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EFFECTS OF TEACHING METHOD (EFFECTIVE AND NON EFFECTIVE) ON ACADEMIC PERFORMANCE OF STUDENTS IN ESSAY WRITING: A STUDY OF SELECTED SECONDARY SCHOOLS IN DEKINA LOCAL GOVERNMENT AREA OF KOGI STATE
Abstract
Students in Ibadan’s junior secondary schools were asked to participate in a study to compare the effects of two different teaching approaches. Three local government areas, six junior secondary schools, 12 teachers, and 188 students were selected using multistage sampling approaches.
The study was led by seven hypotheses that were expressed and examined using four validated instruments: the Social Studies Achievement Test, the Teaching Techniques Questionnaire, the Study Habits Rating Scale, and the Social Studies Attitudinal Scale..
Analysis of Covariance (ANCOVA) was used to examine the data at a 0.05 significance level. There is evidence of a significant effect of treatment (Brainstorming and Project Methods) on students’ achievements in Social Studies (F= 4.422; P 0.05); the main effect of gender (F=5.663; P 0.05);
the main effect of study habit (F=3.393; P 0.05); the interaction effect of treatment and gender was significant on students’ achievements in Social Studies (F= 3.393). Because of this, the authors urge that teachers of social studies make it a point of duty to use brainstorming teaching methods as often as possible in order to help students reach their academic goals.
Introduction
Students in Nigeria’s junior secondary schools are required to take social studies as a required course for graduation into the senior secondary school level. According to the goals of the National Policy on Education (FRN, 2013), the teaching and study of Social Studies gives students the opportunity to critically analyze current events, draw connections between the past and present, and posit future scenarios.
In addition, it helps students to understand their roots, comprehend their immediate surroundings, recognize the commonality of people, respect the delicate balance of rights and obligations in an open society, and build a propensity for attentive study of the actual world. By its very nature, Social Studies may be extremely helpful at encouraging students to think critically (Olabisi, 2011).
It’s simply because the subjects are commonplace in students’ everyday lives. In the syllabus of Social Studies, teachers are able to relate to students based on facts and realities drawn from the society so that students are able to connect the classroom explanations to real-life events in their immediate surroundings.
Olabisi (2011), on the other hand, noted that the curriculum of Social Studies is aimed to help pupils become decent citizens in Nigeria. The inclusion of Societal Studies in the curriculum of Nigeria’s Basic Education will, in turn, serve to cultivate minds free of social evils and foster a sense of national togetherness.
The Brainstorming Method is one of several teaching strategies that have been shown to be effective in today’s classrooms by academics. Using the brainstorming method, teachers can organize course materials on a “simple to complex”
scale, focus on lesson plans they’ve developed for teaching evaluation, hold in-depth discussions and provide ample opportunity for student participation by asking for prior knowledge and experience on a particular topic and drawing conclusions from the classroom discourse.
There are no limits to the possibilities for learning that can be opened up to students through the brainstorming method… In spite of the fact that (many) intelligent edification can be attained (Shiu, 1998) referenced in Wosu (1998) (2016).
Using the brainstorming approach is a teaching strategy that focuses on change. Traditionally, instructors have been viewed as superior creatures who cannot be reached by students and have little engagement with them both within and outside of the classroom.
This new understanding of the teacher-student relationship challenges this long-held view. Greater accomplishments are possible with the emergence of new learning objectives and a diversity of teaching approaches that give pupils additional guidance.
However, professors and students communicate with each other to help students solve problems on their own through logical reasoning and argument.
Using the project method, teachers assign students with new or unfamiliar topics to explore on their own outside the classroom.
As a rule of thumb, students are expected to submit their findings for debate or correction in the majority of circumstances. Using the project method, students are encouraged to actively participate in the process of gathering information, which benefits both teaching and learning.
A project is, by definition, an activity in which a student or group of students investigates and resolves a problem (Wang, 2001). It gives pupils a realistic look at the context around a particular topic, which motivates them to take charge of their own learning.
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EFFECTS OF TEACHING METHOD (EFFECTIVE AND NON EFFECTIVE) ON ACADEMIC PERFORMANCE OF STUDENTS IN ESSAY WRITING: A STUDY OF SELECTED SECONDARY SCHOOLS IN DEKINA LOCAL GOVERNMENT AREA OF KOGI STATE
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