Abstract

For more than decades research in variety of school districts and states has subjected considerably heterogeneity in impact of teaching method on student academic performance. This has acted as stimulus to find out which teaching method is best for teaching of geography in secondary schools and the impact they have on student academic performance. This study was designed to investigate The use of teaching strategies in teaching geography on Geography students’ academic performance in the Buea Municipality”.

The objectives that were used for the study were; to establish the influence of cooperative learning on geography student academic performance, to assess the influence of inquiry base learning on geography student academic performance, to investigate the influence of power point presentation on geography student academic performance and to explore the influence of discussion on geography student academic performance. The sample size was 100 students selected from three secondary schools in Buea municipality. The questionnaire was used to obtain information from correspondents and data were analyzed using percentages and frequencies.

The following results were obtained; Lecture method, Desmontrstion method, power point presentation and discusion method all have a positive effect on students’ academic performance in geography in the Buea municipality, the following recommendations were obtained; It is recommended that there is need to retrain teachers to be competent and meet high standards in teaching to promote deeper and active students’ learning. There is need for developing teacher education curriculum framework capable of improving teacher competence in teaching and pedagogical skills and strengthen their development professionally.

CHAPTER ONE

GENERAL INTRODUCTION

Introduction

Teaching strategies are standard procedures of presenting subject matter and organizing teacher-student interaction during a lesson. Each teaching strategy is associated with a method. Teaching methods can be general and specific. General teaching methods are the procedure that is common in the teaching of a different subject.

This chapter will consist of the following:  the background of the study, the statement of the problem, purpose and objectives of the study, research questions, research hypothesis, significance of the study, limitation and delimitation of the study and definitions of key terms.

Background to the Study

Traditionally, teachers direct the learning process and students assume a receptive role in their education. With the advent of progressive education in the 19th century, and the influence of psychologists, some educators have largely replaced traditional curriculum approaches with “hands-on” activities and “group work”, which the child determines on his, owns what he wants to do in class. Key amongst these changes is the premise that students actively construct their own learning.

Theorists like John Dewey, Jean Piaget, and Lev Vygotsky whose collective work focused on how students learn is primarily responsible for the move to student-centred learning. Carl Rogers’ ideas about the formation of the individual also contributed to student-centred learning. Student-centred learning means reversing the traditional teacher-centred understanding of the learning process and putting students at the centre of the learning process.

Maria Montessori was also an influence in centre-based learning, where preschool children learn through play. Student-centred learning allows students to actively participate in discovery learning processes from an autonomous viewpoint. Students consume the entire class time constructing a new understanding of the material being learned without being passive, but rather proactive.

A variety of hands-on activities are administered in order to promote successful learning. Unique, yet distinctive learning styles are encouraged in a student-centred classroom. With the use of valuable learning skills, students are capable of achieving life-long learning goals, which can further enhance student motivation in the classroom.

Self-determination theory focuses on the degree to which an individual’s behaviour is self-motivated and self-determined.” Therefore, when students are given the opportunity to gauge their learning, learning becomes an incentive. Because learning can be seen as a form of personal growth, students are encouraged to utilize self-regulation practices in order to reflect on his or her work. For that reason, learning can also be constructive in the sense that the student is in full control of his or her learning.

Over the past few decades, a paradigm shift in curriculum has occurred where the teacher acts as a facilitator in a student-centred classroom. Such emphasis on learning has enabled students to take a self-directed alternative to learning. In the teacher-centred classroom, teachers are the primary source for knowledge. Therefore, the focus of learning is to gain information as it is proctored to the student.

Also, rote learning or memorization of teacher notes or lectures was the norm a few decades ago. On the other hand, student-centred classrooms are now the norm where active learning is strongly encouraged. Students are now researching material pertinent to the success of their academia and knowledge production is seen as a standard.

In order for a teacher to veer towards a student-centred classroom, he or she must become aware of the diverse backgrounds of his or her learners. To that end, the incorporation of a few educational practices such as Bloom’s Taxonomy and Howard Gardner’s Theory of Multiple intelligences can be beneficial to a student-centred classroom because it promotes various modes of diverse learning styles.

These changes have impacted educator’s methods of teaching and the way students learn. In essence, one might say that we teach and learn in a constructivist-learning paradigm. It is important for teacher’s to acknowledge the increasing role and function of his or her educational practices. As our educational practices changes, so does our approach to teaching and learning change. Therefore, the mindset about teaching and learning is constantly evolving into new and innovative ways to reach diverse learners.

When a teacher allows their students to make inquiries or even set the stage for his or her academic success, learning is more productive. With the openness of a student-centred learning environment, knowledge production is vital when providing students the opportunity to explore their own learning styles. In that respect, successful learning also occurs when learners are fully engaged in the active learning process.

A further distinction from a teacher-centred classroom to that of a student-centred classroom is when the teacher acts as a facilitator. In essence, the teacher’s goal in the learning process is to guide students into making new interpretations of the learning material. In terms of curriculum practice, the student has the choice in what they want to study and how they are going to apply their newfound knowledge. According to Ernie Stringer, “Student learning processes are greatly enhanced when they participate in deciding how they may demonstrate their competence in a body of knowledge or the performance of skills.” This pedagogical implication enables the student to establish his or her unique learning objectives.

This aspect of learning holds the learner accountable for production of knowledge that he or she is capable of producing. In this stage of learning, the teacher evaluates the learner by providing honest and timely feedback on individual progress. Building a rapport with students is an essential strategy that educators could utilize in order to gauge student growth in a student-centred classroom. Through effective communication skills, the teacher is able to address student needs, interests, and overall engagement in the learning material.

According to James Henderson, there are three basic principles of democratic living, which he says are not yet established in our society in terms of education. According to Lev Vygotsky’s Zone of Proximal Development (ZPD), students typically learn vicariously through one another. Through a socio-cultural perspective on learning, scaffolding is important when fostering independent thinking skills.

Vygotsky proclaims, “Learning which is oriented toward developmental levels that have already been reached is ineffective from the view point of the child’s overall development. It does not aim for a new stage of the developmental process but rather lags behind this process.” In essence, instruction is designed to access a developmental level that is measurable to the student’s current stage in development.

Statement of the Problem

The academic performance of students in Geography can be greatly influenced by the methods used in teaching. and that their achievement remains unsatisfactory throughout years of study. Besides, students have shown many signs of poor affect, namely high anxiety, low motivation, poor autonomy, low self-efficacy and debilitative beliefs about geography and its learning.

researcher speculated that teacher-centered instruction is the main cause of poor achievement and poor affect among students (as has been reported by a large number of studies conducted on comparable students, e.g., Al-Johani, 2009; Khan, 2011; Rajab, 2013; Mohammed, 2015) and that a shift to student-centered instruction can lead to better achievement and enhanced affect among the students.

The education skills and knowledge acquired by students depend on the interaction between teacher’s knowledge of the subject matter and pedagogical ability that in turn guarantee better students’ performance. Despite the role of teachers in teaching of students, reports show failure of teaching to inculcate a range of skills and competences that develops learners holistically.

Secondary schools in Cameroon and particularly in Buea sub division have qualified teachers with teaching qualification (Degree and Diploma). The teachers are trained in pedagogy and the content and knowledge learned is applied in teaching and can promote deeper students learning.

However, research evidence shows that there is learning crisis in secondary schools and that teachers lack the skills to be effective in their teaching and that teacher education is weak. Teachers spent more time in the classroom focusing on theoretical teaching resulting in minimal learning.  It is on this backdrop that, this study focused on; teacher use of student centered instructional strategies in teaching geography on students’ academic performance.

Objectives of the Study

General objectives of the study

The main objective of the study is; to examine teacher’s use of students centered instructional strategies in teaching geography on geography student academic performance.

 Specific objectives of the study

The specific objectives of the study are:

1. To establish the influence of cooperative learning on geography student academic performance.
2. To assess the influence of inquiry base learning on geography student academic performance.
3. To investigate the influence of power point presentation on geography student academic performance.
4. To explore the influence of discussion on geography student academic performance.

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