Students Evaluation Of Teaching Processes And Their Academic Performance In English
This investigation sought to determine students’ evaluation of teaching processes and their academic performance. The researcher was prompted to carry out this study after an outcry that the integration approach in the teaching of English was not yielding optimal academic results. Thus an empirical examination of the effects of teaching methods and academic performance was carried out from the perspectives of the students themselves. The specific subject used for this research is English Language. The focus was Kisumu District, Cross river. Research questions were formulated in order to guide the study. Qualitative research method based on district methodological traditions of enquiring that explore a social or human problem was used.
Systematic sampling was used to get 6 schools out of the 15 in cross river. Stratified sampling was then used to get the sample size of 60 students. Self-administered interviews as well as face- to —face interview were used to obtain data required to meet the specific objectives of the study. Face to face interviews with students provided the research within. The findings revealed that performance levels are higher where student cantered methods are used frequently, however, this may vary with the age of the students. The study established that teaching methods have a degree of impact on the performance outcome in English. There may be no difference in performance in English between boys and girls. The indicator of performance in this case is their score in English achievement tests.
1.1 Background to the Study
The revised English syllabus is an integration of language and literature. The content to be taught is organized under listening, speaking, reading, writing and grammar. The syllabus also recommends the integration of the skills. It is thought that this integration will make the learning Of the skills complementary and avoid segmentation of the teaching of the individual skills.
During a needs assessment survey that was conducted by Nigeria institute of Education in 2019, most students complained that the areas of poetry. Plays, novels, summary writing, grammar and oral literature are difficult. It was discovered that these areas were perceived as difficult due to the methods used in teaching them.
Integration is based on the premise that good mastery of language enhances effective appreciation Of literary material. On the other hand literary material provides a natural context for the teaching of language.
This means that the methods used in the teaching and learning of language and literature should facilitate integration.
Research related to the development of academic competencies is vast. However, this area of teaching method has not received much attention, especially with the adoption of an integrated approach in the teaching of the four language skills and grammar.
In the absence of educational attainment in English, the range of career choices individuals have is constrained. For this reason, understanding the factors that influence the academic development of children and adolescents in English is most relevant for their vocation and careers.
1.2 Statement of the Problem
Prior to this period, teaching processes has only being assessed by the education regulatory body and never have they considered the students assessment of the teaching processes. Also the performance of teaching processess should b glaring and persistent for their learners to perform well academically and social in and out of the school. This research work provides a basic students rating system capable of allowing various class students to rate his/her teacher teaching processes and those rating and then compile and analyze also to investigating the influence of teaching processes on students academic performance.
1.3 Objectives of the Study
The objective of this study was to identify;
- The students in terms of age, gender, and academic level.
- The Level of academic performance of the students.
- The different teaching styles that teachers employ in the teaching of English as inStudent centeredness and teacher centeredness.
- If there is a significant relationship between teaching styles and level of academic performance.
- If there is a significant difference in the level of performance between male and female students
1.4 Research Questions
The following questions were generated in carrying out the research:
- What is the age distribution of the students?
- What is gender variation of the students?
- Which are the methods that teachers use in teaching English?
- What is the gender variation of the students?
- How do the students perform in English?
- What is the relationship between teaching methods and academic performance?
- Is there a significant difference in the level of academic performance in English between male and female students?
1.5 Scope of the Study
This study was conducted in calabar south, Cross river of Nigeria. The study covered 15 out of the existing 60 public secondary schools in the area covered by the study.
1.6 Significance of the Study
The researcher deemed this report worthy because the researcher’s expectation is that if proper method is used in the teaching, the academic performance of students may be affected.
The findings of the study might help educational developers come up with changes that can adjust favorably to the teaching and learning schools and perhaps other levels in Nigeria.
The study may also be significant to education supervisors who could go for in-service courses to enable them serve the teachers who work under them better. The specific objectives can be clearly formulated and from the objectives the teacher will be able to develop the content in class using appropriate methods. From the many teaching methods the teacher can be well advised to choose the method. Parents as stakeholders can be enlightened and be urged to play their role. For instance, in terms of availability of resources, there is need for parents share cost. The students who are the main clients can be better adjusted, well equipped and motivated to face the challenges ahead.
This can go a long way in improving their performance in English and therefore meeting the intended educational goals. Future researchers can highlight the relationship or difference between teaching methods and children’s academic performance. This means that the data can be documented and justified.
1.7 Definition of Terms
For the purpose of this study, the key terms have been defined as follows:
A person who is studying at a university or other place of higher education.
A teaching method comprises the principles and methods used for instruction. Commonly used teaching methods may include class participation, demonstration, recitation, memorization, or combinations of these
The occupation, profession, or work of a teacher.
1.8 Organisation of the Study
This study is organized into five chapters. Chapter one included the background of the study, research problem, research objectives and questions as well as limitation of the study. Chapter two contains the literature review. Chapter three includes the methodology and study area. Chapter Four contains the results and discussion of key findings of the study. Chapter Five finally looks at the summary, conclusions, and recommendations based on the findings.
Summary, Conclusion and Recommendation
After the discussions of the findings in the previous section, this chapter has presented sections in summary of the findings, conclusions have been drawn from the discussions of the findings. Lastly the researcher has come up with appropriate measures that could make better the issues presented in the investigation.
Most students in secondary school are in their early adolescence see fig 1 Females outnumber males by a small margin see figure 2. At late adolescence, some students are up to the age of 20, a lot more mature than their counterparts in the early adolescence. This level of maturity minimizes their interests in participatory methods. Learning at this age is enhanced by teacher expression, demonstration, discussion and question and answer. At this age the student has become increasingly independent of immediate reinforcement as discussed in the theoretical framework. This explains the preferences to the teaching methods as presented in figure 4.
Performance goes with motivation, and this has a lot to do with satisfaction level of the student. From figure 4, on the preference of various teaching methods, most students are motivated by dramatization and discussion in that order. The figure indicates that teacher exposition is just as popular as discussion. This explains the students’ academic levels that indicate the form one and two (early adolescence) have a higher academic achievement levels than their counterparts in form 3 and 4. Dramatization and Division at the form one and two levels is a great welcome. Discussion is embraced by the late adolescence and early adolescent. The academic levels drop with age because where the teacher uses dramatization, the form 3 and 4 may be demotivated whereas the form one and two would still rise in academic levels. See figures 4 most teachers also use teacher centered methods at forms 3 and 4.
The conclusions drawn from the summary are as follows:
- Most students prefer student centered methods.
- The performance levels are higher where student centered methods are used more frequently.
- Performance levels drop at the mid adolescence age bracket.
- Preference of methods is affected by age bracket of the students.
- There may be no difference in performance in English between boys and girls. The indicator of performance in this case is their scores in English achievement tests.
- The performance report for the Nigeria certificate of secondary education indicates that the number of girls was slightly higher, but the performance levels does not show either sex out much the other. The performance varies within the four-year period. This suggests that performance was influenced by other factors outside the gender bracket.
- Teaching methods have a degree of impact on the performance outcome in English. The methods further have desirable or no-desirable effects depending on the students’ age.
The following recommendations may be considered:
The Ministry of Education should make every effort to ensure that both human and no-human resources are adequate to facilitate the teaching and learning.
This would take care of the logistics that make teachers depend on particular teaching methods.
There may be need for quality and standards officers at the ministry to scrutinize a number of methods from both the teachers and students viewpoint.
Owing to the workload, there is need to motivate the teachers, the employer should consider giving special remuneration to the teachers to boost their morale as low self-esteem affects teaching performance.
Time allocation needs to be reviewed. Although the number of lessons allocated is the highest compared to all the other subjects, apparently it is still inadequate. Although the teacher is encouraged to prepare handouts, this not within reach of most teachers.
There may be need for teachers, development groups for teachers to need and discuss how to enhance their stills, so as to manage change cope with difficult students, deal with students with special needs, evaluate themselves and discuss a lot more.
Guidance and counselling, services should be provided for both teachers and students to enable them build personal relationship. This is particularly crucial with the recent introduction of education for all (EFA) policy which incorporates some students who are well above others in both age and maturity.
Finally, teachers in secondary school should have regular and up to date training to meet the standards of the modern student. Since motivation is as much an effect as a cause of learning, the teachers need to have some peer observation meetings form which they can learn never extrinsic methods of motivating the students
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Frequently Asked Questions
What are the factors that affect academic performance?
The quality of academic performance of students is affected by various factors, such as teaching effectiveness, student’s study habits, distraction factors, family environment, etc. The study of academic performance of students may be helpful for the parents of the students as well as the policymakers of colleges.
Why do teachers need assessment and evaluation results?
Teachers need assessment and evaluation results to assist them to plan, implement, and revise their classroom instruction. They also use these results to better meet the needs, often diverse, of their students, identify scholarship recipients, and advise students on what courses to take for
How effective teaching practices influence students’ achievement?
In their study, Schwerdt and Wuppermann (2008) stated that the students’ achievement is influenced by effective teaching practices. Lee and Rha (2009) concluded that the interactions and discussions of students with lecturer and the fellow students are important for the effective learning.
How do teachers evaluate student learning?
While students are learning to direct, monitor, and evaluate their own learning experiences, their teachers can use techniques such as anecdotal records, rating scales, rubrics, and portfolios to evaluate student learning.
How effective are the three teaching methods on student academic performance?
The differential effectiveness of the three teaching methods on student academic performance was analysed using the General Linear Model based univariate ANOVA technique. The F (2, 106) statistic (= 10.125; p < 0.05) and the Tukey HSD post-hoc results indicate significant differences on the effectiveness of the three teaching methods.
What is a student evaluation of teaching?
Fundamentally, student evaluations of teaching serve three basic purposes. From a formative (or developmental) perspective, evaluations are used to provide feedback to faculty in order to help them to improve their teaching or alter course content.
What do you look for in a teacher evaluation scale?
Individual students, teacher assessment of individual students, progress ratings of students, and student, teacher, and parent perceptions of progress and growth. Since these scales are quick and easy to use they may
How are students’ assessment test scores derived from the lecturer?
A sample of 109 undergraduate students from the College’s Department of Economic and Business Sciences was used for the study. Using the inferential statistics course, students’ assessment test scores were derived from the internal class test prepared by the lecturer.