1.1 Introduction
Teaching style is the way of introducing the students to give attention to what is to be learnt. The teacher directs their attention to what is to be learnt, he observes the students and diagnoses their feelings and interests and follow as best as he can, the progress of their understanding (Glender and Gillian, 2004). The ultimate goal of teaching experiences both in and out of school is to enable the individual to meet new situations of various degrees of relatedness and similarities more effective. The challenges in teaching is to create experiences that involve the student and support his own thinking, mode of learning, explanation, communication and application of the scientific models needed to make sense of these experiences (Akinbobola, 2011b).
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
Education is a systematic process whereby an individual is exposed to and provided with the opportunity of acquiring knowledge, skills, values and attitudes which develop cumulatively with a view to preparing him well to enable him to satisfactorily integrate effectively in the society, pursue a career and sharpen his quest for continuous learning. According to Ekueme and Igwe (2001) education is the art and practice of impacting to the learner skills, values and norms that can be useful to the total development of the individual (Anyanwu, 2003).
There is no gain saying the fact that the method(s) adopted by a teacher, affects the learning outcomes of the students. For instance, professional and well experienced teachers know the appropriate teaching methods to use at any given time of their teaching − learning process. Experienced and properly trained teachers know what to and how to teach at the various levels of our educational system (the pre-primary; the primary; the secondary, and the tertiary) levels. At the pre-primary level, care must be taken by professional teachers to adopt the down-to-earth method(s) of teaching the student because of immaturity at that level (Enoch, 2002).
Recent research on teacher effectiveness has produced a number of findings that should be of interest to those who work with students, particularly in the primary grades. Although results of these studies are by no means conclusive, and possibly cannot be, they do provide a fairly accurate description of how effective teachers operate in their classrooms. This description suggests that effective teachers (i.e.) teachers whose classes consistently show gains in achievement rely on traditional methods of instruction, at least in the basic skills. This is not to say that open education or student-centered teaching methods are not useful. These methods are sometimes essential to reach certain curriculum goals. But current findings suggest the wisdom of a return to the basics in teaching methods, as well as in curriculum (Blaney, 2006).
The research findings that support traditional methods for teaching basic skills come from major studies conducted in the U.S.A. and in Great Britain. The term “traditional” should perhaps be defined. Here it does not mean rigidly structured lessons for the entire class. As the word is used here it means teacher-directed instruction of small groups. Findings from a number of studies suggest that it might be wise to modify traditional methods if they are to be effective in helping students learn, though nothing radically new or unique is suggested by the current findings. Surely, it is interesting and confronting to know the many commonly used teaching methods are effective (Adamson, 2000).
The various teaching style that one uses in a classroom can have a profound impact on students’ comprehension. In Nursing and Midwifery education, there are various teaching styles examples of which includes the play-way method, self discovery, group activity method, demonstrator style, gaming and stimulation style, role playing, bulletin board styles etc. Teaching styles could be seen as all embracing concept referring to the teacher’s way of getting students to learn through structured methodology in order to bring about positive learning outcome (Arnolds, 2002).
Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the Teaching Style as Determinants of Learning Outcome among Nursing and Midwifery Students.
1.3 Statement of Problems
Investigation revealed that teaching styles, no doubt, affect the learnability of the students. This is because, the method teacher adapts to a large extent, determines the outcomes of Nursing and Midwifery Students. Therefore, good teaching methods bring high academic achievement, while bad teaching method generally results into rote learning and low academic outcomes amongst Nursing and Midwifery Students.
These days, most teaching styles teachers adopt in coaching the Nursing and Midwifery Students at the Nursing education are faulty and the resultant effects have been rote learning, low academic achievement and general poor standards of education in Nigeria as a whole. This is because in Nigeria, teaching profession has been infiltrated by a lot of charlatans and unprofessional teachers who do not have any business in the classrooms.
Due to the fact that the teaching profession has not been regulated, untrained and inexperienced teachers in other words, known as “cheats”, have entered the stage and brazenly bastardized the teaching profession. These untrained teachers, adopt the negative and inappropriate methods of teaching the students.
1.4 Aim and Objectives of Study
The aim of the study is to evaluate the Teaching Style as Determinants of Learning Outcome among Nursing and Midwifery Students. In achieving this aim, the following specific objectives were laid out as follows:
- To examine the teaching styles that is commonly used by teachers in teaching Nursing and Midwifery Students
- To identify some teaching styles that is highly effective in teaching Nursing and Midwifery Students.
- To ascertain the impact of inappropriate use of teaching styles and techniques among Nursing and Midwifery Students.
- To assess the need to use appropriate teaching styles and techniques among Nursing and Midwifery 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:
- Is it appropriate to use teaching styles and techniques among Nursing and Midwifery Students?
- What are the teaching styles that are commonly used by teachers in teaching Nursing and Midwifery Students?
- What are the teaching styles that are highly effective in teaching Nursing and Midwifery Students?
- What is the impact of inappropriate use of teaching styles and techniques among Nursing and Midwifery 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 will be no significant relationship between teaching styles and teaching effectiveness at Nursing and Midwifery education.
- H1: There will be a significant relationship between teaching styles and teaching effectiveness at Nursing and Midwifery education.
Hypothesis Two
- H0: There will be no significant relationship between teaching styles and student’s academic performance at Nursing and Midwifery education.
- H1: There will be a significant relationship between teaching styles and student’s academic performance at Nursing and Midwifery education.
1.7 Significance of Study
The study shows some features of effective teaching styles and at the same time create awareness about some appropriate and effective teaching styles and techniques in Nursing and Midwifery education. However, the recommendations and findings of this work would be beneficial to the following:
- To the Teachers: The teacher will be able to overcome the problem of using inappropriate teaching styles and thereby experience a result oriented teaching.
- To the School Authority: The school will be able to supervise thoroughly and ensure the use of appropriate teaching styles through their knowledge of features of these teaching styles.
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 Teaching Style as Determinants of Learning Outcome among Nursing and Midwifery Students.
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
- Teaching styles: It is an embracing concept referring to the teacher’s ways of getting students to learn through structured methodology.
- Teaching Techniques: Teacher’s ways or method of teaching.
- Teaching Effectiveness: The ability of the teacher to achieve the stated objectives at the end of the teaching.
…
