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AN EXAMINATION OF TEACHERS AND STUDENTS BELIEFS AND PRACTICES ON THE USE OF PARTICIPATORY TEACHING METHODS IN SECONDARY SCHOOLS



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AN EXAMINATION OF TEACHERS AND STUDENTS BELIEFS AND PRACTICES ON THE USE OF PARTICIPATORY TEACHING METHODS IN SECONDARY SCHOOLS

 

CHAPTER ONE

INTRODUCTION

1.1 The Study’s Background

Participatory teaching methods are important in secondary education because secondary education is critical to the economy’s and the education system’s overall functioning (URT, 2010). According to past experience, the majority of people in both the private and public sectors are expected to be secondary school graduates.

The entire primary education system is dependent on teachers who have graduated from secondary school. Candidates for higher and tertiary education and training are secondary school graduates. This is what it means to be pivotal, or the lynch pin.

Secondary education has important externalities that are increasingly being recognized in family planning, offspring education, political participation, and health. A good secondary education is required for a good quality of life, labor skills, and economic productivity (URT, 2010).

Teaching Methods, according to Peterson (2007), are ways of managing a group of students in order to achieve predetermined educational goals. Furthermore, teaching methods can be defined as the use of a variety of teaching techniques and the expansion of teachers’ repertoire in order to maximize students’ comprehension.

This means that lecturers, teachers, and instructors use a variety of teaching methods to not only facilitate learning but also to simplify the instructional content delivered to students. According to Beinomugisha,Jagero, and Rwashema (2012), teaching methods can be divided into two categories:

participatory and non-participatory. A participatory teaching strategy is one in which students are fully engaged in teaching activities that are tailored to their preferred learning styles. According to Peterson (2007), who commented on this strategy, it creates Learning in which students are not passive members of the teaching and learning process. This type of teaching strategy incorporates a variety of teaching styles.

Group discussion, academic controversy (debating), role-play, problem-based learning, mind mapping, concept attainment, and inductive learning are examples of these. McKeachie (1999) discovered that the participatory teaching strategy can incorporate cooperative learning.

In this mode, students are encouraged to collaborate in small groups to achieve common goals. Teachers frequently use small groups to generate ideas for classroom discussions. Students in this strategy work in established and sustained learning groups or teams.

Individual accountability is promoted in a context of group interdependence in which students discover information and teach it to their group and, possibly, the class as a whole.

According to Hammer (2014), the participatory teaching strategy may include cooperative learning. In this mode, students are encouraged to collaborate in small groups to achieve common goals. Teachers frequently use small groups to generate ideas for classroom discussions.

Students in this strategy work in established and sustained learning groups or teams. Individual accountability is promoted in a context of group interdependence in which students discover information and teach it to their group and, possibly, the class as a whole.

According to Woodson (2003), participatory teaching methods can take the form of a pyramid system in which students work alone, then in pairs, and finally in larger groups. He argued that this strategy encourages interaction among students,

particularly those who are hesitant to speak up in class because they believe that others in class are thinking the same thing they are, even if they arrived at the same solution in different ways. This strategy improves students’ ability to manage challenging learning tasks.

 

1.2 Formulation of the Problem

Over the years, there has been a high rate of underachievement among secondary school students. This could be due to teachers employing ineffective teaching methods and strategies, which, among other factors, have contributed to students’ poor performance in both junior and senior secondary school.

This low achievement necessitates that the government, through the education ministry, do something about the teaching methods being used to teach the students. Most teachers use the same teaching methods to teach when he or she needs to use different methods based on the topic and subjects, i.e.

most teachers are not trained, so something needs to be done about it. The available literature on teaching methods suggests that new and innovative teaching strategies, such as guided inquiry methods and participatory methods, should be used.

In order to improve students’ achievement, more research into the best methods of teaching specific topics in arts and sciences subjects is needed. As a result, the problem of this research work is to investigate students’ and teachers’ beliefs and practices regarding the use of participatory methods in secondary schools.

 

1.3 The Study’s Objectives

The primary goals of this study are to investigate students’ and teachers’ beliefs and practices regarding the use of participatory methods in secondary schools. More specifically, the study intends to:

1. To investigate the perspectives of teachers and students on the use of participatory teaching methods.

2. To compare and contrast participatory and traditional teaching methods.

3. To assess the difficulties that teachers and students face when using participatory methods in the classroom.

4. Examine the impact of participatory teaching methods on academic performance of students.

 

1.4 Research Concerns

1. What are the perspectives of teachers and students on the use of participatory teaching methods?

2. Is there a distinction between participatory and traditional teaching methods?

3. What are the difficulties that teachers and students face when using participatory methods in the classroom?

4. Do participatory teaching methods have a significant impact on students’ academic performance?

 

1.5 Hypothesis of Research

Ho: Participatory teaching methods have no significant effect on student academic performance.

Hello, there is no evidence that participatory teaching methods have a significant impact on students’ academic performance.

1.6 Importance of the Research

The findings of this study will provide appropriate information for educational planners and administrators for further investigation, as well as information about teachers’ and students’ perceptions of participatory teaching methods used in the secondary school teaching process.

The study was also expected to aid in the maintenance of good behavior and the implementation of necessary reforms in terms of curriculum coverage and students’ acquisition of life skills in order to improve educational quality.

The study’s findings may be used by development partners, particularly educational partners, to design interventions to improve secondary school education quality. Policymakers will benefit from the data as well, as they will be able to design appropriate policies based on teachers’ and students’ perceptions of the participatory approach used in secondary school teaching.

Finally, this research will assist curriculum developers in adapting to the system in order to overcome the constraints that may arise and limit the provision of quality education in secondary schools. It will also contribute to the body of knowledge available about teachers’ and students’ perceptions of participatory teaching methods used in the teaching process.

1.7 The Study’s Limitations

Obtaining funding for general research work will be difficult during the course of study. Correspondents may also be unable or unwilling to complete the questionnaires provided to them.

However, it is expected that these constraints will be addressed by making the best use of available materials and devoting more time to research than is necessary. As a result, it is strongly believed that, despite these constraints, their impact on this research report will be minimal, allowing the study’s objective and significance to be met.

1.8 Terms and Definitions

Participatory method: A reflective teaching approach that is sometimes referred to as an interactive teaching method or a learner-centered approach. Under this method, students have the ability to contribute their ideas during the learning process, and thus the teacher is not the sole source of information in academic endeavors;

therefore, interaction between teachers and students is required. It is also possible to define A participatory teaching strategy is one in which students are fully engaged in teaching activities that are tailored to their preferred learning styles (Beinomugisha,Jagero & Rwashema 2012).

Teaching: The range of professional duties performed by teachers in and out of the classroom environment is referred to as teaching.

Teaching is defined as the process of passing on knowledge, skills, values, and experiences from one who knows to one who does not. It is an art and science that entails specific strategies that help each individual student learn better. Jambo’s primary goal is to deliver instructional content in a smooth and sequential manner (2012).

 

 

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AN EXAMINATION OF TEACHERS AND STUDENTS BELIEFS AND PRACTICES ON THE USE OF PARTICIPATORY TEACHING METHODS IN SECONDARY SCHOOLS
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AN EXAMINATION OF TEACHERS AND STUDENTS BELIEFS AND PRACTICES ON THE USE OF PARTICIPATORY TEACHING METHODS IN SECONDARY SCHOOLS


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