Methods of Teaching and Academic Performance of Students in Integrated Science in Secondary Schools

Methods of Teaching and Academic Performance of Students in Integrated Science in Secondary Schools
Methods of Teaching and Academic Performance of Students in Integrated Science in Secondary Schools

Abstract: This study examined Methods of Teaching and Academic Performance of Students in Integrated Science in Secondary Schools in Ibiono Ibom Local Government Area. Two null research hypotheses were formulated to guide the study. The population of this study consisted of (1456) students. A simple random sampling technique was used in selecting 200 students from 5 sampled schools consisting of 40 students from each of the schools. The design adopted for the study was Quasi-experimental research design. Two hundred students were randomly selected to form the sample size. Integrated Science Student Achievement Test (ISAT) was used as the instrument. T-test statistical method was adopted for the study.

From the findings of this study, it was revealed that students taught with demonstration method performed academically better than those taught using lecture method. However, there was no significant difference in the academic performance of students taught using discussion method and those taught using discovery method of teaching. Recommendations were also among which was Governments should provide teaching instructional aids to secondary schools for effective teaching and learning of integrated science student in both senior and Junior Secondary school level.

Methods of Teaching and Academic Performance of Students in Integrated Science in Secondary Schools



1.1     Background of the study

The primary purpose of teaching at any level of education is to bring a fundamental change in the learning (Tebabal and Kahssay,2011) to facilitate the process of knowledge transmission teacher should apply appropriate teaching method that best suit specific objective and level exist outcomes? in the traditional epoch, many teaching practitioners widely applied teacher centered method to impact knowledge to learners’ comparative to student-centered methods. Until today question about the effectiveness of teaching method on student learning have consistently raised considerable interest in the thematic field of education research. (Hightower et al,2011).

Moreover, research on teaching and learning constantly endeavor to examine the extent to which different teaching quite remarkably, regular poor academic performance by the majority student is fundamentally linked to application of ineffective teaching methods by teachers to impact knowledge to learners (Adunola, 2011). Substantial research on the effective teaching method indicates that the quality of teaching is often reflected by the achievement of learners.

According to Ayeni (2011) teaching is a process that involves about describes changers 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 numerals teaching strategies that take recognition of the magnitude of complexity of the concept to be covered.

As an educator, the researcher has always been fascinated by the relationship between teaching method and student academic performance especially when it comes to applications 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 teachers related, but the methods that a teacher uses continue to play an important role in student learning and in their academic achievement. The challenges that educators face in the 21st century are so diverse that using better teaching method is more crucial now than ever before.

Gibbs and Jenkins (2012) bring the argument that the context of class and society has changed, but he 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 (Abbitt, 2011) teachers roles (Webb, 2009) the class environment (Doll et al, 2010) understanding the adult learners (Kisamore, Aldridg, Alexanfer, and White, 2008).Length of the class session (Cos kun, 2011),increasing class size in schools (Gibbs and Jenkins, 2012), student attitudes (Akkuzu and Akcay, 2011), as well as the increased interdependence of society today (Schul, 2011). Studies on teaching methods are not something new in educational research. A large number of studies have been in done on this area.

Pascarella and Trenzini (2010) have written a compendium of research studies conducted in this area, over the past three decades. Even before to ask questions, in short, the student viewed as an inquirer, a seeker of information and a problem –solver. These attribute are crucial to problem-solving and are at the heart of demonstration model of teaching. Consequently, there is now a growing concern for the use of demonstration technique in the teaching of integrated science in Nigerian secondary schools.

In recent, times, much research attention has been focused on teaching of integrated science in Nigerian secondary schools with a view to ascertaining the adequacy and appropriateness method of teaching and indeed the effectiveness of instruction. Investigation into the use of demonstration instructional technique in the teaching of integrated science in Nigeria secondary schools seems to have focus 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, on research attention has yet been paid to the effectiveness of teaching integrated science using demonstration technique.

To shorted the lengthen note, academic performance Is greatly attained when one is successfully at the end of his or her study. This is achieved by hard work from at the begging of the end of one’s course or career (Candid 2013). Teaching method chosen by teacher should be best support to the attainment of learning outcome in integrated science. Teacher should always put into consideration the level of the learners the subject matter and the topic of the lesson note before the selection of teaching methods.

According to Eshiet (2012), the success and failure of any student in integrated science examination anchors on teaching methods adopted by the teacher. As such, the task before integrated science teacher is to utilize the appropriate teaching methods to relate the various integrated science concept to the learners understanding.

Methods of Teaching and Academic Performance of Students in Integrated Science in Secondary Schools

1.2     Statement of the Problem

Over the years it has been observed that students’ performance in science subjects in both internal and external examination has been generally poor. Ezeh (2010) and Eze (2012) revealed that academic performance of students in integrated science has been recorded poor. It is generally observed that integrated science teachers rely on the use of old traditional ways of teaching without emphasis on the use of appropriate instructional materials that would inspired them to utilize modern teaching methods such as activity based approaches example demonstration, discovery etc.

This has resulted in the ineffective way of integrated science teaching and the subsequent poor performance of students on this subject. However, due to the students’ poor academic achievement the researcher finds interest in carry out a research on teaching methods adopted in teaching and learning of integrated science.

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Peter Hezekiah Lawson (Sir Pee). The CEO of A reputable researcher, Web Developer, ICT Instructor and a publisher of many research works in Education.