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  • Format: ms-word (doc)
  • Pages: 65
  • Chapter 1 to 5
  • With abstract reference and questionnaire
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ABSTRACT

The main concern in education sector is how modern strategies of teaching affect students’ performance. This study examined modern strategies of teaching on performance of students in public secondary schools (O-level) in Nigeria where Owerri municipal in Imo state was used as a case of study. The study was guided by three specific objectives: To identifying modern strategies of teaching used in instruction of chemistry in public secondary school, to assess students’ perception of the appropriateness of modern strategies of teaching used in teaching in public secondary school and to determine the level of relationship between modern strategies of teaching and students’ performance in public secondary schools in Owerri municipal, Imo state. The study applied descriptive research designed that incorporated qualitative and quantitative approach. The sample of teachers 78, students 129 and inspectors 9 was surveyed using in-depth interview and questionnaire. Qualitative data was analyzed descriptively using SPSS while thematic analysis was used to analyzed qualitative data. The study findings revealed that most effective modern strategies of teaching were demonstration followed by question and answers and then brainstorming, teachers should know the value and impact of different modern strategies of teaching and regular training/workshop should be conducted on modern strategies of teaching. The study recommended that traditional methods like lecture should not be used. The study also suggested other areas for further research as the same study should be carried in other district before generalization is done and similar research also should be conducted in private schools to know the teaching conditions.

CHAPTER ONE

 INTRODUCTION

1.1   Background of the Study

Modern strategies of teaching 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 modern strategies of teaching, 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 modern strategies of teaching especially in developing countries are teacher centered (Guloba, Wokodola, and Bategeka, 2010), which are viewed to be somewhat ineffective in the impartation of knowledge.

 

Project Topics

These methods are no longer used in other countries. Problem-life learning as a teaching method   is becoming increasing popular in education institutions as a tool to address the inadequacies of modern strategies of teaching since its approaches do not encourage student to participate in the learning process (Teo and Wong, 2000). However, more recently there is an argument in education industry to adopt a learner- centered paradigm shift (Ndirangu, 2007), while other schools of thought are advocating participatory methods of teaching (Sajjad, 2011).

 

Despite these arrays of modern strategies of teaching being advocated in literature there is no one universally accepted method. The question still remains is which of these modern strategies of teaching contribute to failure or success of students’ performance especially in developing countries like Nigeria where the causes of poor performance in secondary schools is not well understood.

 

1.2  Statement of the Research Problem

Students’ performance in Nigerian secondary schools has been poor, and one of the reason cited is the type of methods of learning-teaching used.  Education in Nigeria especially in community (ward) secondary schools, the majorities of students have failed or have not shown good performance in the examination results in summative evaluation (Laddunuri 2012). Marikinyo (2003), believes that the falling level of academic performance is attributed to teachers non-use of verbal reinforcement strategy. Several studies have been conducted about modern strategies of teaching in secondary schools in many parts of the world on students’ performance, for example in USA (Haas 2002), Pakistan (Sajjad 2011), Nigeria (Barneka 2012), (Asikhia 2010), Uganda (Guloba, Wokadala  and Bategeka, 2010) and Kenya (Njoroge et al., 2014). These studies indicated that   the type of modern strategies of teaching used by teachers have an impact on students’ performance.

 

Most of the studies conducted in Nigeria concentrated on factors affecting students performance and policy making rather than how modern strategies of teaching influence the Students’ performance example (Laddunuri 2012), (Kkairuki, 2009) and (Kat ram, 2007). Another study by Mruma (2019) examined motivation of teachers in Secondary Schools. None of these studies have specifically examined the effect of modern strategies of teaching on student performance. This study bridges the gap and it examined effects of modern strategies of teaching on students’ performance in Nigerian education institutions in public secondary schools   in Owerri municipal, Imo state, Nigeria.

1.3   Objectives of the Study

1.3.1   General Objective

The general objective of the study is to examine the effect of modern strategies of teaching on student performance in Nigerian education in public secondary school in Owerri municipal-Imo state, Nigeria.

1.3.2    Specific Objectives

The specific objectives guided this study were as follows;

  • To identify modern strategies of teaching used in instruction of chemistry in public          Secondary schools in Owerri municipal- Imo state.
  • To assess students’ perception of the appropriateness of modern strategies of teaching used in teaching in public secondary schools in Owerri municipal, Imo state.
  • To determine the extent to which modern strategies of teaching impact on students’ performance in public secondary schools in Owerri municipal, Imo state.

1.3.3   Research Questions

The study answered the following questions

  • What are modern strategies of teaching used in chemistry in   public secondary school?
  • What are students’ perceptions on the appropriateness of modern strategies of teaching use to teach Science subject in public secondary school in Owerri municipal?
  • To what extent modern strategies of teaching impact on students’ performance in public secondary schools in Owerri municipal?

1.4       Significance of the Study

The study is worth of academic research on the following grounds:

First, the study was expected to reveal the impact of modern strategies of teaching on students’ performance in chemistry in secondary schools and contributes to the body of knowledge. Second, the study expected to provide a foundation for future researchers on literature for the topic of effects of modern strategies of teaching on student performance in science subject in secondary schools. Third, the study findings expected to beneficial to policy makers especially the Ministry of education and vocational training to put forward policies that would greatly encourage fair distribution of resources in public institutions if better results are to be obtained.  Fourth, the findings also expected to benefit teachers of Secondary Schools in Owerri municipal since it gave the ideas of most suitable modern strategies of teaching for use in chemistry. Finally, the findings of this research expected to add the body of knowledge on modern strategies of teaching and also basis for future research.

 

1.5   Scope and Delimitations

The study was focused on modern strategies of teaching used and their effect on students’ performance in chemistry in public secondary schools in Owerri municipal. The targeted population was students taking chemistry for at least one year. Since modern strategies of teaching are so many in numbers the study was only concentrated on 7 of them which are citation, brainstorming, discussion, demonstration, lecture, presentation and seminar.

 

1.6       Definitions of Key Terms

Modern strategy of teaching is defined as a way of carrying actual teaching in the classroom (Ndirangu 2007). Teaching method refers to the variety of ways in which a learning task is managed to facilitate the learning process (Kimweri 2004). Participatory methods are methods which enable learners to be active involve in the learning process either as individual or group (Musuko 2010). Teacher –centered method of teaching is the process of communication where very little or no room for active participation of learners (Kimweri 2004). Performance is the degree to which individuals achieve job or organization’s goals with effectiveness and efficiency. (Utuoh, and Mowo, 2000).

 

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