Abstract

This research titled The Effects of Teaching Methods On Students Academic Performance In Selected Secondary Schools In The Buea Municipality is out to investigate, analyzed, and establish the effect student have based on teaching methods.

It aimed at bringing out the problems that lead to poor performances of students in the selected secondary schools in the Buea municipality. Major findings show that the majority of students in the area performed poorly in an exam due to the teaching method that the teacher uses to teach them.

Findings also show that if the teacher uses the appropriate teaching method base on the subject he or she teaches, the academic performance of the students will increase positively. For this reason, the research study intended to specifically find out if the demonstration method, lecture method, the questioning method has an impact on student’s academic performances in selected secondary schools in the Buea municipality. In the process of the study, problems like financial constraints, stress, and time all limited the study.

CHAPTER ONE

INTRODUCTION

1.0 Introduction

The word ‘’teaching’’ has been evolving from the old till the present day. The primary purpose of teaching at any level of education is to bring a fundamental change in the learner (Tebabal and 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 history epoch, many teachers’ practitioners widely applied teacher-centered methods. Until today, question about the effectiveness of teaching methods on student learning has consistently raised considerable interest in the thematic field of educational research. (Hightower et al, 2011).

Moreover, research on teaching and learning constantly endeavors to examine the extent to which different methods enhance growth in students learning. Quite remarkably, regular poor academic performance by the majority of students is fundamentally linked to the application of ineffective teaching methods by teachers to impact knowledge on learners (Adunola, 2011). Substantial research on the effectiveness of teaching methods indicates that the quality of teaching is often reflected by the achievement of learners.

1.1 Background to the study

According to Ayeni (2011), teaching is a process that brings about desirable changes in learners so as to achieve specific outcomes.  In order for the method used for teaching to be effective, Adounola (2011) maintains that teachers need to be conversant with numerous teaching strategies that take recognition of the magnitude and the complexity of the concepts to be covered.

Researchers in the field of education has always been fascinated by the relationship between teaching methods and student academic performances, especially when it comes to applying them 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 methods that a teacher uses continue to play an important role in student learning and in their academic performance. The challenges that educators face in the 21stcentury 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 method has remained unchanged. Various recent studies attempting to address the issues that affect teaching methods and student learning today include educational technology integration (Abbiff 2011), teachers role Webb (2009), the class environment(Doll et al .,2010),  understanding the adult learner( Kisamore, Aldridge, Alexander, and White, 2008 ), length of class session (coskun, 2011 ), increasing class size in schools (Gibbs and Jenkins, 1992 ), student attitude as well as the increased interdependence of society today (Shul, 2011 ).

Moreover, for many decades, the search for better teaching methods to provide the best learning has been the goal of education. However, teaching methods are not a one- size – fits- all proposition. Flexibility is crucial in adapting teaching methods 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 (Mc Cornac and Phanthuy, 2005), as well as their own personalities and biases.

The effect of teaching methods on student s 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 school to explore the reasons for their use, and perceptions of effectiveness.  The results 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. The various teaching methods overlap in definition and application; none being mutually exclusive although researchers often delineate several teaching strategies.

The demonstration technique is one of the many teaching-learning styles under the investigative or activity-based. It is a method that is capable of improving learning through its diversity effect activity. It has the prerequisite characteristic for individualized instruction and therefore, has a high potential for making the teaching-learning process challenging and rewarding. There is a radical departure from the direct teaching model in which the teacher engages students 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 act the heart of the demonstration model of teaching. Consequently, there is now a growing concern for the use of demonstration techniques in the teaching of students’ secondary schools in Cameroon.

Investigation into the use of demonstration instructional techniques in teaching students in secondary schools in Cameroon seems to have focused mainly on teacher’s 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 students using the demonstration technique. The use of demonstration instructional as an innovative instructional practice can only be effectively implemented if teachers possess the appropriate knowledge, skills, and abilities related to its use in the classroom situation.

Thus, as a learning characteristic, the amount of it possessed by individuals can be measured and developed through appropriate and constant involvements in activities. Skills for the demonstration technique of government consist of the teacher’s awareness and understanding of the issues surrounding demonstration teaching. These include knowledge of questioning, identification of events that are suited to the demonstration.

Others are how to demonstrate curiosity and independent thoughts in students (Brown, 1999). They also include the ability to elicit student questions (Kona, 2002). The present concern for Cameroon government teachers with regards to the 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 Cameroon, 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.

The discussion method has been widely accepted and recommended by some educators as a good method of teaching in secondary schools (Philipp and Osborn 1988). The discussion method is the method of teaching where the central and essential characteristic is interaction (Binkley and Tulloch, 1981).

During the discussion sessions, students participate in the learning process by raising their problems; both teachers and students analyze the factors associated with the problem, develop possible solutions to the problems, place the solution into action, and evaluate the results.

Nowak, watt, and Walter (2004), articulated this position and present evidence that the 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 or her ability to transfer knowledge gained in the academic environment to real-world situations.  Most students’ 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 brief explanations occur during the demonstration (Saskatchewan, 1988).

Since good teaching among other factors plays a significant role in enhancing performance, this study attempts to find out which method of instruction better facilitates learning in secondary school by beaming light on the different methods of teaching in secondary schools.

1.2 Statement of the Problem

Given the high value placed on education at the Cameroon 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 are the meaningfulness of the content, the sustainability of the methods, and probably, the teacher who handles both content and method.

There is a scarcity of published works on the use of demonstration in teaching students particularly in the southwest region – Buea was this study is carried out. The incident of ineffective teaching methods in secondary schools has resulted in poor achievement in the examination. This necessitated the need for a more effective and result – oriented teaching method.

What a teacher does in the classroom depends to some degree upon his approach to learning situations. However, student’s negative attitudes towards learning may be related to the method of instruction (Dyer, 1995).

Though teachers with high morale, motivation, and mastery of subject matter, learner difficulties, and capacity to facilitate learning are important (Zabra, 2002), correct use of an appropriate teaching method is critical to successful teaching and learning.

Knowledge of how teaching methods affect student 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 question (foster, pinkest and Housman, 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 teachers do not only teach the most relevant, meaningful and useful materials for specific students, they must also have recognized and adopt a good and well teaching method that guarantees better understanding and also stimulates and motivates students.

Several methods of instruction have been employed for student interest depending on the situation. Varying factors ranging from socio-economic background intelligence, the attitude of students to teaching methods employed by teachers have been attributed to this poor achievement. Tamari (1986) observed that teaching methods that encourage students centered activities for developing reasoning and process slides through a scientific approach are conspicuously lacking.

For effective teaching to take place, the teacher must stimulate, encourage maintain active participation of the students, through the selection of appropriate teaching methods. 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 teacher’s mastery of the subject matter but also on 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

1.3.1 Main objective

The main objective of the study is to examine the effects of teaching methods on student academic performance in selected secondary schools in Buea municipality.

1.3.2 Specific objectives

1. To find out the relationship between the effects of the discussion method on student academic performance in selected secondary schools in Buea municipality.
2. To examine the relationship between the effects of the demonstration method and student academic performance in selected secondary schools in Buea municipality.
3. To determine the relationship between the effects of questioning method on student academic performance in secondary schools.
4. To find out the relationship between the effects of lecture method on student academic performance in selected secondary schools in Buea municipality

Further Readings

THE EFFECTS OF TEACHING METHODS ON STUDENTS’ ACADEMIC PERFORMANCE IN THE BUEA MUNICIPALITY.