TEACHERS INSTRUCTIONAL STRATEGIES AND
STUDENTS ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOL
Abstract
Research
on teaching and learning constantly endeavor to examine the extent to which
different Teacher’s Instructional strategies enhance growth in student learning.
This research project
is thus Teachers instructional strategies and students academic performance in
public secondary school.
Chapter one of the
study lays an introduction for subsequent chapters. Following the background of
the study, the problem statement and the objective of the study which provided
basis for the significance of the study and the hypothesis were stated. The
limitations of this study were also highlighted.
In the literature
review as contained in chapter two, works of various authors, international and
local journals were reviewed to elicit views on the relationship between Teacher’s
Instructional strategies and academic performance of secondary school students
in Nigeria.
Chapter three,
research methodology, description of population and sampling procedure for data
collection were discussed. Methods of questionnaire design, determination of
sampling size and questionnaire distribution were also highlighted.
Chapter four was
based on analysis of data collected. This chapter was sub-divided into data
analysis, hypothesis testing and summary. Percentage table, figure and
narration were carefully employed for proper understanding and testing of
hypothesis.
Finally, chapter five
was divided into summary of findings, recommendation and conclusion.
TABLE OF
CONTENTS
Title Page - - - - - - - - - i
Approval Page - - - - - - - - ii
Declaration - - - - - - - - iii
Dedication - - - - - - - - - iv
Acknowledgement - - - - - - - v
Abstract - - - - - - - - - vi
Table of Contents - - - - - - - vii
CHAPTER
ONE – INTRODUCTION
1.1 Background of the Study - - - - - 1
1.2 Statement of General Problem - - - - 5
1.3 Objective of the Study - - - - - - 6
1.4 Research Questions - - - - - - 6
1.5 Significance of the Study - - - - - 7
1.6 Scope of the Study - - - - - - 8
1.7 Definition of Terms - - - - - - 8
CHAPTER
TWO – REVIEW OF RELATED LITERATURE
2.1 Introduction - - - - - - - 10
2.2 Theoretical Framework - - - - - 11
2.3 Conceptual Review - - - - - 14
2.4 Empirical Review - - - - - 16
CHAPTER
THREE – RESEARCH METHODOLOGY
3.1 Introduction - - - - - - - 32
3.2 Research Design - - - - - - 32
3.3 Population of Study - - - - - - 33
3.4 Sample size and Sampling Techniques - - - 33
3.5 Method of Data Collection - - - - - -
3.6 Research Instrument - - - - - - -
3.7 Validity of the Instrument - - - - - 33
3.8 Reliability of the Instrument - - - - 34
3.9 Statistical Method - - - - - - -
3.10 Methods of Data Presentation and Statistical Analysis - 34
CHAPTER
FOUR – DATA PRESENTATION AND ANALYSIS
4.0 Introduction - - - - - - - 36
4.1 Data Presentation and Analysis - - - - 36
4.2 Characteristics of the Respondents - - - 36
4.3 Data
Analysis - - - - - - - 39
4.4 Testing Hypothesis - - - - - - 46
4.5 Summary
of Findings - - - - - - 51
4.6 Discussion of Findings - - - - - 52
CHAPTER
FIVE – SUMMARY, CONCLUSION AND RECOMMENDATION
5.0 Introduction - - - - - - - 54
5.1 Summary - - - - - - - - 54
5.2 Conclusion - - - - - - - - 57
5.3 Recommendations - - - - - - 58
References
- - - - - - - - 61
Appendix - - - - - - - - 62
CHAPTER ONE
INTRODUCTION
1.1
BACKGROUND TO THE STUDY
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 Teacher’s
Instructional strategies 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 Teacher’s Instructional strategies on student learning have consistently raised
considerable interest in the thematic field of educational research (Hightower,
2011). Moreover, research on teaching and learning constantly endeavour to
examine the extent to which different Teacher’s Instructional strategies enhance growth in student learning. Quite
remarkably, regular poor academic performance by the majority students is
fundamentally linked to application of ineffective Teacher’s Instructional
strategies by teachers to impact
knowledge to learners (Adunola, 2011). Substantial research on the
effectiveness of Teacher’s Instructional strategies 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 Teacher’s
Instructional strategies 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 Teacher’s Instructional strategies is more crucial now than ever before.
Gibbs and Jenkins (1992) bring the
argument that the context of class and society has changed, but the Teacher’s
Instructional strategies have remained
unchanged. Various recent studies attempting to address
the issues that affect Teacher’s Instructional strategies and student learning
today include educational technology integration (Abbitt, 2011), teachers’
roles (Webb, 2009), the class environment (Doll et al., 2010), understanding
the adult learner (Kisamore, Aldridge, Alexander, & White, 2008), length of
the class session (Coskun, 2011), increasing class size in schools (Gibbs &
Jenkins, 1992), students’ attitudes (Akkuzu & Akcay, 2011), as well as the
increased interdependence of society today (Schul, 2011).
Studies on Teacher’s
Instructional strategies 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. Even
before that, Feldman and Newcomb (1973) mentioned decades of similar research
studies in the area of Teacher’s Instructional strategies . These show both
increased interest and knowledge in the area of teaching strategies and
learning theories. Svinicki (2000) suggests that these studies on Teacher’s
Instructional strategies 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 Teacher’s
Instructional strategies 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 Teacher’s
Instructional strategies 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 &
Phan Thuy, 2005), as well as their own personality and biases.
The effect of Teacher’s
Instructional strategies 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 Teacher’s
Instructional strategies . Gray (2004) conducted a case study on several Teacher’s
Instructional strategies in schools to
explore the reasons for their use, and perceptions of effectiveness. The result
of their study suggested that various methods do influence teaching
effectiveness.
According
to Keene (2007), 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 Teacher’s Instructional strategies 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. These attributes are crucial to problem-solving and are at the
heart of demonstration model of teaching. Consequently, there is now a
growing concern for the use of demonstration technique in the teaching of
Government in Nigerian secondary schools.
In recent times, much research attention has been focused on teaching
of government in Nigerian Secondary Schools with a view to ascertaining the
adequacy and appropriateness of the teachers’ method of teaching and indeed the
effectiveness of instruction. Investigation into the use of demonstration
instructional technique in the teaching of government in Nigerian
Secondary Schools seem to have focused mainly on teachers’ frequency of the use
of this technique and sparingly on the application of important variables influencing
its effective use. In a sense, no research attention has yet been paid to the
effectiveness of teaching government using demonstration technique. The
use of demonstration instructional technique as an
innovative instructional practice can only be effectively
implemented if the teachers possess the appropriate knowledge, skills and
abilities related to its use in the classroom situation. Competence is learnt
attitudes and aptitudes shown as capacities for controlling, actively
struggling with and mastering life problems through the use of cognitive,
social and scientific skills. Thus, as a learnt characteristic, the amount of
it possessed by individuals can be measured and development through appropriate
and constant involvements in activities. Skills for the demonstration technique
of government consist of the teachers’ awareness and understanding of the
issues surrounding demonstration teaching. These include knowledge of
questioning, identification of events that are suited to demonstration. Others
are how to demonstrate curiosity and independent thoughts in students (Brown,
1999). They also include ability to elicit students’ questions (Kona, 2000).
The present concern for Nigerian government teachers with regard to acquisition
of these qualities is born out of the fear that since most
of these teachers have been used to expository teaching approach and
considering the existing inadequacies in teacher education in Nigeria, their
awareness, equipment, orientation and willingness to embrace and effectively
use the demonstration technique as a mode of teaching are bound to be
questionable. This activity technique is at times misconstrued and hence
wrongly applied.
This paper attempts to elucidate the
concept of activity vis-à-vis Teacher’s Instructional strategies of teaching, and empirically establish its
effectiveness on SS 2 students’ achievement in Secondary School
The
Teacher’s Instructional strategies has
been widely accepted and recommended by some educators as the good method of
teaching in secondary schools (Phipps & Osborne, 1988). The Teacher’s
Instructional strategies is the method
of teaching where the central and essential characteristic is interaction
(Binkley and Tulloch, 1981). During discussion session students participate in
the learning process by contributing problems, analyzing the factors associated
with the problems, developing possible solutions to the problems, placing the
solution(s) into action, and evaluating the results of the solution.
Nowak,
Watt and Walther (2004), articulated this position and present evidence that, Teacher’s
Instructional strategies is generally
effective in teaching sciences, mathematics and mechanics as well as subject
areas within vocational and technical education. As stated by Gokhale (1996),
the professional success of a technologist is directly related to his/her
ability to transfer knowledge gained in the academic environment to real-world
situations. Much student learning occurs through observing others. A
demonstration provides the link between "knowing about" and
"being able to do." Research reveals that demonstrations are most
effective when they are accurate, when learners are able to see clearly and
understand what is going on, and when brief explanations occur during the
demonstration (Saskatchewan, 1988).
Since
good teaching among other factors play significant role in enhancing
performance, this study attempted to find out which method of instruction
better facilitate learning in secondary schools by beaming
light on the different methods of teaching in secondary schools.
1.2
STATEMENT OF THE PROBLEM
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 Ibiono Ibom Local
Government Area of Akwa Ibom state 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.
What
a teacher does in the classroom depends to some degree upon his approach to
learning situations. However, students'' negative attitudes toward learning may
be related to the method of instruction (Dyer, 1995).
Though
teachers with high morale, motivation and a mastery of knowledge, learner
difficulties and capacity to facilitate learning are important (Zadra, 2000),
correct use of an appropriate teaching method is critical to successful
teaching and learning. Knowledge of how Teacher’s Instructional strategies affect students'' learning may help educators
to select methods that improve teaching quality, effectiveness, and
accountability to learners and the public. It may also help them keep up with
information technology, globalization and to avoid the status quo (Foster,
Pinkest and Husman, 1991).
Organizing
for effective teaching in vocational education is centered on certain factors
such as what to teach, when to teach and how to teach. The teacher does not
only teach the most relevant, meaningful and useful materials for specific
students, he must also recognize and adopt a good and well-researched method of
teaching that guarantees better understanding and also stimulates and motivate
the students.
Several
methods of instruction have been employed for students'' interest depending on
the situation. Varying factors ranging from socio-economic background,
intelligence, attitude of students to Teacher’s Instructional strategies employed by teachers have been attributed to
this poor achievement. Tawari (1986) observed that Teacher’s Instructional
strategies that encourages students
centered activities for developing reasoning and process slides through
scientific approach are conspicuously lacking.
For
effective teaching to take place, the teacher must stimulate, encourage and
maintain active participation of the students, through the selection of
appropriate Teacher’s Instructional strategies . This would require a balance
between what is taught and how it is taught.
Thus,
successful teaching in vocational education does not depend only on the
teachers'' mastery of the subject matter but also the teaching method employed.
Hence, Ogbonna (2000) opines that one of the most influential factors in
teaching is the teacher''s method of teaching.
1.3
OBJECTIVES OF THE STUDY
1. To
assess the relationship between the Teacher’s Instructional strategies and
academic performance of students.
2. To
examine the relationship between Teacher’s Instructional strategies and
academic performance of students
3. To
ascertain the relationship between Teacher’s Instructional strategies and
academic performance of students
4. To
determine the relationship between Teacher’s Instructional strategies and the
academic performance of students.
1.4
RESEARCH QUESTIONS
1. What
is the relationship between Teacher’s Instructional strategies and academic
performance of students?
2. What
is the relationship between Teacher’s Instructional strategies and academic
performance of students?
3. What
is the relationship between Teacher’s Instructional strategies and academic
performance of students?
4. What
is the relationship between Teacher’s Instructional strategies and the academic
performance of students?
1.5
HYPOTHESIS OF STUDY
The following null hypotheses are formulated to be tested at 0.05level of
significance:
1. There
is no significant relationship between Teacher’s Instructional strategies and student
academic performance
2. There
is no significant relationship between Teacher’s Instructional strategies and
student academic performance
1.6
SIGNIFICANCE OF THE 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 Teacher’s Instructional
strategies 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.
1.7
SCOPE AND LIMITATIONS
The
focus of this research is on 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.
1.8 LIMITATION OF
STUDY
1. 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. Time
constraint- The researcher will simultaneously engage in this study with other
academic work. This consequently will cut down on the time devoted for the
research work.
1.9
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.
o 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.
o 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.
o Academic
performance: Learning outcome or output in students taught government which
results from teaching techniques/methods the teacher adopts.
o Effect:
Outcome of result of using appropriate teaching method on students as measured
by government performance test.
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