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. 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.
Teaching methods are used to impart knowledge to students they are the means by which the teacher attempts to impart the desired learning or experience (Ndirangu, 2007). The choice of a particular method of teaching by the teacher determined by number of factors which includes the content to be taught, the objectives which the teacher plans to achieve availability of teaching and learning resources and the ability and willingness of the teacher to improvise if convectional teaching aids are not available, evaluation and follow-up activities and Individual learner differences (Ndirangu, 2007).
The methods used in teaching vary from one country to another, depending on the information or skills that are being taught and also be influenced by the aptitude and enthusiasm of the student. Various studies had been conducted concerning teaching methods, for example Asikhia (2010), found that, qualification of teachers and students’ environment factors do not influence students poor performance but teachers’ methods of teaching influence poor academic performance. Furthermore, the methods of teaching are dictated by the medium of instruction for example, where Basic science is used, the method of instruction has to be more interactive than passive (Pillar and Skilling, 2005). It also argued that classroom teachers urgently need to know more about effective strategies for teaching Basic science learners (Thompson, 2004). The commonly used teaching methods especially in developing countries are teacher centered (Guloba et al., 2010), which are viewed to be somewhat ineffective in the impartation of knowledge.
These methods are no longer used in other counties. Problem-life learning as a teaching method is becoming increasing popular in education institutions as a tool to address the inadequacies of tradition teaching methods since its approaches do not encourage student to participate in the learning process (Teo and Wong, 2000). However, more recently there is an argument in education industry to adopt a learner- centered paradigm shift (Ndirangu, 2007), while other schools of thought are advocating participatory methods of teaching (Sajjad, 2011).
Despite these arrays of teaching methods being advocated in literature there is no one universally accepted method. The question still remains is which of these teaching methods contribute to failure or success of students’ performance especially in developing countries like Nigeria where the causes of poor performance in secondary schools is not well understood.
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 examine the Teaching Methods for Basic Science in Junior Secondary School. In achieving this aim, the following specific objectives were laid out as follows:
- To ascertain the relationship between the use of lecture method in teaching Basic Science and academic performance of students;
- To determine the extent to which teaching methods impact on students’ performance in Junior Secondary Schools;
- To identify the teaching methods used in instruction of Basic science in public Secondary schools; and
- To assess students’ perception of the appropriateness of teaching methods used in teaching Basic Science in Junior Secondary Schools.
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:
- To what extent teaching methods impact on students’ performance in Junior Secondary Schools?
- What are the teaching methods used in instruction of Basic science in public Secondary schools?
- To what extent teaching methods impact on students’ performance in Junior Secondary Schools?
- What is the students’ perception of the appropriateness of teaching methods used in teaching Basic Science in Junior Secondary Schools?
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