- BACKGROUND OF STUDY
The primary purpose of teaching at any level of education is to bring a fundamental change in the learner (Tebabal & 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 epoch, many teaching practitioners widely applied teacher-centered methods to impart knowledge to learners comparative to student-centered methods. Until today, questions about the effectiveness of teaching methods on student learning have consistently raised considerable interest in the thematic field of educational research (Hightower et al., 2011). Moreover, research on teaching and learning constantly endeavour to examine the extent to which different teaching methods enhance growth in student learning.
Quite remarkably, regular poor academic performance by the majority students is fundamentally linked to application of ineffective teaching methods by teachers to impact knowledge to learners (Adunola, 2011). Substantial research on the effectiveness of teaching methods indicates that the quality of teaching is often reflected by the achievements of learners. According to Ayeni (2011), teaching is a process that involves bringing about desirable changes in learners so as to achieve specific outcomes. In order for the method used for teaching to be effective, Adunola (2011) maintains that teachers need to be conversant with numerous teaching strategies that take recognition of the magnitude of complexity of the concepts to be covered.
Science has been accorded a prime position worldwide within the context of science education, Chemistry has been identified as a very important science subject and its importance in scientific and technological development of any nation has been widely reported. It was as a result of the recognition given to Chemistry in the development of individual and the nation that has made it a core-subject among the natural sciences and other science-related courses in the Nigerian educational system. It has been a pre-requisite subject for offering most science oriented courses in the tertiary institution. Teaching methods are the means for helping students to study effectively. Teaching methods concern the tactics teachers use to meet teaching objectives, including instructional organization and techniques, subject matter, and the use of teaching tools and materials. Ameh and Dantani [3] observed that methodology is very vital in any teaching-learning situation and the method adopted by the teacher may promote or hinder learning. It may sharpen mental activities which are the bases of social power or may discourage initiatives and curiosity thus making self-reliance and survival difficult. Teachings should be involved in “formulating the goals and objectives for teaching procedures that will best achieve those objectives, carrying out procedures, evaluating the successes and failures. Teaching method is a product of the combination of strategies, tactics and techniques.
Shymansky and Kyle were of the view that instructional strategy includes the materials, media, setting and behaviour the teacher uses to create an environment to produce an effect. As a result, the achievement of the instructional goals and the choice of suitable teaching strategies are not separate. Erdem emphasizes four features of teaching strategies. First, teaching strategies should improve a student’s predisposition to learning by increasing the desire for studying and understanding new situation. Second teaching strategies should be structured to help learners rapidly capture the information distributed through the instruction, and develop learner’s abilities in assimilating and using knowledge possessed. Third, teaching strategies should be sequenced in the most effective manner so that students can comprehend new knowledge by applying their prior experiences. Finally, teaching strategies should be designed to allow students to genuinely engage in their learning.
Different teaching strategies will lead to varied instructional outcomes and an instructor can choose for himself or herself strategies which are appropriate to his or her intension in teaching. A particular strategy may be better than another one for a given purpose. Yet a single strategy may not be applicable for all students and all types of subject matter. Consequently, the selection of strategies should be in accord with an individual population of students and the particular subject matter. The choice of strategies and tactics relies upon the selected learning activities and thus “the key to (teaching) method is to bring about the desired learning in students by selecting the proper strategies and tactics and consequently the proper content and techniques”. According to Nbina and Obamamu teachers should match how to teach with what and to whom to teach, in developing a variety of methods for facilitating student achievement of determined outcomes. Agboola and Oloyede also emphasizes that for effective instruction, a science teacher must able to use several science teaching methods and to implement them where they are applicable and most effective.
The traditional lecture approach often consists of a teacher centered methodology in a face to face capacity. Given the prevalence of this prescribed mode of instruction, there has been a shift in students attending classes with the intention of gaining new and meaningful knowledge. However, the incentive in attending lectures now is to get the current information needed to pass the assessment. In these types of lecture environments, the formal style of lecturing alone has not proven to be effective.
However, researchers have instead found that combining traditional methods of lecturing with learner centered methodologies can be a more productive approach. When instructors allow for a brief traditional lecture followed by discussions, group work, or application, students demonstrate a better understanding of the material. Knight and Wood additionally sought to replace some lecture time with “interactive engagement and cooperative work”. Indeed, as instructors have labored to accommodate learners, the structure of lectures has taken on more innovative techniques. Chemistry as a science subject is bulky in nature. The subject teachers usually adopt lecture method in teaching in order to cover the syllabus within the stipulated time and this do not give room for proper understanding of the subject.
According to Achounye demonstration approach is a practical method of teaching. It involves showing, doing and telling something. The onus is therefore on the teacher to display the steps in the process and explain them accurately and clearly, while students are expected to practice by repeating the things the teacher has done. This method has been noted for bridging the gap between theory and practice. It controls the rate of breakages and accidents as students watch the teacher do it before attempting to do the same and enable the teacher to teach manipulative and operational skills.
- STATEMENT OF THE PROBLEM
Suboptimal academic performance by the majority students at secondary school level has largely been cited to be the result of ineffective teaching methods by teachers.
Students’ persistent poor performance has been partly ascribed to inadequate teaching and instructional methods adopted by teachers especially science teachers. Ifemuyinwa, reported the deplorable performance of secondary school students in chemistry subject and identified persistent use of the traditional mode of instruction as one of the major short-coming affecting the learning and higher achievement in science (chemistry) subject. The situation is further exacerbated by the abysmal performance recorded in NECO/WAEC Annual report for 2010-2014 for chemistry and other allied sciences. This therefore calls for the adoption of activity-based strategy that will not only be stimulating and motivating to the learners but should also have the potential of improving learning outcomes significantly.
However, there is gradual failing of chemistry by student at secondary school level thereby reducing numbers of students eligible to study science in senior secondary school. Teacher characteristics have been identified to play significant role in student’s academic achievement.
It is in view of the foregoing, that this study was initiated to examine the teachers’ performance skill, development teaching method and secondary school students’ academic achievement in chemistry.
AIMS AND OBJECTIVES
The main aim of the study is to examine teachers’ performance, skill development and teaching method and secondary school students’ academic achievement in chemistry. Other specific objectives include:
1. to determine the relationship between teachers’ performance skill, development teaching method and secondary school students’ academic achievement in chemistry.
2. to identify the various teaching skills and methods used by teachers of chemistry.
3. to examine the various teaching skills and methods used by teachers of chemistry and it effect on the academic performance of secondary school chemistry students.
4. to identify the challenges of chemistry students as regard the methods used by the teachers in teaching.
5. to proffer solution to the challenges of chemistry students as regard the methods used by the teachers in teaching.
1.4 RESEARCH QUESTION
1. what is the relationship between teachers’ performance skill, development teaching method and secondary school students’ academic achievement in chemistry?
2. what are the various teaching skills and methods used by teachers of chemistry?
3. what are the teaching skills and methods used by teachers of chemistry and it effect on the academic performance of secondary school chemistry students?
4. what are the challenges of chemistry students as regard the methods used by the teachers in teaching?
5. what is solution to the challenges of chemistry students as regard the methods used by the teachers in teaching?
1.5 STATEMENT OF RESEARCH HYPOTHESIS
1. H0: teachers’ performance, skill development and teaching method have no significant effect on secondary school students’ academic achievement in chemistry.
2. H1: teachers’ performance, skill development and teaching method has significant effect on secondary school students’ academic achievement in chemistry.
1.6 SIGNIFICANCE OF STUDY
The results of this study will provide useful insights on the differential effectiveness diverse teaching methods have on students’ academic performance especially in chemistry.
The study will also help chemistry teachers to understand the best method that best work for students in order to improve their academic performance.
The study will be of significant to school management in identifying best teaching methods and skills and inculcating it in chemistry scheme of works. Also the ministry of education will find this research very useful as it helps them to improve on the academic performance of science students in both internal and external examinations nationwide.
This study will serve as a research tool to researchers for further study.
1.7 SCOPE OF STUDY
The study will cover teachers’ performance, skill development teaching method and secondary school students’ academic achievement in chemistry.
- LIMITATION OF STUDY
1. 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).
2. 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
Teacher’s performance: Obilade (1999) states that teachers’ performance can be described as “the duties performed by a teacher at a particular period in the school system in achieving organizational goals.
Skill development: Skill development refers to the identification of skill gaps and developing the existing skills to enable a person to achieve his/her goals. The current generation lacks the necessary skills and there is a humongous gap between the skills existing in a person and the skills demanded by the industry.
Teaching method: A teaching method comprises the principles and methods used by teachers to enable student learning. These strategies are determined partly on subject matter to be taught and partly by the nature of the learner.
Academic achievement: Academic performance or "academic achievement" is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor's degrees represent academic achievement.
Chemistry: the branch of science concerned with the substances of which matter is composed, the investigation of their properties and reactions, and the use of such reactions to form new substances.
