1.0   INTRODUCTION:

1.1   BACKGROUND OF THE STUDY

In the history of teaching profession, several teaching methods and strategies have been developed by renowned experts and scholars in education (Ajere and Omolua, 2010) which have been proven effective as compared to traditional teaching method (Agboghorom, 2014; Adeyemo and Babajide, 2014; Udo and Udofia, 2014).

The eclectic approach was proposed as a reaction to the profusion of teaching methods in the 1970s and 1980s and the inflexibility often found in the application of these methods. The idea of choosing from different methods to suite for one’s teaching purposes and situations is not a new one.

For example, Memorandum on the Teaching of Modern Language published in 1929 on the basis of a British study by Incorporated Association of Assistant Masters in Secondary Schools recommended the eclectic “compromise method” as a solution to the language teaching debate (Stern, 1983).

Eclectic method of teaching and learning in an activity, in which teachers can easily adapt to the needs of teaching so that teaching objectives or goals can be achieved (Rabu, 2012). According to main proponent of the eclectic approach Rivers (1981), an eclectic approach allows language teachers "to absorb the best techniques of all the well-known language-teaching methods into their classroom procedures, using them for the purposes for which they are most appropriate".

This is necessary and important because teachers "faced with the daily task of helping students to learn a new language cannot afford the luxury of complete dedication to each new method or approach that comes into vogue." The main criticism of the eclecticism is that "it does not offer any guidance on what basis and by what principles aspects of different methods can be selected and combined" (Stern, 1983).

Siddiqui (2012) compared direct, communicative and eclectic approaches in teaching ESL and concluded that eclectic approach is the most effective approach as the teacher enjoys the freedom to absorb the best techniques of all the well-known methods and approaches.

Ajere and Omolua (2012) conducted a study to compare the effects of tri-polar eclectic teaching approach on students’ academic performance in Social Studies and found that the students taught using Tri-polar Teaching strategy performed better at the higher and middle lowest level than students taught using conventional method.

1.2   STATEMENT OF THE PROBLEMS

Eclectic learning approach was found more productive, effective and successful in teaching of English as compared to traditional learning approach at elementary level. The issue then could be that most teachers may not be able to relate an abstract thing to the physical for a better understanding of the pupils.

This method requires teachers who know their learners, subject content, methods of teaching and what teaching is all about. They need to understand what eclecticism means and be able to give reasons for any choice of the technique or methods they integrate but when reverse is the case it becomes a huge problem thereby affecting the learning pattern of the pupils. Finally, several research has been carried out on the using eclectic approach to improve the students’ reading comprehension but not even a single research has been carried out on teaching using eclectic technique in primary school.

1.3   AIMS AND OBJECTIVES

        The main aim of the study is to examine teaching using eclectic technique in primary school. Other specific objectives of the study include;

1. to determine the effect of eclectic technique of teaching on the learning habit of pupils in primary school.
2. to determine the factors affecting eclectic technique and its effect on the pupils in primary school.
3. to determine the extent to which eclectic technique affects the academic achievements of primary school pupils.
4. to proffer possible solutions to the problems.
   1. RESEARCH QUESTIONS

1      What is the effect of eclectic technique of teaching on the learning habit of pupils in primary school?

2      What are the factors affecting eclectic technique and its effect on the pupils in primary school?

3      What is the extent to which eclectic technique affects the academic achievements of primary school pupils?

4      What are the possible solutions to the problems?

1.5   STATEMENT OF RESEARCH HYPOTHESIS

HO:   Eclectic technique of teaching has no significant effect on the primary school pupils.

HI: Eclectic technique of teaching has a significant effect on the primary school pupils.

1.6   SIGNIFICANCE OF THE STUDY

        The study on teaching using eclectic technique will be of immense benefit to the entire Primary school in the sense of general understanding aspects therefore making it easier and more possible for the learners to understand the language of the text with the context of culture. Secondly, it blends the practices of listening, speaking, reading and writing into an organic whole.

Teaching by this method could be made easy by bringing into realistic situation; the best way of teaching could be by creating situations. The situation makes the language easily comprehensible. It connects a closer link between an expression and its usage by coordinating meaning. It is also important that creating situations could be appropriate to pupil’s level and their context of culture. Finally, the study will contribute to the body of existing literature and knowledge to this field of study and basis for further research.

1.7   SCOPE OF THE STUDY

        The study on the teaching using eclectic technique is limited to primary school.

1.8   LIMITATION OF THE STUDY

Financial constraint- Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Time constraint- The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.

1.9   DEFINITION OF TERMS

Teaching Teaching is the process of attending to people's needs, experiences and feelings, and making specific interventions to help them learn particular things.

Technique       a way of carrying out a particular task, especially the execution or performance of an artistic work or a scientific procedure.

Eclectic   Deriving ideas, style, or taste from a broad and diverse range of sources.