scholarly journals TEACHERS’ TEACHING METHODS AND STUDENTS’ ACADEMIC PERFORMANCES IN IBARAPA EAST LOCAL GOVERNMENT AREA SECONDARY SCHOOLS

2015 ◽  
pp. 15-28
Author(s):  
Oke Abiodun
Keyword(s):  
Local Government ◽  
Secondary Schools ◽  
Effective Teaching ◽  
Teaching Methods ◽  
Teaching Method ◽  
Local Government Area ◽  
Learning Needs ◽  
Student Centered ◽  
Differential Relationship ◽  
Teacher Centered

This study was to investigate the differential relationship between teaching methods and students’ academic performances in Ibarapa East Local Government area Secondary schools. A sample of 100 students drawn from the Sciences, Commercial and Arts departments of all the secondary schools in the local government area were used for the study. Using the inferential statistics, students’ assessment test scores were derived from the internal class test prepared by some Measurement and Evaluation teachers. The differential relationship of the three major teaching methods on students’ academic performances was analysed using the General Linear Model based univariate ANOVA technique. The F(2, 107) statistic (= 10.13; p < 0.05 level of significance) and the Tukey HSD post-hoc results indicate that there is significant differences in the relationship between the three teaching methods and students’ academic performances. The mean scores results demonstrate that teacher-students interactive method was the most effective teaching method, followed by student-centered method while the teacher-centered approach was the least effective teaching method. Among the recommendations suggested were: New approaches to teaching – learning processes which connect to the learning needs of students should be put in place in order to reduce the menace of students performing poorly in school and eventually dropping out of studies. Student-centered learning environment should be encouraged in our secondary schools because it produces higher-level learning outcomes more efficiently than a traditional teacher-centered environment. There should be no bias in the selection of teaching methods by teachers in areas in which they possess exclusive monopoly knowledge to improve students’ academic performances in our secondary schools. Teachers should create an atmosphere conducive for learning in order to enhance the development of students’ learning experiences.

scholarly journals Strategies for Effective Teaching of Reading Among Secondary Schools in Moro Local Government Area of Kwara State.

2019 ◽  
Vol 5 (1) ◽  
pp. 1-22
Author(s):  
Kolawole Saliu
Keyword(s):  
Local Government ◽  
Secondary Schools ◽  
Language Learning ◽  
Effective Teaching ◽  
Teaching Strategies ◽  
English Language ◽  
Local Government Area ◽  
Language Teachers ◽  
Teaching Of Reading ◽  
Correlation Statistics

Learning a language is different from acquiring it. To learn a language, all necessary skills are required. However, reading, a receptive skill, remains one of those four skills needed for language learning. As teachers of English, all efforts must be put forward in order to improve the teaching of reading through required strategies for effective teaching. This study however centers on effective teaching strategies of reading among secondary schools in Moro Local Government Area of Kwara State. In order to achieve this, questionnaire was used to elicit information on the respondents so as to be able to gather all necessary information needed for this study. The sample consists of Sixty (60) English language teachers who were randomly selected across twenty (20) randomly selected Junior and senior secondary schools in Moro Local Government Area of Kwara State. Data were analysed using descriptive and correlation statistics. The findings of the study revealed that the use of flash-cards, passage of relevant pictures and photographs, among others, are the teaching strategies needed for effective teaching of reading. Based on the result of the findings, it was recommended that sufficient teaching materials should be provided by government to assist teachers in the teaching of reading. This, among others, were discussed in this study.

scholarly journals The attitude of biology teachers towards improvisation and utilization of instructional materials in teaching and learning biology in private secondary schools in Potiskum local government area

2021 ◽  
Vol 8 (1) ◽  
pp. 028-040
Author(s):  
Nuhu Ibrahim ◽  
Abba Alhaji Mohammed ◽  
Musa Abdullahi ◽  
Grace Ifemedike Uzoma ◽  
Maryam Gambo Bizi
Keyword(s):  
Local Government ◽  
Secondary Schools ◽  
Effective Teaching ◽  
Teaching And Learning ◽  
Local Government Area ◽  
Instructional Materials ◽  
Entire Group ◽  
Visual Aids ◽  
Biology Teachers ◽  
Teaching Biology

This study was carried out on the Attitude of Biology Teachers towards Improvisation and Utilization of Instructional Materials in Private Secondary Schools in Potiskum Local Government Area. Four research questions in line with the purpose of the study were formulated to guide the study. Descriptive survey research design was adopted for the study. The target group of the study was the entire 38 Biology teachers from 22 Private schools in Potiskum Local Government Area. Due to manageable size of the group, there is no sample and sampling technique used for the study as such the entire group was used for the study. Data were collected for the study through the administration of structured questionnaire. The data obtained were analysed using mean. The findings of the study revealed that, Biology teachers give students group projects to produce instructional materials and Biology teachers request that students bring materials in the environment to be used as improvised material during lessons. The findings of the study also revealed that, Biology teacher utilized improvised Visual aids like diagram, charts, posters, pictures and photographs for effective teaching of Biology, and Biology teachers utilized available resource person in the community to improvised instructional materials for teaching Biology. The findings of the study further revealed that, the use of Improvised Biology Materials helps the biology teachers to capture and sustain the curiosity and interest of the learners towards the lesson in schools and that the use of Improvised Biology Materials helps the biology teachers to motivate students in the subject being taught. The findings of the study also revealed that, lack of awareness on where to obtain facilities for improvising instructional materials and lack of motivation on part of government for Biology teachers in their efforts towards improvisation of instructional materials for teaching Biology are some of the problems faced by Biology teachers towards improvisation of Instructional Materials for Teaching and Learning of Biology in Private Secondary Schools in Potiskum Local Government Area. It was recommended that, Policy-makers in the secondary schools should raise fund so as to procure materials necessary for improvisation and purchase of textbooks that will facilitate the effective teaching of the course.

scholarly journals Creating Effective Teaching and Learning in the Classroom through Problem Based Teaching Method (PBTM): Guidance for Accounting Teachers in the Developing Countries

2021 ◽  
pp. 103-112
Author(s):  
Jacinta Ifeoma Obidile
Keyword(s):  
Academic Performance ◽  
Effective Teaching ◽  
Teaching Methods ◽  
Social Learning Theory ◽  
Teaching And Learning ◽  
Research Study ◽  
Teaching Method ◽  
Knowledge Retention ◽  
Student Centered ◽  
Effective Teaching And Learning

Problem-based teaching method (PBTM), which is one of the student-centered teaching methods, has been found by scholars as an effective teaching method that enhances students’ academic performance and knowledge retention in the teaching and learning of several subjects, including accounting. But, no known study has simplified PBTM processes for use in the classrooms in the teaching and learning of accounting. This seems to have made its application in the teaching and learning of accounting at tertiary and basic/postbasic levels difficult. This study, therefore, has simplified the Problem-based teaching method (PBTM) for use in the teaching and learning of accounting at basic/postbasic and tertiary levels in the education sector in Nigeria. This research study was considered because of the environment where the teaching and learning of accounting usually take place in the nation. The study anchors on Social learning theory, which states that, as learners actively participate in the classroom work through problem-solving, advancement in knowledge occurs. The study concludes that accounting could be taught effectively at any education level in Nigeria using this simplified PBTM to enhance students’ academic performance and knowledge retention.

scholarly journals Students’ and Teachers’ Factors Hindering Effective Teaching and Learning of Economics in Secondary Schools in the Nsukka Local Government Area of Enugu State

2020 ◽  
Author(s):  
Ezinne Orie Idika
Keyword(s):  
Public Schools ◽  
Local Government ◽  
Secondary Schools ◽  
Effective Teaching ◽  
Teaching And Learning ◽  
Study Data ◽  
Local Government Area ◽  
Related Factors ◽  
Enugu State ◽  
Effective Teaching And Learning

Students’ and teachers’ factors that affect effective teaching and learning of economics in secondary schools in the Nsukka Local Government Area of Enugu State, Nigeria, was investigated using 10 out of 31 public schools in the study area. Data was collected using a questionnaire titled “Teachers’ & students’ factors hindering effective teaching and learning of Economics in Secondary Schools (TSFETLE),” developed by the researchers and rated on a four-point scale. The instrument had 26 items arranged in three clusters. Cluster A elicited information on teacher-related factors hindering effective teaching and learning of economics, Cluster B sought information on student-related factors that hinder effective teaching and learning of economics, and Cluster C sought information on strategies for effective teaching and learning of economics. The 52 teachers in the 31 government-owned secondary schools and 349 SS2 students of economics in 10 randomly selected secondary schools in the Nsukka Local Government Area of Enugu State were included in the study. Data elicited from three research questions were analyzed descriptively using mean and standard deviation, while t-test was used to compare the teachers’ and students’ responses. The results of the study showed that teachers’ qualifications, teaching methods, and students’ attitudes and disposition toward economics are the key factors affecting effective teaching and learning of economics.

scholarly journals Errors of Pronoun Usage among Nigerian Secondary School Students

2021 ◽  
Vol 2 (2) ◽  
pp. 48-59
Author(s):  
Olusegun O. Jegede ◽  
Akintunji M. Akinola
Keyword(s):  
Local Government ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
English Language ◽  
Evaluation Method ◽  
Teaching Method ◽  
Local Government Area ◽  
Research Subjects ◽  
School Students

This study examined the errors of pronoun usage among Nigerian Secondary School Students. The study looked specifically at pronoun types, and identified and examined the errors that secondary school students make in their use. The research subjects were students of public secondary schools in Oyo West Local Government Area. There are fifteen (15) public secondary schools in the Local Government Area. However, out of the fifteen (15) public secondary schools, five (5) were chosen. The researcher made use of stratified sampling technique in order to classify the respondents’ view into different characteristics for clear and better results. A total of one hundred (100) students were selected for the study, with twenty (20) students selected from each school. Test questions with options were designed specifically for the students in the selected schools. The test questions focused on all the aspects of pronoun usage, especially the areas where students make errors such as subjective case pronouns, objective case pronouns, possessive case pronouns and tactic pronouns. The test was adequately supervised to see that the respondents did not consult their mates for any assistance before they could respond to the test. It was administered in the classroom for their convenience and proper supervision. There were twenty (20) questions in the test, four questions each were on the subjective case, objective case, possessive case, problematic pronouns usages and unique pronouns types (indefinite pronoun and reciprocal pronouns). At the end, the test scripts were collected and marked. The errors made were identified and categorised and examined. The study clearly showed that secondary school students in Nigeria use pronouns that are inaccurate or incorrect in their expressions. In this vein, the study showed that these errors occur because the students have not fully learned the correct use of the pronouns. The study also found that the teaching method applied in the teaching of English grammar in secondary schools is not very effective and English language teachers need to set up a workable teaching and evaluation method that will show how well a learner has learned. The study concluded that the students need constant exposure to the English language to fully develop communicative competence in it.

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