EFFECT OF TEACHING METHODS ON STUDENTS PERFORMANCE IN NIGERIA EDUCATION INSTITUTIONS: A CASE OF PUBLIC SECONDARY SCHOOLS IN EBONYI STATE (EDUCATION PROJECT TOPICS AND MATERIALS)
CHAPTER ONE
1.0 INTRODUCTION
This chapter presents the background of the study, statement of the problem, objectives of the study, significance of the study, scope and limitations of the study. It also gives the conceptual framework and definition of key terms.
1.2 Background of the Study
Teaching methods are used to impart knowledge to students they are the means by which the teacher attempts to impart the desired learning or experience (Ndirangu, 2007). The choice of a particular method of teaching by the teacher determined by number of factors which includes the content to be taught, the objectives which the teacher plans to achieve availability of teaching and learning resources and the ability and willingness of the teacher to improvise if convectional teaching aids are not available, evaluation and follow-up activities and Individual learner differences (Ndirangu, 2007).
The methods used in teaching vary from one country to another, depending on the information or skills that is being taught and also be influenced by the aptitude and enthusiasm of the student. Various studies had been conducted concerning teaching methods, for example Asikhia (2010), found that, qualification of teachers and students? environment factors do not influence students poor performance but teachers? methods of teaching influence poor academic performance. Furthermore, the methods of teaching are dictated by the medium of instruction for example, where English is used, the method of instruction has to be more interactive than passive (Pillar and Skilling, 2005). It also argued that classroom teachers urgently need to know more about effective strategies for teaching English learners (Thompson, 2004). The commonly used teaching methods especially in developing countries are teacher centered (Guloba, Wokodola, and Bategeka, 2010), which are viewed to be somewhat ineffective in the impartation of knowledge.
