Method of Teaching (original) (raw)
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The method a teacher employs in the classroom matter a lot. For this can hinder or enhance pupils understanding of any subject .Science is a subject with complex concepts which may mean different things in the child’s language. The method a teacher uses in the class to communicate science concept can be a barrier to their understanding. This study therefore seeks to examine method of teaching as a barrier to understanding science concepts among primary six pupils in Cross River State, Nigeria. One hypothesis was raised and tested. Two instruments were used for data collection. They were, Method of teaching science questionnaire (MTSQ) and 50 item primary science achievement tests. One thousand, eight hundred and eighteen pupils out of sixty eight thousand two hundred and one pupils were randomly selected for the study. Data obtained was analyzed using independent t-test analysis at 0.05 level of significance. The result revealed that there is a significant relationship between method of teaching and pupils’ understanding of scientific concepts and academic performance. It is therefore recommended that teachers should use appropriate methods of teaching to communicate science concept to pupils. Keywords: Method of teaching, Science concepts, Primary school pupils, Academic performance
There are certain factors which can hinder pupils understanding of science concept in the primary school. These factors need to be identified and addressed properly if pupils are to have a sound knowledge of science at that level. This study examined the relationship between limitations to understanding scientific concepts and academic performance in Primary Science among primary six pupils in Cross River State, Nigeria. In order to achieve the set objectives of this study, two hypotheses were formulated and tested. Two instruments were used for data collection. They were limitations to understanding scientific concepts questionnaire (LUSCQ) and a 50-item primary science achievement test. These instruments were validated and administered to 1818 pupils out of 68,201 pupils in 70 schools in the study population. A proportionate stratified random sampling technique was adopted hence; the study area was stratified into three educational zones with different populations. The data obtained were analyzed using Pearson Product Moment Correlation Coefficient (r) statistical tests at 0.05 level of significance. The findings revealed that there is a significant relationship between pupils’ perception of scientific language and academic performance. Also the findings further revealed a significant relationship between pupils’ pre-experience and their academic performance in primary science. This paper recommends that pupils should be helped to understand the technical terms in science and be exposed to more science experiences in their environment. This will enable them improve their academic performance in primary science.
Scientific knowledge is the common heritage of all mankind. It is the only treasure that can provide a possible remedy to conquer inequality and to bring about an acceptable quality of life and purpose, for a majority of the people of the world. Science and science education should be made compulsory even in the poorest and the least-developed countries of the world. It should be the main problems that should be overcome for a sustainable and proper development.The purpose of this work is to find out reasons for poor teaching and learning of science in junior secondary schools in Borgu Local Government Area of Niger State, Nigeria. The instrument used was a structured questionnaire. Data for the study were obtained by administering 60 questionnaires to students and 12 to science teachers in six public junior secondary schools. Students were sampled randomly from each secondary schools. The data were analyzed using frequency and percentages. Regrettably, the teaching and learning of science in junior secondary in Nigerian cannot be said to be effective because of the poor performance of students resulting from inappropriate teaching methodologies, lack of adequate knowledge of subject matter, competencies, skills, inadequate teacher training and lack of in-service training and refresher courses. The study recommended that government should employ more qualified science teachers, science laboratories should be well equipped, teacher salary and quality of teaching and learning resources be provided. All these factors affect largely the way science is taught particularly in junior secondary schools.
This study uses the scientific method to enhance teaching and learning. In this study, the scientific method in the context focuses on how both teachers and students apply it in a situation of teaching and learning of science. In an attempt to solve the issue of none usage of the practical approach in teaching and learning of science, which has resulted in creating difficulties for students at the primary and second cycle levels of education to understand scientific topics and also understand other subjects in general. The none usage of the practical approach has been a widespread problem across Junior and Senior High Schools in Ghana.
Journal of Education and Practice, 2013
This study explores science teachers' perceptions of effective science teaching and their classroom teaching practices. The study was carried out from a population of junior secondary schools in Lagos State, Nigeria. A purposive sample of 78 basic science teachers selected from 61 junior secondary schools from three Education Districts of the state was used for the study. A research instrument tagged effective teaching characteristics questionnaire (ETCQ) was used to elicit information from the teachers. The questionnaire has a test-retest reliability coefficient of 0.83. Data collected were analyzed using frequency counts and simple percentage. The findings indicated that the science curriculum used in schools was overloaded with content to be memorized by learners for examination purposes and that most science teachers engaged students mostly in explanation and demonstration, whole class discussion and note copying. The findings further showed that effective science teaching is characterized by student-centered activities associated with students being attentive, reading notes, doing homework, asking and responding to questions and engaging in regular hands-on practical inquiry-based activity and carrying out their own observations among others. Finally, recommendations for improving science teaching for junior secondary schools in Lagos State were proffered.
Kampala International University Journal of Education, 14 (1), 2019
Experts in education, industry and national security are in consensus about imperatives for producing graduates who possess a thorough understanding of Science, Technology and Mathematics (STEM). Since the preschool level is the first and most important of all levels of education, teaching STEM to early learners whose curiosity is very high, lays a good foundation for scientific and technological development of the nation. Unfortunately not much of science is taught at the pre-primary school level and this has taken its toll on subsequent science learning at the higher levels. Although teaching scientific concepts to children in early years poses certain challenges to the teacher, both the venture and the challenges are not beyond positive solutions. The major focus of this paper, therefore, is about the strategies for reducing science learning difficulties at the lower level of Nigeria educational system. An exposition on the key principles for effective science learning among young children; basic science concepts and application; hands-on science for young children; and best practices in science education during the formative years was carried out. In the final analysis, strategies based on science goals, children's active exploration and discovery learning were recommended for effective implementation of the pre-primary science education programme in Nigerian schools and subsequent learning of science at the primary and secondary levels.
Difficulties Encountered By Science Teachers During Teaching Concepts of Science
National Conference On CHALLENGES IN TEACHER EDUCATION, PHYSICAL EDUCATION AND SPORTS , 2013
The aim of the present paper is to encounter the difficulties faced by science teachers for understanding some scientific concepts and difficulties faced by science teachers for teaching some science concepts for understanding & teaching at upper primary level of education. The objectives of the study are 1. To identify the content of VI, VII, & VIII std science textbook & to find out the science concepts. 2. To find out the concepts difficult to understand for the Science teachers at upper primary level. 3. To find out the difficulties encountered by science teachers for teaching science concepts in classroom at upper primary level. For this study researcher has selected survey method. In Kolhapur city 60 upper primary school teachers were selected through ‘Incidental Sampling’. The data were collected with the help of questionnaire & the obtained data was analyzed by the descriptive percentage statistics. The finding of the study are 1.Majority of the science teachers has difficulties in understanding of the some science concepts- ‘Cell’, ‘Radar’, ‘Axis’ etc. 2. Majority of the science teachers has failed difficulties in teaching science concepts, these are- ‘more time required for diagram sketching on blackboard’, Not availability of teaching aids’ & ‘Insufficient content in textbook. The present paper will be helpful for society to know and minimize difficulties faced by the science teachers for science teaching at upper primary level.
Global Journal of Educational Research, 2019
This study examined the effect of instructional materials on the teaching and learning of Basic Science in Junior Secondary Schools in Cross River State. The study examined the role of instructional materials in the science classroom and how instructional materials have affected the teaching and learning of Basic Science. The study employed quasi experimental design. Two research questions and two hypotheses guided the study. 240 students were randomly selected by simple ballot method from four secondary schools in Biase Local Government Area of Cross River State. A 20-item test called Diffusion Achievement Test [DAT] constructed by the researcher was used to collect data for the study. The test had a reliability of 0.86.Scores generated from pretest and post-test were analyzed using mean, standard deviation and independent t-test. The result showed that the use of instructional materials have a favourable effect on students' achievement in science concepts. The result also indicated that there is a significant difference in the mean achievement scores of students with females having a higher mean score than males. Recommendations were made among others that teachers should source for instructional materials for effective lesson delivery.
This study sought to assess the challenges associated with the teaching and learning of science in Ghanaian Basic schools. The sample consisted of 90 respondents made up of 50 Basic school science teachers and 40 Basic school pupils drawn from Cape-Coast Metropolis. A purposive sampling technique was used to select the sample for the study. Questionnaire and interview were the research instruments used for the study. The Basic school pupils revealed that inadequate science practical activities, lack of good learning materials and pupils' fear for science subject were the problems that hinder the learning of science. The science teachers also indicated that lack of teaching and learning materials, lack of science laboratories, overcrowded classrooms and presence of pupils' misconceptions about science were some of the problems that impede the teaching of science. It was recommended that government of Ghana and other related stakeholders in science education should build science laboratories/practical rooms in all Basic schools and equip them with needed TLMs to aid science teachers do more practical activities so as to demystify science and make it more interesting for the pupils.
AFRICA DEVELOPMENT AND RESOURCES RESEARCH INSTITUTE (ADRRI) JOURNAL, 2022
The study seeks to ascertain if the teachers' classroom practices could predict students' academic performance in Basic Science at Junior Secondary School level in Bayelsa. The focus of the research was to find out if teachers' motivation of learners, teachers' communication skills, teachers' teaching strategies, use of instructional materials, questioning skills and method of teaching can predict students' academic performance in Basic Science. The study answered 2 research questions and 2 hypotheses were tested at 0.05 level of significance to guide the survey. A total of 48 Science teachers and 480 Junior Secondary School Students from 60 schools were selected via simple random sampling to participate in this study. The study adopted predictive correlation design. The findings revealed that all the teachers' classroom practices considered in the study predicted students' academic performance in Basic Science with varying levels of predictive ability. The study also revealed that the collective contribution of all the predictor variables on the academic performance of the students in Basic Science was significant. Sequel to these findings, it was recommended among other things that the State Ministry of Education should make the adherence of teachers to the religious, efficient and effective application of teachers' classroom practices as one of the preconditions for promotion of teachers and not only the number of years a teacher would have spent on a grade level as a yardstick.