AN APPRAISAL OF THE RELATIONSHIP BETWEEN TEACHING METHODS AND ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS
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AN APPRAISAL
OF THE RELATIONSHIP BETWEEN TEACHING METHODS AND ACADEMIC PERFORMANCE OF
SECONDARY SCHOOL STUDENTS
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
It is widely
accepted that education is one of the leading tools for promoting economic
development as it covers some processes individuals go through to help them
develop and use their potentials (Adeyemi and Adu, 2010). Furthermore, Okeke
(2007) stated that, through education, individuals acquire knowledge, skills
and attitude that are necessary for effective living.
The main
purpose of teaching at any level of education is to bring a major change in the
learner (Tebabal and Kahssay, 2011). To facilitate the process of knowledge
sharing, teachers should apply appropriate teaching methods that best suit
specific objectives and lead to better academic outcomes. In the traditional
era, many teachers widely applied teacher-centered methods to impart knowledge
to learners in being opposite to student-centered methods.
Until today,
questions about the effectiveness of teaching methods on student’s learning have
always raised considerable interest in the field of educational research
(Hightower et al., 2011). Moreover, research on teaching and learning always
try to examine the extent to which different teaching methods enhance
improvement in student’s learning. Quite remarkably, regular poor academic
performance by the many students is basically linked to the use of ineffective
teaching methods by teachers to impact knowledge to learners (Adunola, 2011).
Many researches on the effectiveness of teaching methods show 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 methods
used for teaching to be effective, Adunola (2011) is of the opinion that
teachers need to be used to different teaching approaches that take recognition
of the magnitude of the wide concepts to be covered.
The main
goals of science education are to develop understandings of biological systems,
the methods of scientific inquiry, prepare students to make responsible
decisions concerning science-related social issues and inform students about
possible science careers (Bybee, Carlson-Powell and Trowbridge, 2007). To reach
these goals, different learning environments, teaching approaches and methods
are important aspects to consider also in school biology education. For
instance, Joyce and Weil (2011) define teaching as information processing
models, personal models, social interaction models and behaviour modification
models.
Given the
range of the criteria that biology would strive to satisfy in the schools, the
inclusion of some knowledge of biology in the school curriculum becomes an
increasing obvious need. The acquisition of this knowledge of biology and
understanding should not be left to chance operations. A fundamental frame work
of biology therefore has to be laid at the senior secondary school level not
just for those intending to pursue a career in biology but more generally as a
part of the educational foundation which every student should have before
leaving school.
1.2 Statement of the Problem
Students
offering biology in senior secondary school who experience a mismatch between
teaching methods used during teaching and their preferred learning pattern
often feel that their learning needs are being addressed using an unfamiliar
language. The mismatch poses a difficulty for some students in understanding
the teachings delivered, leading to lower grades (Odundo, 2003).
According to
Tella (2010) biology like other subjects often record poor students’
performance both in internal and external examinations. Many factors
contributed to the poor performance of students in examination, these factors
include: the use of old materials and methods in teaching such as chalkboards,
outdated textbooks, inability of the teachers to put across the concepts to the
students, lack of skills and competence required for teaching, lack of teaching
materials and necessary equipment, lack of active participation of students
inbiology.
These
problems confronting the teaching techniques used in biology class is further
amplified with lack of interactive ICT software facilities in which a student
interacts with and is guided by visual equipment aimed at achieving certain
instructional goals (Onasanya, 2002).It is against this backdrop that this
research seeks to present a critical appraisal of the relationship between
teaching methods and academic performance of secondary school students in
biology with a special reference to five randomly selected secondary schools in
Educational District V Ojo zone of Lagos State.
1.3 Purpose of the Study
The general
objective of this study was to explore the relationship between teaching
methods and academic performance of secondary school students in biology. Other
specific objectives are:
i.
To investigate if there is any significant relationship between
teacher-centered method and students’ academic performance in biology.
ii.
To determine the effect of student-centered teaching method on students
academic outcomes in biology.
iii.
To find out if the use of ICT enhances students’ learning in biology.
iv.
To identify current challenges to the teaching method used in teaching
biology in senior secondary school.
v.
To provide plausible recommendations on how to improve the teaching
methods used in teaching biology.
1.4 Research Questions
This study
was guided by the following research questions:
1.Is there
any significant relationship between teacher-centered teaching methods and
students’ academic performance in biology?
2.What is
the impact of student-centered teaching methods on student’s academic outcomes
in biology?
3.Does the
use of ICT enhance students’ learning in biology?
1.5 Research Hypotheses
The
researcher intends to test the following hypotheses at 0.05 level of
significance:
Hypothesis
1:
Ho1: There is no significant relationship between
teacher-centered methods and students’ academic performance in biology.
Hypothesis
2:
Ho2: Student-centered teaching technique
has no impact on students’ academic
outcomes in biology.
Hypothesis
3:
Ho3: There is no significant relationship
between the use of ICT and students’
learning outcomes in biology.
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