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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 teaching methods 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 influence of teaching methods

on student learning have consistently raised considerable interest in the thematic field of

educational research (Hightower, 2011).

Moreover, research on teaching and learning constantly endeavor to examine the extent to

which different teaching methods enhance growth in student learning. Quite remarkably,

regular poor academic performance by the majority students is fundamentally linked to

application of ineffective teaching methods by teachers to impact knowledge to learners

(Adunola, 2011). Substantial research on the influence of teaching methods 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

have influence, 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.
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As an educator, the researcher has always been fascinated by the relationship between

teaching methods and students’ academic performance; especially when it comes to

applications in the context of 24th 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 24th century are so diverse that using better

teaching methods 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 teaching methods have remained unchanged. Various recent studies

attempting to address the issues that affect teaching methods and student learning today

include educational technology integration (Abbitt, 2011), teachers’ roles (Webb, 2009),

the class environment (Doll 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 teaching methods are not something new in educational research. A large

number of studies have been done on this area. Pascarella and Trenzini (2005) ascertain

that a compendium of research studies conducted in this area over the past three decades.

These show both increased interest and knowledge in the area of teaching strategies and

learning theories. 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.

The influence of teaching methods 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 teaching methods. Robinson and colleagues (1990) conducted a case

study on several teaching methods in schools to explore the reasons for their use, and

perceptions of influence. The result of their study suggested that various methods do

influence teaching effectiveness.

According to Keene (2008), 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 teaching methods 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 in secondary schools.

In recent times, much research attention has been focused on teaching of English in

Akwa Ibom State Secondary Schools with a view to ascertaining the adequacy and

appropriateness of the teachers’ method of teaching and indeed the influence of

instruction. Investigation into the use of demonstration instructional technique in the

teaching of English Language 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 influence of teaching English Language 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
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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 demonstration method of

teaching, and empirically establish its effectiveness on JSS 2 students’ achievement in

Secondary School. The discussion method has been widely accepted and recommended

by some educators as the good method of teaching in secondary schools (Phipps &

Osborne, 1988). The discussion method is the method of teaching where the central and

essential characteristic is interaction (Binkley & 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,

demonstration method 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 of
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English Language 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 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 as follows:

I. The meaningfulness of the content

II. The sustainability of the methods

III. 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 Ikot Abasi 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 Secondary Schools 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.

1.3 Purpose of the Study

The specific objective of this study is as follows:

I. To assess the relationship between the use of discussion method and academic

performance of students.

II. To examine the relationship between the use of demonstration method and

academic performance of students

III. To ascertain the relationship between the use of lecture method and academic

performance of students

IV. To determine the relationship between the use of questioning method and the

academic performance of students.

1.4 Research Questions

I. What is the relationship between use of discussion method and academic

performance of students?

II. What is the relationship between the use of demonstration method and academic

performance of students?

III. What is the relationship between the use of lecture method and academic

performance of students?

IV. What is the relationship between the use of questioning method 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:

I. There is no significant relationship between discussion method and student

academic performance

II. There is no significant relationship between demonstration method 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
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technique. Findings may also provide the teachers with a feedback on the teaching

competences in most commonly used teaching methods 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 of the Study

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.
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1.9 Operational 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.

 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.

 Academic performance: Learning outcome or output in students taught

government which results from teaching techniques/methods the teacher adopts.

 Influence: Outcome of result of using appropriate teaching method on students as

measured by government performance test.