1.1 Introduction
Teaching Method is a teaching device or strategy adopted by a teacher to teach a lesson, this includes the use of games, text books etc. that stimulates learning. Teaching is an act of impacting knowledge to a learner (Okenze, 2016). In the teaching and learning of some secondary school subjects, there are different types of teaching methods which can be used to impact knowledge to students effectively. Appropriate teaching methods give rise to an enriched learning and environment and hence better learning outcome (Uche and Awujo 2014). Some of which are cooperative method, discussion method, problem solving method, demonstration method among others. There are different teaching methods employed in science education in Nigeria secondary schools especially in the study of some secondary school subjects.
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitations of the Study and Definition of technical terms.
1.2 Background of Study
Studies on teaching methods are not something new in educational research. A large number of studies have been done on this area. Pascarella and Trenzini (2005) have written a compendium of research studies conducted in this area over the past three decades. Svinicki (2000) suggests that these studies on teaching methods conducted in the past decades are so overwhelming that it would be impossible to go over them all in detail. For many decades, the search for better teaching methods to provide the best learning has been the goal of education. However, teaching method is not a one-size-fits-all proposition. Flexibility is crucial in adapting teaching methods in the class. Since all teachers are different, the strategies they use, and the way they use them will depend on the context and situation of their class (McCornac et al., 2005), as well as their own personality and biases.
The primary purpose of teaching at any level of education is to bring a fundamental change in the learner (Tebabal & Kahssay, 2011). To facilitate the process of knowledge transmission, teachers should apply appropriate teaching methods that best suit specific objectives and level exit outcomes. In the traditional epoch, many teaching practitioners widely applied teacher-centered methods to impart knowledge to learners comparative to student-centered methods. Until today, questions about the effectiveness of teaching methods on student learning have consistently raised considerable interest in thematic field of educational research (Hightower et al., 2011).
Moreover, research on teaching and learning constantly endeavour to examine the extent to which different teaching methods enhance growth in student learning. Quite remarkably, regular poor academic performance by the majority students is fundamentally linked to application of ineffective teaching methods by teachers to impact knowledge to learners (Adunola, 2011). Substantial research on the effectiveness of teaching methods indicates that the quality of teaching is often reflected by the achievements of learners. According to Ayeni (2011), teaching is a process that involves bringing about desirable changes in learners so as to achieve specific outcomes. In order for the method used for teaching to be effective, Adunola (2011) maintains that teachers need to be conversant with numerous teaching strategies that take recognition of the magnitude of complexity of the concepts to be covered.
As an educator, the researcher has always been fascinated by the relationship between teaching methods and students’ academic performance; especially when it comes to applications in the context of 21st century education. It seems that there is something in teaching that opens the gate of learning. It is true that successful learning depends on various factors that are not all teacher-related, but the methods that a teacher uses continue to play an important role in student learning and in their academic achievement. The challenges that educators face in the 21st century are so diverse that using better teaching methods is more crucial now than ever before.
The effect of teaching methods on students’ learning should be the interest of every teacher and student. In the field of education, there have been various studies done in an attempt to measure teaching methods.
Quite remarkably, regular poor academic performance by the majority students is fundamentally linked to application of ineffective teaching methods by teachers to impact knowledge to learners (Adunola, 2011). Substantial research on the effectiveness of teaching methods indicates that the quality of teaching is often reflected by the achievements of learners. According to Ayeni (2011), teaching is a process that involves bringing about desirable changes in learners so as to achieve specific outcomes. In order for the method used for teaching to be effective, Adunola (2011) maintains that teachers need to be conversant with numerous teaching strategies that take recognition of the magnitude of complexity of the concepts to be covered.
According to Keene (2008), each student learns best using strategies and objectives that reflect his experiences, abilities, aptitudes and interest. Similarly, there is no standard teaching method. The various teaching methods overlap in definition and application; none being mutually exclusive although researchers often delineate several teaching strategies. Demonstration technique is one of the many teaching learning style under the investigative or activity based. It is a method which is capable of improving learning through its diversity effect activity. It has the prerequisite characteristics for individualized instruction and therefore has high potential for making teaching-learning process challenging and rewarding. There is a radical departure from the direct teaching model in which the teacher engages student to learn. Students are encouraged to ask questions. In short, the student is viewed as an inquirer, a seeker of information and a problem-solver.
Therefore, in Nigeria where the research was carried out, the activities that was conducted is to investigate the Relationship between Teaching Methods and Academic Performance of Senior Secondary School Students.
1.3 Statement of Problems
Investigation revealed that since teachers lack adoption of educational methods will be inevitable, if a teacher does not have content pedagogical knowledge of some subjects, it tends to contribute to the poor academic performances of students. Also inadequate infrastructure or teaching aid may lead to ineffective teaching and learning.
Not much attention has been giving to the performance of the students in senior secondary school subjects in schools has been blamed on such factors as the inability of the school authorities to provide materials and equipment for practical work, teachers failure to recognize the importance of practical work in science teaching.
Given the high value placed on government at the Nigerian Senior Secondary School Curriculum, and the nature of the subject, the need to teach it effectively through an effective method is indisputable. A few of the problems affecting the teaching and learning of government are the meaningfulness of the content, the sustainability of the methods and probably, the teacher who handles both the content and method.
There is scarcity of published works on the use of demonstration in teaching government particularly in the area under study where this study is carried out that is known to the researcher. The incidence of ineffective teaching of government in Senior Secondary School has resulted in poor achievement in examination. This necessitated the need for a more effective and result-oriented.
1.4 Aim and Objectives of Study
The aim of the study is to investigate the Relationship between Teaching Methods and Academic Performance of Senior Secondary School Students in Nigeria. In achieving this aim, the following specific objectives were laid out as follows:
- To assess the relationship between the use of discussion method and academic performance of students;
- To examine the relationship between the use of demonstration method and academic performance of students;
- To ascertain the relationship between the use of lecture method and academic performance of students; and
- To determine the relationship between the use of questioning method and the academic performance of students.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- What is the relationship between the use of discussion method and academic performance of students?
- What is the relationship between the use of demonstration method and academic performance of students?
- What is the relationship between the use of lecture method and academic performance of students?
- What is the relationship between the use of questioning method and the academic performance of students?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is no significant relationship between discussion method and student academic performance
- H1: There is a significant relationship between discussion method and student academic performance
Hypothesis Two
- H0: There is no significant relationship between demonstration method and student academic performance
- H1: There is a significant relationship between demonstration method and student academic performance
1.7 Significance of Study
The study may be considered significant in a number of ways: it will help to increase the teachers’ level of awareness and understanding of the use of most of the instructional technique. Findings may also provide the teachers with a feedback on the teaching competences in most commonly used teaching methods as a basis for improvement in their instructional practice so that they can enhance performance. Curriculum planners and educators as well as government and educational administrators need empirical data on the overall teaching method and activity teaching competence of government teachers in Senior Secondary Schools to facilitate proper curricular policies and programmes for effective teaching and learning.
This study will be of immense benefit to other researchers who intend to know more on this study and can also be used by non-researchers to build more on their research work. This study contributes to knowledge and could serve as a guide for other study.
1.8 Scope of Study
The scope of the research is focused on the Investigation into the Relationship between Teaching Methods and Academic Performance of Senior Secondary School Students in Nigeria using Okpe Local Government Area of Delta State as a case study.
This research will cover the effect of activity techniques (i.e. discussion, demonstration, lecture and questioning approach) of teaching on Senior Secondary School Students performance in government. The educational level of focus is SS 2 students. It is believed that these groups of students have been exposed to the knowledge, attitude and skills of the subject. The work covers performance using all the commonly used method of teaching.
1.9 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Research material: availability of research material is a major setback to the scope of the study.
- Frequent power failure: This made the researcher append more money on fuel to ensure sustainable power.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
1.10 Definition of Terms
In this study, it is imperative to define the terms that will be appearing during the course of this work as they are used within the context of the study for clarification purposes.
Teaching Method: It is a teaching device or strategy adopted by a teacher to teach a lesson, this includes the use of games, text books etc. that stimulates learning.
Activity: This is student-centered teaching-learning approach, where the student has some control over the process and directs more or less the instructional activities with the teacher providing adequate guidance.
