scholarly journals Exploration of Student-Centered Teaching Methods: Physics Curriculum Implementation Perspectives

2021 ◽  
Vol 9 (2) ◽  
pp. 43-61
Author(s):  
Haq Nawaz ◽  
Rafaqat Ali Akbar
Keyword(s):  
Secondary Schools ◽  
Teaching Methods ◽  
Curriculum Implementation ◽  
Group Discussion ◽  
National Curriculum ◽  
Sampling Technique ◽  
Project Work ◽  
Inquiry Teaching ◽  
Student Centered ◽  
Physics Curriculum

Teaching methods are primary elements of curriculum. National curriculum provides for student-centered teaching methods including for the subject of physics. Focusing on the importance of teaching methods, the current quantitative study was planned to explore student-centered teaching methods used for physics curriculum implementation. The sample of the study comprised 2,880 science students selected through multistage sampling technique. Self-constructed questionnaire having 4-factors; small group discussion, project work, inquiry teaching and debate were used to collect the data from the respondents. The questionnaire was validated from the experts and pilot tested to ensure Cronbach’s Alpha reliability statistics; .823. The data were analyzed through descriptive statistics and independent sample t-test. Results declared that teachers were making 56% use of student-centered teaching methods. Furthermore, urban secondary schools’ teachers were making more use of student-centered teaching as compared to rural secondary schools’ teachers for curriculum implementation. Based on the results, it is recommended that physics teachers should be provided training in student-centered teaching methods for effective curriculum implementation.

scholarly journals Perception of Teachers on their Preparedness for Implementation of the Competence-based Curriculum among Secondary Schools in Arumeru District, Tanzania

2020 ◽  
Vol 1 (2) ◽  
pp. 109-117
Author(s):  
Daniel Kosia Mokoro
Keyword(s):  
Secondary Schools ◽  
Group Discussion ◽  
Sampling Technique ◽  
Total Sample ◽  
Ministry Of Education ◽  
Mixed Design ◽  
Effective Implementation ◽  
Laboratory Facilities ◽  
Interview Guide ◽  
Education Science

The purpose of this study was to find out the extent to which implementation of competence-based curriculum (CBC) is adequately supported by laboratory facilities among public secondary schools in Arumeru District, Tanzania, using a convergent parallel mixed design. Stratified-random sampling technique was used to select students and teachers whereas purposive sampling technique was used to select heads of schools and academic masters/mistresses. Consequently, the sample included 111 teachers, 177 students, 9 heads of schools and 9 academic masters/ mistresses making a total sample size of 306 respondents. Data were collected using questionnaires, interview guide, observation checklist and focus group discussion (FGD) guide and analyzed through descriptive statistics and thematic analysis. It was found that only 34% of the teachers were trained while 66% were not trained for CBC implementation. The study concluded that, the implementation of CBC is rendered ineffective due to lack of teacher training. The study recommended that the Ministry of Education, Science and Technology in collaboration with curriculum developers should organize training to all teachers for effective implementation of CBC.

scholarly journals EFFECTIVENESS TEACHER-CENTERED METHOD OF TEACHING CHRISTIAN RELIGIOUS EDUCATION IN INSTILLING RESPECT AMONG STUDENTS IN PUBLIC SECONDARY SCHOOLS IN RACHUONYO NORTH SUB-COUNTY, KENYA

2021 ◽  
Vol 7 (1) ◽  
pp. 41
Author(s):  
Wachiaji Anton Peter Otieno
Keyword(s):  
Secondary Schools ◽  
Religious Education ◽  
Teaching Methods ◽  
Survey Design ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Narrative Form ◽  
Face To Face ◽  
Descriptive Survey ◽  
Teacher Centered

Purpose: This study evaluated the effectiveness of teacher-centered method of teaching Christian Religious Education in instilling respect among students in public secondary schools in Rachuonyo North Sub-County, Kenya. Methodology: The study was guided by the Bandura’s social learning theory. A descriptive survey design was adopted. The study population comprised 50 CRE teachers and 1,615 Form Four students taking CRE in 49 public secondary schools. Simple random sampling technique was used to select 15 teachers, and 485 Form Four students from the accessible population. Face to face interviews were conducted to collect data from teachers while questionnaires were administered to collect data from students. Quantitative data from questionnaire were analyzed with the aid of Statistical Package for Social Sciences (SPSS) Version 20.0 using descriptive statistics as well as inferential statistics and presented in tabular form. Data from interviews was analyzed qualitatively and presentation was done in narrative form. Findings: Majority of the interviewed students were male and were in the age category of 17-21 years of age while nearly two thirds of the interviewed teachers were males with different levels of education ranging from bachelors to PhD. Majority of the students reported that the use of school assignments, lectures, homework, game based approach, mental modeling approach, classroom instructions, and role play enhanced acquisition of virtue of respect. The Pearson’s product moment correlation coefficient showed that there existed a positive, strong and statistically significant association between teacher-centered methods and instilling virtue of respect in students (r = 0.876; p < 0.05). Contribution to theory, practice and policy: The study concludes that strategic use of classroom approach through assignments, homework, and talk’s is essential in acquisition of virtue of respect among students. Furthermore, teacher-centered methods play critical roles in instilling the virtue of respect among students. Therefore, teachers should be assisted to acquire competence in correct C.R.E syllabus interpretation in order to enable them to adapt varied methods of teaching, policies should ensure systematic implementation of inclusive teaching methods for every student and creation of knowledge on teacher centered teaching methods.

Development of the Curriculum Implementation Model of Basic Education for the Secondary School

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Kanokrat Kongthai
Keyword(s):  
Secondary Schools ◽  
Character Education ◽  
Balanced Scorecard ◽  
Core Curriculum ◽  
Basic Education ◽  
Curriculum Implementation ◽  
Group Discussion ◽  
Writing Skills ◽  
Academic Administration ◽  
Implementation Model

The academic administration for secondary schools according to the basic education core curriculum A.D.2008 faced the important problem that teachers lacked of the understanding to use the curriculum so that they cannot achieve the goal designed by the curriculum. This study aimed to improve the curriculum implementation model for the secondary schools in the Office of the Basic Education Commission area 41 by creating the Focus Group Discussion (FGD) method, Multi-Attribute Consensus Reaching (MACR) method and assessed the result by using Balanced Scorecard (BSC) method. The result was considered in two perspectives; the students’ perspective considered the character education, the achievement and, reading, thinking, analyzing, and writing skills. Another one was the teachers’ perspective considered the practice of teachers’ commitment by testing the curriculum implementation model in Klongklungratrangsan School, Kamphaeng Phet province in semester 2, 2011. The samples were 310 students and 55 teachers. The result found that the model has 4 main parts; the principle, goal, procedure, and assessment. For applying the new model in this school it was found that character education, achievement, reading, thinking, analyzing, and writing skills of students and the practice of teacher’s commitment were better than using the old model. Keywords - Curriculum development, MACR Method, Balanced Scorecard, teachers' commitment

Analysis of Student’ Productivity in Secondary Schools in Bayelsa State, Nigeria

2015 ◽  
Vol 14 (1) ◽  
Author(s):  
Juliana D. Asodike ◽  
Vincent Obara Ossai
Keyword(s):  
Secondary Schools ◽  
Teaching Methods ◽  
Sampling Technique ◽  
Document Analysis ◽  
After School ◽  
Qualified Teachers ◽  
Teacher Student ◽  
Research Questions ◽  
Keywords Education ◽  
Descriptive Method

The study investigated students’ productivity in secondary schools in Bayelsa State. The population of the study was 167 secondary schools with 2,487 teachers in Bayelsa State. A sample size of 497 teachers was drawn using the stratified sampling technique, which represented 20% of the population.  The instrument used was the questionnaire titled Students and Teachers Education Productivity Questionnaire (STEPQ) with a reliability co-efficient index of .733. Document analysis was also used. Five (5) research questions guided the study. Mean, standard deviation, graph and chart were used for the data analysis. The findings of the study revealed a low level of students’ academic performance (50.2%) even when there were more qualified teachers in the schools with high teacher/student ratio of 1:16. It was recommended that teachers should be properly supervised to improve their teaching methods. Extra time should be spent to teach students after school and teachers should be compensated for such additional efforts to keep students busy instead of idling and wasting their time on feverous activities after school in the community.   Keywords-Education, Student’s Productivity, Descriptive Method, descriptive method, Bayelsa State

scholarly journals Relationship between Teachers’ Professional Commitment and Formative Assessment Practices as a Part of Curriculum Implementation at Secondary Level in Punjab

2020 ◽  
Vol 6 (3) ◽  
pp. 1015-1024
Author(s):  
Muhammad Naseer ◽  
Rafaqat Ali Akbar
Keyword(s):  
Formative Assessment ◽  
Classroom Practices ◽  
Curriculum Implementation ◽  
National Curriculum ◽  
Sampling Technique ◽  
Secondary Level ◽  
Professional Commitment ◽  
Assessment Practices ◽  
Governmental Agencies ◽  
Curriculum Document

National Curriculum for English in Pakistan, reveals its intentions for acquiring language related international requirements concerning with career choices and furthering education. Formative assessment is at the center of students’ learning and is devised in the curriculum document providing basis for its implementation. Curriculum implementation is pivotal to classroom practices of teachers. Curriculum guides teachers to implement formative assessment. Professional commitment contributes enriching teacher’ classroom practices. Focus of the study was to examine formative assessment practices of teachers, as a part of curriculum implementation, in accordance with curriculum document and its relationship with professional commitment of secondary school English teachers. Study secures its significance for teachers, curriculum developers, and governmental agencies. Quantitative survey was the method adopted for the study and explanatory correlational design was used. Teachers, concerned with teaching of English at secondary level, from entire secondary schools working under the supervision of the Punjab province were the study population. Sampling procedure employed multistage stratified random sampling technique and 576 teachers were selected as study sample. Two questionnaires were developed that included questionnaire regarding implementation of formative assessment (QIFA) and teachers’ professional commitment scale (TPCS). Survey was conducted as a data collection strategy. In statistics, Mean and Spearman correlation were employed. Results revealed that professional commitment of teachers and their formative assessment practices were moderate. Results regarding relationship between the variables; professional commitment of teachers and their formative assessment practices were significant correlated. The study recommended school based teacher trainings to sensitize and enhance teachers’ awareness and practices towards formative assessment practices as a part of implementation process. Governmental agencies are needed to focus the situation of professional commitment of teachers and implementation of formative assessment as a part of implementation.

scholarly journals Farmers Perception for Effective Extension Teaching Methods in Katcha and Bida LGAs of Niger State, Nigeria

2021 ◽  
Vol 25 (1) ◽  
pp. 85-92
Author(s):  
M.M. Abdulshakur ◽  
A.A. Yusuf ◽  
J.O. Nnaji ◽  
A. Haruna
Keyword(s):  
Rural Communities ◽  
Teaching Methods ◽  
Group Discussion ◽  
Sampling Technique ◽  
Monitoring And Evaluation ◽  
Extension Agents ◽  
Agricultural Technologies ◽  
Multi Stage ◽  
The Mean ◽  
Adoption And Diffusion

The study assessed farmers’ perception for effective extension teaching methods in Niger State. The specific objectives were to  describe the socioeconomic characteristics of farmers in the study area, identify the extension teaching methods used by extension agents in and examine the farmers’ perception of effectiveness of the extension teaching methods. Multi-stage sampling technique was used for this study. A total of 114 respondents were randomly selected from Badeggi, and Katcha in Katcha LGA, Dangana and Bida in Bida LGA. Data was collected with the aid of structured questionnaire. Descriptive statistics such as frequency and percentages and Mean scores was used to analyze objectives. The majority of the farmers (39.5%) were between ages of 20-29. The mean age was 31 years. The findings also showed that the majority (60.5%) of the respondents were male. The majority (50%) of the farmers were married, most (42.1%) had farming experience of 1-10 with a mean of 12 years. Results also showed that the majority (50%) of  household size were between 1-5 in the study area. The mean was 9. Group discussion ( =4.33) was perceived by the respondents to be highly effective method in transmission of information to the farmers and ranked 1st while Use of radio ( =3.83) was agreed by the respondent to also be effective method and ranked 2nd. The results showed that the extension teaching methods that were preferred by the farmers were group discussion, demonstration and radio ranked 1st. 2nd and 3rd with mean scores 4.33, 3.67 and 3.50 respectively. It was concluded that the extension methods utilized by the extension agents proved to be effective. It is recommended that more extension agents should be employed to reduce the farmer to extension agent ratio, it is also recommended that government should budget more money to extension institutions that provide services to small farmers and rural communities in Nigeria, extension personnel should also make their contacts regular with farmers for rapid adoption and diffusion of improved agricultural technologies and extension workers activities should be supervised periodically on regular basis by a monitoring and evaluation supervisors. Keywords: Assessment, Farmer’s perception, Effectiveness, Teaching methods

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 A Qualitative Research on Self-Regulation Practices of ELT Students in Reading Class

2021 ◽  
Vol 6 (2) ◽  
pp. PRESS
Author(s):  
Harsya Danang Pradana ◽  
Ouda Eda Tena
Keyword(s):  
Teaching Methods ◽  
Research Method ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Self Regulation ◽  
Private University ◽  
Metacognitive Skills ◽  
Student Centered ◽  
Preparation Phase ◽  
Thinking Process

This paper investigates the self-regulation practices in reading classes among students from a private university in Yogyakarta. In an era where students and their thinking process are the centers of the teaching and learning process, each student’s metacognition skills need to adjust the teaching methods used inside and outside the classroom. To that end, students must be aware of their metacognitive skills and self-regulating behaviors. The research method used in this paper was the quantitative method. The researchers used the interview and focused group discussion (FGD) method on gaining information regarding students' awareness of their metacognitive skills and self-regulation habits. The participants were students from a pre-determined private university in Yogyakarta, where the reading classes are known to be student-centered. The results showed that while the students could create strategies and reflect upon said strategies, they still lacked a critical component of self-regulation, namely the preparation phase. This discovery means that the students need to be aware of the importance of preparing to meet specific goals and self-motivation.

Perception of Business Educators and Students on Curriculum Implementation in Junior Secondary Schools in Adamawa State, Nigeria

2020 ◽  
Vol 13 ◽  
pp. 85-93
Author(s):  
Muhammed Modibbo Buba
Keyword(s):  
Academic Performance ◽  
Secondary Schools ◽  
State Government ◽  
Significant Relationship ◽  
Curriculum Implementation ◽  
Sampling Technique ◽  
The State ◽  
Business Educators ◽  
Junior Secondary Schools ◽  
Junior Secondary

This study aims to determine the perception of business educators and students on curriculum implementation in junior secondary schools in Adamawa state. The descriptive co-relational study design was adopted. The population of the study was 260 teachers and 384 students who were drawn by using simple random sampling technique from junior secondary schools across the five educational zones in Adamawa State. A structured questionnaire of 25 items was used to collect data, and the data collected were analysed using descriptive statistics and Pearson Product Moment Correlation. The study found a significant relationship between the methods of teaching business studies and students’ academic performance. Moreover, there was also a significant relationship between the quality/quantity of manpower and students’ academic performance. This study recommends teachers to attend in-service training, workshops, and seminars to update their knowledge on the new curriculum being designed. Additionally, the state government should engage the services of more business educators in the state as a matter of urgency.

scholarly journals Adequacy of Laboratory Facilities for Effective Implementation of Competence-Based Curriculum in Public Secondary Schools in Arumeru District, Tanzania

2020 ◽  
Vol 1 (2) ◽  
pp. 141-149
Author(s):  
Daniel Kosia Mokoro
Keyword(s):  
Secondary Schools ◽  
Group Discussion ◽  
Sampling Technique ◽  
Total Sample ◽  
Educational Stakeholders ◽  
Effective Implementation ◽  
Laboratory Facilities ◽  
Interview Guide ◽  
Mixed Method Design ◽  
The Government

The purpose of this study was to find out the extent to which implementation of competence based curriculum (CBC) is adequately supported by laboratory facilities in public secondary schools in Arumeru District in Tanzania. Convergent parallel mixed method design was applied in the study. The study sampled 111 teachers, 177 students, 9 head of schools and 9 academic masters/mistresses making a total sample size of 306 respondents. Stratified-random sampling technique was used to select students and teachers whereas a purposive sampling technique was used to select heads of schools and academic masters/mistresses. Data were collected using questionnaires, interview guide, observation checklist and focus group discussion (FGD) guide. Data analysis was done using descriptive statistics and thematic analysis. The study established that, laboratory facilities were not adequate in the schools hence it was concluded that, the competence-based curriculum is not effectively implemented in the studied schools due to shortage of laboratory facilities. It was therefore recommended that the government in collaboration with other educational stakeholders should establish the required laboratory facilities for effective implementation of the competence- based in the schools.

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