Effects of student-centered approach of teaching in the performance of basic science Junior Secondary School Students
TABLE OF CONTENT
Title page
Approval page
Dedication
Acknowledgment
Abstract
Table of content
CHAPTER ONE
1.0 INTRODUCTION
1.1 Background of the study
1.2 Statement of problem
1.3 Objective of the study
1.4 Research Hypotheses
1.5 Significance of the study
1.6 Scope and limitation of the study
1.7 Definition of terms
1.8 Organization of the study
CHAPTER TWO
2.0 LITERATURE REVIEW
CHAPTER THREE
3.0 Research methodology
3.1 sources of data collection
3.3 Population of the study
3.4 Sampling and sampling distribution
3.5 Validation of research instrument
3.6 Method of data analysis
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS AND INTERPRETATION
4.1 Introductions
4.2 Data analysis
CHAPTER FIVE
5.1 Introduction
5.2 Summary
5.3 Conclusion
5.4 Recommendation
Appendix
Abstract
This study was on effects of student-centered approach of teaching in the performance of basic science Junior Secondary School Students. The total population for the study is 200 staff of selected secondary schools in Uyo, Akwa Ibom state was selected randomly. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made up principals, vice principal adm, senior staff and junior staff was used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Chapter one
Introduction
1.1Background of the study
One of the basic problems we encounter today is traditional attitudes and methods depending on an educational sense of rote learning. Such teaching attractive methods activating students by taking them in the center should be preferred instead of usual teacher centered educational methods and techniques. In a way student should be made to learn how to learn through these methods (ùenol, Bal & Yıldırım, 2007). Knowledgeable person in the past used to be the one knowing everything or storing knowledge produced by others in his mind. That’s why, training in earlier centuries was regarded as transferring the knowledge stored, cultural values and vital skills into new generations. Today, knowledgeable person is; the one aware of knowledge, knowing the ways how to reach it, learning the knowledge he reached by putting a meaning on it, the one being able to produce new knowledge out of the knowledge he reached and using it in problem solving.
Student centered approach aims at training child according to its own nature, not depending on what adults want; in this way claiming that child will be more creative and freer (Gür, 2006). Student centered learning is the arrangement of learning lives with an emphasis on their interests, knowledge and needs. It aims at making students attain the skill to explore his learning features and learn how to learn in this process (Saban, 2004)
The idea that student-centered instruction is one way to improve engagement and close the racial achievement gap has precipitated a shift to student-centered instruction in science subjects, in which instruction focuses on students’ active participation (Newble & Cannon, 2000). However, little research has focused on student-centered instruction’s effects on engagement in science subjects. This means that the exact dynamics of student-centered instruction’s effects are unknown and could vary by demographic characteristics. For example, African-Americans might differ in how they experience or participate in student-centered science subjects instruction from their white peers. For some African-American students, student-centered science subjects instruction could engender a feeling of empowerment that reduces the racial stereotype threat –an activation of negative stereotypes shown to have a detrimental effect on academic performance (Steele, 1997). Such empowerment, in turn, could lead them to engage more in instruction. Conversely, student-centered instruction’s focus on the student could amplify stereotype threat, which could contribute to African American students engaging less to avoid conforming to the stereotype.
Statement of the problem
Student centered approach aims at training child according to its own nature, not depending on what adults want; in this way claiming that child will be more creative and freer (Gür, 2006). Student centered learning is the arrangement of learning lives with an emphasis on their interests, knowledge and needs. Research done on supportive educative materials in Nigeria apparently point out the gap in teaching and learning approaches used in Nigeria schools. Mafumiko (2006) argues that traditional the teacher-centered ‘chalk and talk’ teaching method appeared to still dominate most lessons. Similarly, Osaki (1999) asserts that most of the teachers lack skills in the promotion of the student-centered teaching and learning procedures in science subjects. Despite the gap pointed out on the teaching approaches, still research works on improving teaching and learning in Nigeria seem to be inadequate. Nevertheless, the few existing research projects have been directed to Science subjects but not Social science subjects. The present study considered the gap by researching on basic science. Therefore, the aim of this study was to improve teaching and learning of basic science by developing an innovative instructional scenario based on the learner-centered approach in teaching field research techniques in Secondary Schools. If the new approach and material is successfully implemented and adopted the students’ interaction, discussion and presentation would results to better students’ performance and motivation in learning basic science subject.
Objective of the study
The objectives of the study are;
- To ascertain the effect of student-centered approach of teaching on the performance of basic science Junior Secondary School Students
- To ascertain the significant difference between the pre and last test scores of the test group where student centered teaching approaches were applied and the control group where teacher centered teaching approaches were applied
- To ascertain whether Student centered approach aims at training child according to its own nature, not depending on what adult’s want
Research hypotheses
For the successful completion of the study, the following research hypotheses were formulated by the researcher;
H0: there is no effect of student-centered approach of teaching on the performance of basic science Junior Secondary School Students
H1: there is effect of student-centered approach of teaching on the performance of basic science Junior Secondary School Students
H02: there is no significant difference between the pre and last test scores of the test group where student centered teaching approaches were applied and the control group where teacher centered teaching approaches were applied
H2: there is significant difference between the pre and last test scores of the test group where student centered teaching approaches were applied and the control group where teacher centered teaching approaches were applied
Significance of the study
The study will be very significant to students, teachers and the policy makers. The study will give a clear insight on the effects of student-centered approach of teaching in the performance of basic science Junior Secondary School Students. The study will also serve as a reference to other researcher that will embark on the related topic
Scope and limitation of the study
The scope of the study covers effects of student-centered approach of teaching in the performance of basic science Junior Secondary School Students. . The researcher encounters some constrain which limited the scope of the study;
- a) AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study
- b) TIME: The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.
Definitions of terms:
Centered approach Student-centered learning is personalized, engaging, competency-based and not restricted to the classroom. Students take greater responsibility for their learning and support each other’s progress, so every student gets the skills he or she needs to succeed and contribute to society
Teaching: the occupation, profession, or work of a teacher.
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