An Examination Of Teachers And Students Beliefs And Practices On The Use Of Participatory Teaching Methods In Secondary Schools

Project and Seminar Material for Education

An Examination Of Teachers And Students Beliefs And Practices On The Use Of Participatory Teaching Methods In Secondary Schools


Abstract


This study focused on the examination of teachers and students beliefs and practices on the use of participatory teaching methods in secondary schools using secondary schools in River state as case study. The study is was specifically focused on investigating teachers’ and students’ views on the use of participatory teaching methods. comparison between participatory and traditional methods of teaching; assessing challenges that teachers and students face when using participatory methods in classroom environment and analyzing the effect of participatory teaching methods on student s academic performance.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 100 responses were validated from the enrolled participants where all respondent are teachers and students in selected secondary schools River State.


Table of Content


  • Title Page
  • Certification
  • Dedication
  • Acknowledgement
  • Table of Content
  • List of Tables
  • Abstract

Chapter One:

Introduction

  • 1.1 Background of the Study
  • 1.2 Statement of the Problem
  • 1.3 Objective of the Study
  • 1.4 Research Questions
  • 1.5 Research Hypothesis
  • 1.6 Significance of the Study
  • 1.7 Scope of the Study
  • 1.8 Limitation of the Study
  • 1.9 Definition of Terms
  • 1.10 Organisations of the Study

Chapter Two:

Review of Literature

  • 2.1 Conceptual Framework
  • 2.2 Theoretical Framework
  • 2.3 Empirical Review

Chapter Three:

Research Methodology

  • 3.1 Research Design
  • 3.2 Population of the Study
  • 3.3 Sample Size Determination
  • 3.4 Sample Size Selection Technique and Procedure
  • 3.5 Research Instrument and Administration
  • 3.6 Method of Data Collection
  • 3.7 Method of Data Analysis
  • 3.8 Validity of the Study
  • 3.9 Reliability of the Study
  • 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

  • 4.1 Data Presentation
  • 4.2 Analysis of Data
  • 4.3 Answering Research Questions
  • 4.4 Test of Hypotheses

Chapter Five:

Summary, Conclusion and Recommendation

  • 5.1 Summary
  • 5.2 Conclusion
  • 5.3 Recommendation
  • References
  • APPENDIX
  • QUESTIONNAIRE

Chapter One


Introduction

1.1 Background to the Study

Participatory teaching methods are important in secondary education because secondary education occupies a pivotal role in the functioning of the economy and the education system itself (URT, 2010). Experience shows that, the majority of the people in both the private and public sectors are expected to be secondary education leavers. The whole primary education system relies on teachers who are a product of the secondary education system. Candidates of higher and tertiary education and training are products of the secondary education system. This is the essence of being pivotal, or the lynch pin. Important externalities of secondary education are increasingly being recognized in family planning, education of the off-springs, political participation and health. Good quality secondary education is a prerequisite for good quality human life, labor skills and economic productivity (URT, 2010).

According to Peterson (2007), teaching Methods are ways of managing the group of students in order to achieve designed educational goals. Further, teaching methods can be defined as the application of several teaching techniques and expanding teachers’ repertoire in order to maximize students’ understanding. This means that lecturers, teachers and instructors integrate different sets of teaching approaches that not only facilitate learning but also simplify the instructional content being delivered to the students. According to Beinomugisha,Jagero & Rwashema (2012) teaching methods can be categorized into two major categories namely; participatory and non-participatory ways of teaching.

Participatory teaching strategy is that method by which students are to the fullest engaged in teaching activities within their preferably learning styles. Commenting on this strategy, Peterson, (2007), purported that it creates Learning whereby students are not passive members of teaching and learning process. This type of teaching strategy is comprised of various teaching styles. These include; group-discussion, academic controversy (debating), role-play, problem based learning, mind mapping, concept attainment, inductive learning. McKeachie (1999) revealed that the participatory teaching strategy may employ cooperative learning. In this mode, students are encouraged to work together in their small groups for the achievement of common goals. Teachers use small groups frequently to generate ideas for classroom discussion. In this strategy, students are in an established and sustained learning groups or teams. The strategy fosters individual accountability in a context of group interdependence in which students discover information and teach that material to their group and, perhaps, to the class as a whole.

Hammer (2014) revealed that the participatory teaching strategy may employ cooperative learning. In this mode, students are encouraged to work together in their small groups for the achievement of common goals. Teachers use small groups frequently to generate ideas for classroom discussion. In this strategy, students are in an established and sustained learning groups or teams. The strategy fosters individual accountability in a context of group interdependence in which students discover information and teach that material to their group and, perhaps, to the class as a whole. Woodson (2003) denoted that participatory teaching methods could take a pyramid system whereby the student works alone, then in pairs, and later in larger groups. He argued that this strategy, encourages interaction among students especially students who are reluctant to speak out in class, because they feel that, others in class have the same thoughts, although they may have reached the solution in different ways. This strategy increase students’ ability to manage difficult learning tasks.


1.2 Statement of the Problem

There is high rate of poor achievement of students in Secondary School sover the years. This could be as of the teachers use ineffective methods and strategies in teaching which among other factors have contributed to the student’s poor achievement in both junior and senior secondary school. This poor achievement in needs the for the government through the education ministry to do something concerning the teaching methods being used to teach the students, most teaching use the same teaching methods to teach when he or she needs to use different methods base on the topic and subjects i.e. most of the teachers are not trained therefore there is need to do something about it. The available literature on teaching methods suggests the need to employ new and innovative teaching strategy such as guided inquiry method, participatory methods. There is need to explore more into the best methods of teaching specific topics in arts and sciences subjects in other to enhance students’ achievement. Therefore, the problem of this research work is to examine the students and teachers beliefs and practices on the use of participatory methods in secondary schools.


1.3 Objectives of the Study

The main objectives of this study is to examine the students and teachers beliefs and practices on the use of participatory methods in secondary schools, specifically the study intends to:

  1. To investigate teachers’ and students’ views on the use of participatory teaching methods.
  2. To make comparison between participatory and traditional methods of teaching
  3. To assess challenges that teachers and students face when using participatory methods in classroom environment.
  4. Analyze the effect of participatory teaching methods on student s academic performance

1.4 Research Questions

  1. What is teachers’ and students’ views on the use of participatory teaching methods?
  2. Is there any difference between participatory and traditional methods of teaching?
  3. What is the challenges that teachers and students face when using participatory methods in classroom environment?
  4. Is there any significant effect of participatory teaching methods on student s academic performance?

1.5 Research Hypothesis

  • Ho: there is no significant effect of participatory teaching methods on student s academic performance
  • Hi: there is a significant effect of participatory teaching methods on student s academic performance

1.6 Significance of the Study

The findings of this study will reveal the proper information for educational planners and administrators for further investigation and information about the Teachers’ and students’ perceptions on participatory teaching methods adopted in teaching process in secondary schools. The study was expected also to help on maintaining good conduct and make the required reforms in relation to both curricula coverage and students acquisition of life skills to improve the quality of education. The development partners, especially educational partners, may use the findings of the study to design interventions that will improve the quality of education in secondary schools. Policy makers will also be enriched with data information as they will be able to design appropriate policy based into Teachers’ and students’ perceptions on participatory approach adopted in teaching process secondary schools.

Finally this research will help the curriculum developers to adjust to the system so as to overcome the constraints that might arise and restrict the provision of quality education in secondary schools. Also it will adds the body of knowledge available about the Teachers’ and students’ perceptions on participatory teaching methods adopted in teaching process.


1.7 Scope of the Study

The scope of this study is to examine teachers and students beliefs and practices on the use of participatory teaching methods in secondary schools in River state. The study is limited to some selected Secondary Schools in the area. Hence, the respondents for this study will be obtained from and among secondary school students in the study area.


1.8 Limitation of the Study

Finance for the general research work will be a challenge during the course of study. Correspondents also might not be able to complete or willing to submit the questionnaires given to them.

However, it is believed that these constraints will be worked on by making the best use of the available materials and spending more than the necessary time in the research work. Therefore, it is strongly believed that despite these constraint, its effect on this research report will be minimal, thus, making the objective and significance of the study achievable.


1.9 Definition of Terms

Participatory Method:

Participatory method is a form of reflective teaching approach which is sometimes turned as interactive teaching method or learner – centered approach. Under this method students have an ability to contribute their ideas during learning process and therefore the teacher is not a sole source of everything in academic endeavor therefore there must be interaction between teachers and students. It can also be defined Participatory teaching strategy is that method by which students are to the fullest engaged in teaching activities within their preferably learning styles (Beinomugisha,Jagero & Rwashema 2012).

Teaching:

Teaching can be referred as the range of professional duties performed by teachers in and outside a classroom environment. Teaching can be defined as a process of imparting and transmitting knowledge, skills, values, and experiences from one who knows to one who does not. It is an art and science that involves specific strategies, which facilitates for every individual student to learn better. It is essentially aiming at delivering instructional content in a smooth and sequential manner Jambo (2012).


1.10 Organization of the Study

This research work is organized in five chapters, for easy understanding, as follows.

  • Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study.
  • Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature.
  • Chapter three deals on the research design and methodology adopted in the study.
  • Chapter four concentrate on the data collection and analysis and presentation of finding.
  • Chapter five gives summary, conclusion, and recommendations made of the study.

Chapter Five


Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings on the teachers and students beliefs and practices on the use of participatory teaching methods in secondary schools using secondary schools in River state as case study. The chapter consists of summary of the study, conclusions, and recommendations.


5.2 Summary of the Study

In this study, our focus was on the teachers and students beliefs and practices on the use of participatory teaching methods in secondary schools using secondary schools in River state as case study. The study is was specifically focused on investigating teachers’ and students’ views on the use of participatory teaching methods. comparison between participatory and traditional methods of teaching; assessing challenges that teachers and students face when using participatory methods in classroom environment and analyzing the effect of participatory teaching methods on student s academic performance.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 100 responses were validated from the enrolled participants where all respondent are teachers and students in selected secondary schools River State.


5.3 Conclusions

With respect to the analysis and the findings of this study, the following conclusions emerged;

From the findings it can be concluded that, majority of both teachers and students still have positive attitudes towards participatory teaching methods. Also teachers and students had shown their preferences that participatory methods of teaching are better than traditional methods of teaching and that with participatory teaching methods it is possible to improve quality of secondary education in Nigeria. Very few teachers benefit from in-service training and or seminars as it has revealed that only 83% of the teachers are not accessible to in-service programs, seminars and workshops which are very important components in improving teaching through participatory teaching methods.

Apart from that, large numbers of secondary schools do not have enough teaching and learning materials like especially text books and references books which are very significant in improving teaching and learning process through participatory teaching methods. Also, poor learning environment, lack of libraries and laboratories with their equipment, are among of the factors that lead into ineffectiveness application of participatory methods of teaching.

Large numbers of students in the classrooms are among of the impeding factors for smoothly application of participatory teaching environment.

From the findings we can also conclude that, majority of teachers they have wide understanding on single participatory teaching methods as it was revealed that 70% of the teachers used discussion method as the only participatory teaching method. This reflect that most of teachers had little knowledge on other participatory teaching methods like study tour, role play, dramatization and Socratic Method to mention few. It seems heads of school have little contribution to teachers because very few teachers were given assistance from the heads of school for example financial assistance to teachers so as to adopt other participatory teaching methods like study tour which cannot easily conducted in schools if a subject teacher does not have financial ability.


5.4 Recommendation

Based on the analysis and interpretation of the results, the researcher has the following recommendations which will be useful to the nation,

  1. Ministry of education and vocational training, other educational stake holders and further research on the same topic.
  2. The Ministry of education and vocational Training there is a need to provide enough textbooks and references so as to enable students and teachers to utilize effectively when using participatory teaching methods.
  3. There is a need also to have well equipped and quality laboratories and libraries constructed in each secondary school in Nigeria so as to enable teachers and students to perform practical work and make library researches properly.
  4. Both public and private heads of school should support their employees’ morale and materially in order to improve teaching by using participatory teaching methods.
  5. There is a need for the government to establish policy which allow and oblige teachers to attend regular in-service training, seminars, and workshops pertaining to various approaches of teaching in order to improve teaching, performance and quality of education and updating teachers to have wide understanding about participatory methods of teaching and other teaching methods in general.
  6. The heads of schools should assist their teachers to use varieties of participatory teaching methods such as study tour, roleplay, dramatization, and questioning instead of relying on group discussion as a single method of teaching.
  7. On other hand the government and school administrators have to try to employ more science teachers so that to reduce workload leading them to have ineffective application of participatory methods of teaching and improvement of classrooms environments in order to have peaceful learning environment. Educational officers should have regular inspections to see how teaching is conducted in secondary schools and provide advice on how teachers can improve teaching by using participatory methods of teaching plus other teaching methodologies like traditional methods of teaching.
  8. It is recommended that the average number of students per each class not exceed 45 students so as to ensure teacher maximum support to each student.

Get Complete Project Material

5,000 5000

The Complete Material Will Be Sent to You in Just 2 Steps

Quick & Simple…


Step One Purchase

Make Payment (Through Transfer) of ₦5,000 to Any of the Account Below

Access Bank PlcAcc No: 0811003731
Samphina Academy
Current Account
Zenith BankAcc No: 1225513212
Samphina Academy
Current Account

Or CLICK HERE To Pay With Debit Card


FOR STUDENTS OUTSIDE NIGERIA
CLICK HERE To Purchase Material ($15)
FOR GHANIAN STUDENTS
Make Payment of 120 GHS to 0553978005 | Douglas Cloud Osabutey | MTN MoMo

Step Two Purchase

Send the Following Details on WhatsApp ( 08143831497) After Payment

  1. Payment Details

  2. TOPIC: An Examination Of Teachers And Students Beliefs And Practices On The Use Of Participatory Teaching Methods In Secondary Schools

The Complete Material Will Be Sent To You On WhatsApp After Receiving Your Details
T & C Apply


  Contact Our Help Desk


Need a Different Topic? Perform a Quick Search



List of Related Works

Click on Any Topic to Preview the Content

samphina.academy

Samphina Academy

Samphina Academy is an Online Educational Resource Center that is aimed at providing students with quality information and materials to aid them in succeeding in their academic pursuit.