Project Materials

ECONOMICS ECONOMICS UNDERGRADUATE PROJECT TOPICS

EFFECTS OF A STUDENT-CENTERED TEACHING APPROACH ON BASIC SCIENCE PERFORMANCE STUDENTS IN JUNIOR SECONDARY SCHOOL

S OF A T-CENTERED TEACHING APPROACH ON BASIC PERFORMA TS IN JUNIOR SECARY SCHOOL

Abstract

The effects of a ent-centered approach to teaching on the performance of basic science junior secondary school ents were investigated in this y. The y's total population is 200 randomly selected secondary school staff from Uyo, Akwa Ibom state. The researcher collected data using questionnaires as the instrument.

Descriptive This y used a survey research design. The y included 133 respondents who included principals, vice principals, senior staff, and junior staff. The collected data was organized into tables and analyzed using simple percentages and frequencies.

chapter One

Introduction

1.1The Study's Background

Traditional attitudes and methods based on rote learning are one of the fundamental problems we face today. Such engaging teaching methods that put ents in the spotlight should be preferred over traditional teacher-centered educational methods and techniques. Through these methods, ents should be forced to learn how to learn (ùenol, Bal, & Yldrm, ).

A knowledgeable person used to be the one who knew everything or who stored knowledge produced by others in his mind. As a result, training in previous centuries was regarded as transferring stored knowledge, cultural values, and vital skills to new generations.

Today, a knowledgeable person is one who is aware of knowledge, knows how to obtain it, learns the knowledge he obtained by putting meaning to it, and is capable of producing new knowledge from the knowledge he obtained and applying it to problem solving.

The ent-centered approach aims to train children according to their own nature rather than what adults want, claiming that the child will be more creative and free (Gür, 2006). Student-centered learning is the organization of learning lives around ents' interests, knowledge, and needs. It aims to teach ents how to explore their learning characteristics and how to learn in this process (Saban, 2004)

The notion that ent-centered instruction is one method for increasing engagement and closing the racial achievement gap has resulted in a shift to ent-centered instruction in science subjects, in which instruction focuses on ents' active participation (Newble & Cannon, 2000). However, little research has been conducted on the effects of ent-centered instruction on ent engagement in science subjects.

This means that the precise dynamics of the effects of ent-centered instruction are unknown and may vary depending on demographic characteristics. African-Americans, for example, may differ from their white peers in how they experience or participate in ent-centered science subjects instruction.

For some African-American ents, ent-centered science subjects instruction may foster a sense of empowerment that reduces the racial stereotype threat – the activation of negative stereotypes that has been shown to have a negative effect on academic performance (Steele, 1997).

Such empowerment, in turn, may lead to increased instruction. In contrast, the focus on the ent in ent-centered instruction may amplify stereotype threat, leading to African American ents engaging less in order to avoid conforming to the stereotype.

 

Statement Of The problem

The ent-centered approach aims to train children according to their own nature rather than what adults want, claiming that the child will be more creative and free (Gür, 2006). Student-centered learning is the organization of learning lives around ents' interests, knowledge, and needs. According to research on supportive educational materials conducted in Nigeria, there is a gap in the teaching and learning approaches used in Nigerian schools.

According to Mafumiko (2006), the traditional teacher-centered ‘chalk and talk' teaching method continues to dominate most lessons. Similarly, Osaki (1999) claims that most teachers lack the ability to promote ent-centered teaching and learning procedures in science subjects.

Despite the gaps identified in teaching approaches, research efforts to improve teaching and learning in Nigeria appear insufficient. Nonetheless, the few existing have focused on Science rather than Social Science. The current y addressed the gap by conducting basic science research.

As a result, the goal of this y was to improve basic science teaching and learning by creating an innovative instructional scenario based on the learner-centered approach in teaching field research techniques in . If the new approach and material are successfully implemented and adopted, the ents' interaction, discussion, and presentation will improve their performance and motivation in learning basic science subjects.

The y's objective

The y's objectives are as follows:

To determine the impact of a ent-centered teaching approach on basic science performance. Students in Junior Secondary School
To determine the significance of the difference between the pre and post-test scores of the test group using ent-centered teaching approaches and the control group using teacher-centered teaching approaches.
To determine whether the ent-centered approach aims to train children according to their nature rather than what adults want.
Hypotheses for research

The researcher developed the following research hypotheses in order to successfully complete the y:

H0: There is no effect of a ent-centered approach to teaching on basic science performance. Students in Junior Secondary School

H1: A ent-centered approach to teaching has an effect on basic science performance. Students in Junior Secondary School

H02: There is no significant difference in pre and post-test scores between the test group that used ent-centered teaching approaches and the control group that used teacher-centered teaching approaches.

H2: There is a significant difference between the pre and post-test scores of the test group that used ent-centered teaching approaches and the control group that used teacher-centered teaching approaches.

The y's importance

The y will be extremely useful to ents, teachers, and policymakers. The y will provide a clear picture of the effects of a ent-centered approach to teaching on the performance of junior secondary ents in basic science. The y will also be used as a resource for other researchers who will be working on a similar topic.

The y's scope and limitations

The y's scope includes the effects of a ent-centered approach to teaching on the performance of junior secondary school ents in basic science. The researcher comes across a constraint that limits the scope of the y;

a) RESEARCH MATERIAL AVABILITY: The researcher's research material is insufficient, limiting the scope of the y.
b) : The y's time frame does not allow for broader coverage because the researcher must balance other academic activities and examinations with the y.
Term definitions:

centered strategy Student-centered learning is personalized, engaging, competency-based, and non-classroom-based. Students take greater responsibility for their learning and support one another's progress, ensuring that every ent acquires the skills required to succeed and contribute to society.

Teaching: a teacher's occupation, profession, or work.

 

 

 

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S OF A T-CENTERED TEACHING APPROACH ON BASIC PERFORMA TS IN JUNIOR SECARY SCHOOL

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