ANALYSIS OF STUDENT PERCEPTION ON TEACHERS’ UTILIZATION OF PARTICIPATORY TEACHING METHODS IN SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Education is all about learning, acquiring knowledge, and improving one's skills thus the need for appropriate teaching. Effective teaching is critical in education because it helps students improve. Today's teachers provide pupils with a wide range of learning techniques. Teaching Methods, according to Peterson (2007), are means of controlling a group of pupils in order to attain predetermined educational objectives. Teaching methods may also be described as the use of a variety of teaching strategies and the expansion of a teacher's repertoire in order to optimize students' comprehension. This implies that lecturers, professors, and instructors combine a variety of teaching methods to help pupils learn while also simplifying the educational information they are receiving. According to Beinomugisha, Jagero, and Rwashema (2012), teaching approaches may be classified into two categories: participatory and non-participatory.
In terms of concept, a participatory teaching technique is one in which students are fully engaged in educational activities while remaining true to their preferred learning modes. Secondary education is significant because it plays a crucial role in the economy and the education system. Participatory teaching approaches are vital in secondary education (URT, 2010). The majority of people in both the commercial and governmental sectors are expected to be secondary school graduates, according to past experience. The whole primary education system is reliant on secondary education graduates as instructors. Candidates for higher and tertiary education and training are secondary school graduates. Being crucial, or the lynch pin, is all about this. Secondary education's important externalities are increasingly being acknowledged in family planning, offspring education, political involvement, and health. A strong secondary education is a requirement for a decent quality of life, work skills, and economic productivity, necessitating the use of an appropriate learning technique, such as the participator method (URT, 2010).
Peterson (2007) said that the participatory approach gives an avenue for successful learning in which students are not passive participants in the teaching and learning process. Various teaching styles are used in this sort of teaching technique. Group conversation, academic debate (debating), role-playing, problem-based learning, mind mapping, idea attainment, and inductive learning are examples of these. McKeachie (1999) discovered that cooperative learning may be used in the participatory teaching technique. In this approach, students are encouraged to collaborate in small groups to achieve common objectives. Teachers commonly employ small groups to develop conversation topics in the classroom. Individual accountability is promoted in a setting of group interdependence, in which students find information and teach it to their peers and, sometimes, the entire class. As a result, students in this method are part of established and long-term learning groups or teams.
Cooperative learning may be used in the participative teaching technique, according to Hammer (2014). In this approach, students are encouraged to collaborate in small groups to achieve common objectives. Teachers commonly employ small groups to develop conversation topics in the classroom. Students are placed in established and long-term learning groups or teams with this technique. Individual accountability is promoted in a setting of group interdependence, in which students find information and teach it to their peers and, sometimes, the entire class. According to Woodson (2003), participatory teaching approaches may be organized in a pyramid format, with students working alone, then in pairs, and finally in larger groups. He suggested that this technique increases student involvement, particularly among students who are hesitant to speak out in class because they believe that others in the class share their opinions, even if they arrived at the same result in different ways. This method improves students' capacity to manage challenging learning tasks, making it worthy of further investigation.
1.2 STATEMENT OF THE PROBLEM
Every level of education has the same basic goal: to alter the pupil fundamentally. Teachers must use suitable teaching approaches that best fit certain aims and levels in order to accomplish the desired learning outcomes, in order to assist the process of information transmission. Many teachers employed teacher-centered procedures instead of student-centered techniques in the past to impart information to students.
Surprisingly, the majority of students' poor academic performance may be traced back to teachers who employ ineffective teaching methods to transfer knowledge to students (Ellaine Obar 2019). This low achievement necessitates the government, through the education ministry, doing something about the teaching methods used to teach the students; most teachers use the same teaching methods to teach when they need to use different methods based on the topic and subjects, i.e. most teachers are not trained, so something needs to be done. According to the existing literature on teaching techniques, new and creative teaching strategies, such as guided inquiry and participatory approaches, should be used. In order to improve students' accomplishment, more research is needed into the best techniques of teaching certain themes in arts and sciences areas. Therefore, the problem of this research work is to analyze student perception on teachers’ utilization of participatory teaching methods in secondary schools.
1.3 OBJECTIVES OF THE STUDY
The main objectives of this study is to analyze student perception on teachers’ utilization of participatory teaching methods in secondary schools. Specifically the study intends to:
i. Investigate students’ perception on teachers use of participatory teaching methods.
ii. Determine whether participatory method is more effective than traditional methods in achieving learning objective.
iii. Analyze whether participatory teaching methods affects students’ overall academic achievement.
iv. Assess challenges that teachers and students face when using participatory methods in classroom environment.
1.4 RESEARCH QUESTIONS
The research is guided by the following question constructed in line with the research objectives:
i. What are students’ perception on teachers use of participatory teaching methods?
ii. Does utilization of participatory method more effective than traditional methods in achieving learning objective.
iii. Does teachers’ utilization of participatory teaching methods affects students’ overall academic achievement.
iv. What are challenges that teachers and students face when using participatory methods in classroom environment.
1.5 SIGNIFICANCE OF THE STUDY
The findings of this study will reveal the proper information for educational planners and administrators for further investigation and information about the Teachers’ and students’ perceptions on participatory teaching methods adopted in teaching process in secondary schools. The study was expected also to help on maintaining good conduct and make the required reforms in relation to both curricula coverage and students acquisition of life skills to improve the quality of education. The development partners, especially educational partners, may use the findings of the study to design interventions that will improve the quality of education in secondary schools. Policy makers will also be enriched with data information as they will be able to design appropriate policy based into Teachers’ and students’ perceptions on participatory approach adopted in teaching process secondary schools.
Finally this research will help the curriculum developers to adjust to the system so as to overcome the constraints that might arise and restrict the provision of quality education in secondary schools. Also it will adds the body of knowledge available about the Teachers’ and students’ perceptions on participatory teaching methods adopted in teaching process
1.6 SCOPE OF THE STUDY
The scope of this study borders on student perception on teachers’ utilization of participatory teaching methods in secondary schools. It will further determine whether participatory method is more effective than traditional methods in achieving learning objective and assess challenges that teachers and students face when using participatory methods in classroom environment. The study is however delimited secondary schools in Bwari Area council in FCT Abuja.
1.7 LIMITATIONS OF THE STUDY
Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. The significant constraint was the scanty literature on the subject owing that it is a new discourse thus the researcher incurred more financial expenses and much time was required in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size covering only selected secondary schools in Bwari Area council in FCT Abuja. Thus findings of this study cannot be used for generalization for other secondary schools in other states within Nigeria. Additionally, the researcher will simultaneously engage in this study with other academic work will impede maximum devotion to the research. Howbeit, despite the constraint encountered during the research, all factors were downplayed in other to give the best and make the research successful.
1.8 DEFINITION OF TERMS
Participatory method: Participatory method is a form of reflective teaching approach which is sometimes turned as interactive teaching method or learner – centered approach. Under this method students have an ability to contribute their ideas during learning process and therefore the teacher is not a sole source of everything in academic endeavor therefore there must be interaction between teachers and students. It can also be defined Participatory teaching strategy is that method by which students are to the fullest engaged in teaching activities within their preferably learning styles (Beinomugisha,Jagero & Rwashema 2012).
Teaching: Teaching can be referred as the range of professional duties performed by teachers in and outside a classroom environment. Teaching can be defined as a process of imparting and transmitting knowledge, skills, values, and experiences from one who knows to one who does not. It is an art and science that involves specific strategies, which facilitates for every individual student to learn better. It is essentially aiming at delivering instructional content in a smooth and sequential manner Jambo (2012).
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