Teaching Techniques and Students Academic Performance in Secondary Schools

TEACHING TECHNIQUES AND STUDENTS ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS IN IBIONO IBOM LOCAL GOVERNMENT AREA

 

CHAPTER ONE

INTRODUCTION

1.1  Background to the Study

Education is the most effective agent of social and personal transformation that leaves a relatively formative effect on learners. The primary purpose of teaching at any level of education is to bring a fundamental change in the learner through various teaching and learning methods (Oigara, 2011). The effectiveness of this teaching and learning process largely depends on the choice of the teacher’s teaching method. Whalen (2012) alludes that effectiveness of a teaching method is reflected in the outcome of the teaching-learning process inform of grades and mean scores.

Teaching techniques are the means for helping students to study effectively. Teaching methods concern the tactics teachers use to meet teaching objectives, including instructional organization and techniques, subject matter, and the use of teaching tools and materials. Ameh and Dantani [2012] observed that methodology is very vital in any teaching-learning situation and the method adopted by the teacher may promote or hinder learning. It may sharpen mental activities which are the bases of social power or may discourage initiatives and curiosity thus making self-reliance and survival difficult.

Instructional strategies are decisions about organizing people, materials and ideas to provide learning (Nwachukon, 2005). Weston and Cranton (1986) viewed instructional strategies as both the teaching method and the materials used in the process of teaching. Instructional strategies determine the approach a teacher may take to achieve learning objectives. Some of these instructional strategies include demonstration, discussion, inquiry and lecture among others.

According to Saskatchewan Education (2002), Instructional skills are the most specific category of teaching behaviours. They are necessary for procedural purposes and for structuring appropriate learning experiences for students. These include such techniques as questioning, discussion, directing giving, explaining and demonstrating. Hence, students learn by doing, making writing designing, creating and solving (Davis, 1993).

Demonstration is the most widely used instructional method for the acquisition of practical skills as it involves verbal and practical illustrations of a given procedure. This method is seen to be highly effective because it involves active participation of the students (Ogwo AND Orangu, 2006).

Research findings by Ugwuanyi (1998) on the effects of instructional approaches on students’ academic performances indicated that students taught with demonstration performed significantly better than those taught with inquiry method. Inquiry is a technique which involves students in questioning to explore an area of study. It is a process student engages in to investigate and explain problems.

Students collect and test data logically in order to discover why things happen the way they do. It is a student oriented strategy which requires active participation in questioning events and in putting several factors together (conceptualizing) to explore hypothesis or theory (Saskatchewan Education, 2009). According to Obodo (2007), it is a method where the teacher could ask leading questions to guide the students to discover concepts. Ncharam (2005) studied the effects of inquiry and lecture methods on students’ performance in chemistry and observed the performance in favour of guided inquiry approach.

Discussion strategy is when two or more people interact verbally with each other. It could be used deliberately in teaching and learning situation, but sometimes it occurs spontaneously as a teacher uses one method of teaching or another. Discussion could be considered as a technique within a method (Umoren, 2001). Discussion strategy affords every member of the class opportunity to articulate his views on a particular issue and learning discovered in the process tends to last longer than when learning is imposed on the students (Etuk et al., 2004).

In true discussion, Udofia (1999) maintained that the teacher’s contributions are very minimal and are made only when necessary. Lecture method involves a verbal presentation of ideas, concepts, generalizations and facts. The practice in this method is that of spoon-feeding the learners with information or facts. The students remain passive and receive information from their teacher (Umoren, 2001).

Skills in the selection and utilization of appropriate instructional strategies are required by the teacher for effective teaching. There is no one best approach to instruction. Teaching effectively demands that the teacher must possess some basic ability to organize, co-ordinate and utilize personal qualities, objectives and competency in lesson preparation, presentation and evaluation. Besides, he must be able to motivate the learners, make students active participants in learning, use appropriate strategies and facilities to enhance effectiveness in instructions.

Some researchers recommended eclectic method (combination of strategies). Teachers are also expected to implement a variety of instructional strategies in order to meet the objectives of the programme as well as to address individual student interest and needs (Saskatchewan Education, 2009). In view of the above stated problems of teaching and learning electrical installation, this study became necessary to determine the effects of teaching techniques on students’ academic performance in Economics in secondary schools in Ibiono Ibom Local Government Area and thus make appropriate recommendations on better instructional strategies and skills for teaching.

Teaching Techniques and Students Academic Performance in Secondary Schools

1.2 Statement of the Problem

The poor academic performance of student has become a serious problem to teachers, parents and the school. The problem of student’s failure in the subject is attributed to number of factors among which include teacher’s method of teaching, student’s attitudes to learning, socio-economic background of parents, and peer influence among others. Fadella (2010) opined that in determining student’s academic performance, the students themselves, the teachers, the school authorities, parents and the learning environment constitute to the academic performance of the students.

This dismal performance in the subject has arose series of question as to what could be the cause of the problem. Consequently, the research study is carried out to ascertain whether the methods of teaching used in teaching can contribute to student’s poor performance in the subject.

 

1.3     Purpose of the Study

The main purpose of the study was to examine teaching techniques and students academic performance in secondary schools in Ibiono Ibom Local Government Area.

Specifically, the study is designed to:

1. Examine the difference in the performance of students taught Economics using demonstration technique and those taught using field trip
2. Ascertain the difference in the performance of students taught Economics using discussion technique and those taught using lecture technique.

Teaching Techniques and Students Academic Performance in Secondary Schools

1.4     Significance of the Study

The finding of the study will be of high significant to Economics teachers by enabling them to adopt good and effective teaching method that will enhance teaching and learning of the subject in school.

The finding of the study and its recommendations will also help the government to see the need of sensitizing the teacher on the good and effective teaching method to be used in teaching Economics in the classroom.

It will also help school administrators, stakeholder and the appropriate authority to see the need of organizing seminars workshop, and in-service training for the teachers to be acquainted with relevant changes and ideas during teaching delivery.

 

1.5     Research Questions

The following research questions were raised to guide the study:

1. What difference exists in the performance of students between those taught Economics using demonstration technique and those taught using field trip?
2. What difference exists in the performance of students between those taught Economics using discussion technique and those taught using lecture technique?

Teaching Techniques and Students Academic Performance in Secondary Schools

1.6     Research Hypotheses

The following null hypotheses were formulated to guide the study:

1. There is no significant difference in the academic performance of students taught Economics using demonstration method and those taught using field trip technique.
2. There is no significant difference in the academic performance of students taught Economics using discussion technique and those taught using lecture technique.

 

1.7      Limitation of the Study

          The study was faced with difficulties which include:

1. Time factor: the period for the completion of the study was short and the researcher could not cover all the secondary schools in the study area.
2. Financial constraint: Finance available for the study was not enough to support the research in the process of data acquisition.

 

1.7     Delimitation of the Study

The study was delimited to selected secondary schools in Ibiono Ibom Local Government Area of Akwa Ibom State. The study was also delimited to teaching techniques and academic performance of students in secondary.

1.8     Operational Definition of Terms

Method: This refers to a plan of action designed to achieve a long term or overall aim.

Academic Performance: This is the level of achievement of student in a particular subject area in schools.

Demonstration method of teaching: It is a method of teaching where the teacher organized information in inform of maps, consisting of concept linked by labeled line to show relationship.

Discussion method of teaching: this refers to a method of teaching where the teacher has a didactic talk with the learner during instructional process.

Lecture method of teaching: Lecture method of teaching refers to the method of teaching where the teacher does all the talking while the learners just seat to listen to the teacher while teaching.

Teaching: teaching as used in the study refers to the process of delivering instruction to the learners in a pristine way which helps to improve the overall performance of students academically.