both the teachers and the students/learners and using appropriate strategies depends on the ingenuity of the teachers. It has been postulated in this work that a good teacher should be conversant with various methods of teaching so that they can use varieties of them in a classroom situation. It could also be concluded that the methods of teaching that are student centred and the teacher interactive methods enhance learning than that of the teacher centred. Students build a better understanding of the main concepts more effectively when they are engaged to solve problems during class activities or teaching learning processes.
Recommendation
New approaches to teaching – learning processes which connect to the learning needs of students should be put in place in order to reduce the menace of students performing poorly in school and eventually dropping out of studies.
Student-centered learning environment should be encouraged in our secondary schools because it produces higher-level learning outcomes more efficiently than a traditional teacher-centered environment.
There should be no bias in the selection of teaching methods by teachers in areas in which they possess exclusive monopoly knowledge to improve students‟ academic performances in our secondary schools.
Teachers should create an atmosphere conducive for learning in order to enhance the development of students‟ learning experiences.
Moreover, teachers should also increase their knowledge of various instructional strategies in order to keep students engaged and motivated throughout the teaching – learning processes.
Teachers need to understand they should embrace the use of ICTs as a way of improving the students‟ academic performances in our secondary schools. There is need for training teachers on the new methods of teaching for effectiveness of the content delivery, this will help the students to improve in performance.
The Ministry of Education, Policymakers and other stakeholders should ensure that school teachers adopt new methods and strategies which are learner-centered to improve basic performances in the learners.
References
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