Relationship Between Teachers Teaching Methods and Students Learning Styles in Awka South Local Government of Anambra State
Objectives of the study
The main objective of the study is to examine the Relationship between teachers teaching methods and students learning styles in Awka south local government of Anambra state. The study will specifically;
- Find out the impact of the discussion method on student learning styles in Economics.
- Examine the impact of the demonstration method and student learning styles in Economics.
- Determine the impact of questioning method on student learning styles in Economics.
- Find out the impact of lecture method on student learning styles in selected secondary schools in Economics.
REVIEW OF LITERATURE
Our focus in this chapter is to critically examine relevant literature that would assist in explaining the research problem and furthermore recognize the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps.
Precisely, the chapter will be considered in three sub-headings:
- Conceptual Framework
- Theoretical Framework
- Empirical framework
Concept Of Teaching
Teaching often involves inquiring, listening, providing information, explaining a phenomena, showing a skill or process, testing understanding and ability, and enabling learning activities (including note-taking, conversation, assignment writing, simulations, and practice). According to Nwankwo (2019), teaching is an intimate relationship between a more mature personality and a less mature personality that is intended to further the education of the latter. According to Oforjebe (2018), teaching is the design and management of a scenario in which there are gaps and obstacles that a person would want to overcome and from which he will learn. Teaching is a set of acts designed to facilitate learning. Teaching is a kind of interpersonal influence that aims to alter the behavioral potential of another individual. Teaching is a system of activities including an agent, a goal, and a scenario with two sets of factors: those over which the agent has no control (class size, classroom size, physical attributes of pupils, etc.) and those over which he does have influence (way of asking questions about instruction and ways of structuring information or ideas gleaned). Teaching is described as an interactive activity that typically involves classroom conversation between instructors and pupils during certain tasks.
Role of the Teacher:
Generally ,the role of teacher can be categorized into:
Traditional Role – Teacher Centered
Modern Role – Facilitator (Student Centered)
There has been a change from the Traditional role to the Modern role in the present context. The learning increases when the teacher builds on the previous experience of the student However,individual’s learning differs and each individual learns at his or her own pace. Identifying the slow learners and individual attention of the teacher may be required. Thus, effective learning is to a great extent based on experiences. Direct experiences are student centered and participation in problem solving. While in indirect experience, the contents are carefully designed and organized by teacher.
Basic Teaching Model:
Objectives are intended learning outcomes written down before the process of instruction.
General Objectives – Statement of instructional intent – student ability in general terms. Specific objective statement of instructional intent- student ability in terms of specific & observable. Usefulness of objectives, Elements of objectives, Terminal behavior Condition, and Criterion / Criteria. Writers tend to separate learning into three main groups or domains. These are the psychomotor, cognitive and affective domains. Those skills, which are concerned with physical dexterity, for example changing a wheel and giving an injection, fall into the psychomotor domain. Both of the tasks do need knowledge but, predominantly they are physical skills, which need practice. Knowledge and knowing the ‘how’ and the ‘why’, the thinking skills, fall into the cognitive domain. Examples include ‘stating the names of the major bones in the body’, ‘explaining why we have tides’. Both of these require thought processes to be accomplished. The third domain, and one we often neglect, is the affective domain. This is concerned with attitudes. Examples in this domain include ‘the need to eat a healthy, balanced diet’, ‘the need for equality of opportunity for all’, and ‘politeness (Mugenda, & Mugenda, 2018). These deal with feelings and emotions and are different from the examples in the other domains. Affective Learning occurs when these three domains are seen as interdependent. Each of these domains should be developed as part of teaching/ learning session. Teachers should be able to define learning objectives in each of them. Learning in these three domains often needs different teaching and learning approaches. They are often considered in isolation but in practice learning may occur simultaneously in all three.
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e. mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
Population of the Study
According to Udoyen (2019), a study population is a group of elements or individuals, as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes individuals or elements that are homogeneous in description.
This study was carried out to examine the relationship between teachers teaching methods and students learning styles in Awka south local government of Anambra state. Hence, the population of this study comprises of Economics teachers and students of some selected junior secondary schools.
DATA PRESENTATION AND ANALYSIS
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of two hundred (200) questionnaires were administered to respondents of which one hundred and fifty (150) were returned and all were validated. For this study a total of 150 was validated for the analysis.
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS:
This chapter summarizes the findings on the impact of teaching methods on student learning styles in Economics using some selected junior secondary schools Awka south local government of Anambra state as a case study. The chapter consists of summary of the study, conclusions, and recommendations.
Summary of the Study
In this study, our focus was on the impact of teaching methods on student learning styles in Economics using some selected junior secondary schools Awka south local government of Anambra state as a case study. The study is was specifically set to find out the impact of the discussion method on student learning styles in Economics, examine the impact of the demonstration method and student learning styles in Economics, determine the impact of questioning method on student learning styles in Economics, find out the impact of lecture method on student learning styles in selected secondary schools in Economics.
The study adopted the survey research design and randomly enrolled participants in the study. A total of 150 responses were validated from the enrolled participants where all respondent are Economics teachers and students of some selected junior secondary schools Awka south local government of Anambra state.
Based on the findings of this study, the researcher made the following conclusion.
- Discussion method of teaching has an impact on student learning styles in Economics.
- Demonstration method of teaching has an impact on student learning styles in Economics.
- Questioning method of teaching has an impact on student learning styles in Economics.
- Lecture method of teaching has an impact on student learning styles in Economics.
Based on the responses obtained, the researcher proffers the following recommendations:
- Teachers should continue to home their skills by attending workshops seminars and other teaching enhancing programmes that can enable them be on top of their game, Teachers should be aware of the right teaching methods to apply in teaching when one method is not effective since a combination of methods is considered most appropriate.
- School owners and administrator should employ qualified teachers, train and retrain them from time to time so that they can meet up to the set standards.
- School owners and administrators should create a conducive teaching a learning environment, particular in the area of class size.
- Government should provide incentives that can boost the educational sector which the schools fait under in terms of infrastructure and basie amenities like, Water table, electricity supply, desks and chairs, chalk boards improved toilet facilities etc.
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