Teaching Methods and students performance in English Language
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Teaching Methods and students performance in English Language
Abstract
Teachers’ teaching approaches impact how well pupils achieve in English at junior secondary school in south-west Oyo state. This study looks at the association between teaching styles and academic achievement among Nigerian junior secondary school pupils.
The study used a descriptive research design with varied approaches to data gathering and analysis. The target population consisted of 120 instructors from Junir Secondary School The study topic was answered using percentage-based descriptive statistics and inferential statistics with a 0.05 level of significance.
The study’s findings revealed that most teachers’ teaching approaches have a significant impact on students’ academic achievement; based on these findings, the Student-Centered Method and the Teacher-Student Interactive Method were proposed as ways to improve students’ academic performance.
Chapter one
INTRODUCTION
1.1 Background for the Study
Education is the most powerful agent of social and personal transformation, with a relatively formative impact on students. The basic goal of teaching at any level of education is to effect fundamental change in the learner using diverse teaching and learning approaches (Oigara, 2011).
The efficiency of this teaching and learning process is greatly determined by the teacher’s teaching technique. Whalen (2012) suggests that the success of a teaching approach is represented in the results of the teaching-learning process, such as marks, grades, and mean scores.
Education is one of the most critical components of human resource development. The students’ performance is critical in developing high-quality graduates who will become outstanding leaders and personnel for the country, ultimately responsible for its economic and social progress.
Academic achievement is one of the most important aspects examined by employers when employing new employees, particularly recent graduates. As a result, students must put out the most effort in their studies in order to achieve good grades while also preparing themselves for future employment chances and meeting the demands of their employers.
Academic achievement in junior secondary schools impacts whether students will be able to continue their education at university or find work as teachers. Students’ performance also influences the quality of education provided to them by potential instructors at the primary and secondary school levels.
There are two types of teaching methods: teacher-centered and learner-centred (Oigara, 2011). Lectures, drilling, and questioning are all examples of teacher-centered techniques.
In the teacher-centered approach, learning occurs when teachers educate and then explore taught topics by assigning students exercises relevant to the teacher’s presentation during or after the session.
This is done to determine whether or not students understood the information that the teacher had taught them. It is deemed reasonable for teachers to be conversant with the language that their students are using to learn. Language is essential to the teaching and assessment processes in order to identify students’ weaknesses or areas they did not comprehend during their learning (Brad, 2000).
Learner-centred education is a state in which students construct their own comprehension of the topic and form personal opinions about the concepts studied (Collins 2003). This means that the student-centered approach emphasises inquiry and problem-based learning, putting students at the centre of learning.
Learner-centred techniques employ a variety of modalities, including question and answer sessions, group work, demonstrations, guided learning, role play/drama, and project-based learning.
The student-led learning strategy is significant because it allows students to influence the content, activities, materials, and speed of learning. The student-learning paradigm emphasises the student as a key component of the teaching-learning process in schools.
The instructor builds platforms and routes for students to learn independently and collaboratively, as well as providing helpful supervision while they learn. The effectiveness of this teaching and learning approach is primarily dependent on the teacher’s teaching method.
English Language, a core and compulsory subject that contributes to a student’s overall mean score at both the school and national levels, has performed poorly in both internal and external examinations, including the Junior Secondary School Certificate Examination (JSSCE). Between 2013 and 2017, the majority of Nigerian secondary schools scored a mean grade ranging from 51.02 to 44.879 out of a potential 100 percent rating.
According to Mocho (2012), inadequate teaching methods have been blamed for English Language subject underachievement since Kiswahili teachers are given the authority to decide what topics and when to teach them at a certain level of learning, such as forms one, two, three, or four.
Some Kiswahili teachers go so far as to teach all parts of a material at a specific level without regard for a learner’s cognitive capabilities or level of learning.
Furthermore, Odundo (2013) claims that English Language I teachers tend to use known pedagogical strategies such as lecturing, drilling, and questioning, which might have a negative impact on learning accomplishment.
However, for these reasons, the current condition of K English Language performance in secondary schools in Oyo condition leaves much to be desired. Despite poor performance in the English Language subject, few research have been undertaken to determine the efficacy of the teaching methods employed in secondary schools in Oyo State, Nigeria.
Thus, the purpose of this study was to investigate the impact of teaching methods on students’ academic performance in the English language subject at public and private secondary schools in Oyo State, Nigeria.
1.2 Statement of Problem
Every school in Nigeria expects its students to be taught in English using the adopted English curriculum. The catchphrase “taught in English” refers to the fact that the school in question has fewer than 10% fluent, first-language English speakers among its students (Gomes, 2015).
In order to achieve academic success and obtain a JSSCE in local schools, pupils must be given opportunity to develop and improve in the English language while studying and mastering core curriculum subjects taught entirely in English.
School administrators seek ways to build and ensure fluency by giving pupils with the resources they need to learn and achieve in an English-speaking classroom. Alos et al. (2015) emphasised the necessity of having qualified teachers in the field of teaching, stating that the success of any program is determined by the teacher’s capacity to educate.
If failure occurs at this moment, the entire structure fails. As a result, the implementation, selection, preparation, and supervision of education will be impacted. Furthermore, Dewett (2007) stated that effective teachers are continually on the lookout for approaches and instructional materials that would make learning more relevant.
Experiences to improve understanding can be provided by carefully selecting and using a variety of instructional or audiovisual resources. For many years, Nigeria’s education system has been in crisis, owing primarily to a lack of funding.
As a result, the system now faces a deficit of learning materials and human resources. Inadequately qualified teachers, a high teacher turnover rate, a lack of classroom space, low teacher pay, and a slew of other issues plague the education sector. The economic crisis in Nigeria had an impact on the education system, contributing significantly to the country’s deterioration in educational quality (Olabiyi and Abayomi, 2010).
Meanwhile, every nation’s destiny is heavily influenced by the fate of each kid born into it, particularly those who are privileged to pass through the nation’s academic walls, beginning with primary school and progressing to postsecondary institutions. Education is a vital industry for social, political, and economic growth, and it is influenced by the environment in which it operates.
As a result, national progress has been created by those who are experts in their fields of specialisation, which would not have been possible without the assistance of the educational system. Every country strives to provide quality education for its citizens.
This phenomenon necessitates extensive inquiry to determine the underlying causes of poor academic performance in Nigerian colleges of education. This study was done to investigate the factors influencing students’ academic performance in Colleges of Education in southwest Nigeria, with the goal of making recommendations that would promote higher academic performance in the study area and throughout Nigeria.
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