This chapter presents the background of the
study, statement of the problem, objectives of the study, significance of the
study, scope and limitations of the study. It also gives the conceptual
framework and definition of key terms.
1.2 BACKGROUND OF THE STUDY
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 is 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 English 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 English learners (Thompson, 2004).
The commonly used teaching methods especially in developing countries are
teacher centered (Guloba, Wokodola, and Bategeka, 2010), which are viewed to be
somewhat ineffective in the impartation of knowledge.