THE EFFECT OF LECTURE AND QUESTIONING INSTRUCTIONAL METHODS ON STUDENTS’ ACADEMIC ACHIEVEMENT IN SOCIAL STUDIES
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THE EFFECT
OF LECTURE AND QUESTIONING INSTRUCTIONAL METHODS ON STUDENTS’ ACADEMIC
ACHIEVEMENT IN SOCIAL STUDIES
ABSTRACT
The study is
titled effect of lecture and questioning instructional methods on students’
academic achievement in social studies in Lagos state schools. The purpose of
the study is to find out the relationship between the use of lecture method of
instruction in social studies compared to the use of questioning method and the
effect on the academic performance of students in the subject. Four research questions
and four research hypotheses were set to guide the study. A researcher made
questionnaire was used for data collection 15 secondary school teachers of
social studies and 150 students constitute the sample of the study. The summary
of findings include- there is significant relationship between the use of
lecture method by teachers and the academic performance of students, there is
significant relationship between the use of probing questions method by
teachers and the academic performance of students, there is significant
difference in the performance of students when either the lecture or probing
questions method are adopted by teachers and teachers’ skill in the use of
either lecture or probing questions
method does significantly affect the performance of students in social studies.
The study recommends that teachers should use more of learner centered
instructional methods like probing questions to enhance the interest and
performance of students in social studies, that students should be more active
during lessons and not just take notes and school authorities should monitor
the teaching methods employed by their teachers which ultimately affect the
academic performance of their students.
CHAPTER ONE
INTRODUCTION
Background
to the Study
An instructional
or teaching method comprises the principles and methods used for instruction.
Commonly used instructional methods include class participation, demonstration,
recitation, memorization, etc or combination of two or more of these methods.
The choice of instructional method or methods to be used depends largely on the
information or skill that is being taught and may also be influenced by the
aptitude and enthusiasm of the students. (labspace.open.ac.uk/mod/resource/vi).
No one
single method of instruction will work well with every learning objective or
for every student in the same classroom. However, recent research in education
has demonstrated that some methods are more effective than others for bringing
about student learning. Good teaching method(s) bring about the desired
students learning; the majority of students in a classroom will respond
positively and demonstrate academic growth when instruction is appropriately
designed to meet their learning needs. (Dr. Barbara J. Tewksbury and Dr. R.
Heather Macdonald, 2005).
Olalekan
(2002) noted that the following are expected to be taught in social studies:
a. The facts and theories i.e. basic principles
b. The doing i.e. basic skills
c. Competency, problem solving i.e.
application
d. Attitudes, values and ideas.
Not all
teaching methods work equally well with all students and not all students learn
at the same rate or struggle with the same learning issues. When a teacher
works with any group of heterogeneous learners, managing the diverse needs of
the group can be challenging but also rewarding. If the teacher’s roles as
producers, seekers and disseminators of knowledge are to be validated, then
students have to be educated using different approaches, methods and options
depending on the subject being taught.
Barth (1993)
defines social studies as the interdisciplinary integration of the concepts of
social science and humanities for the purpose of practicing problem solving and
decision-making for developing citizenship skills on critical social issues.
Therefore,
primary purpose of social studies is to help young people develop the ability
to make informed and reasoned decisions for public good, as citizens of a
culturally diverse, democratic society in an interdependent world. A teacher of
social studies must carefully and purposefully select his/her instructional
method(s) to achieve this primary objective in the students.
The world
‘social’ indicates that the subject deals with the ways humans act together in
a social situation to solve the problems inherent in being alive,
group-oriented and able to affect the environment.
Students
need to learn to put social studies to use in their own lives, by developing
strategies for becoming good citizens, globally aware individuals and
productive adults. This is a lifelong process that requires not a knowledge of
facts but also an understanding of how to find necessary information and how to
process it.
Teaching is
communication, and communication is dependent largely on the way the message in
presented. The choice of teaching method determines the meaning and impact of
the message being conveyed.
Instructional
methods that:
a. isolate students from actual exercise of
responsible citizenship, that lay emphasis only on reading about citizenship or
future participation in the larger social and political world
b. lecture classes in which students sit
passively: classes in which students of lower ability levels are deprived of
the knowledge and learning opportunity that other students receive
c. methods that assume that students are
ignorant or uninterested in issues raised in social studies all the above
should be greatly decreased in teaching social studies (Best Practice: New
standards for Teaching and Learning in America’s Schools by Steven Zemelman
1993).
Methods that
emphasize the following should be increased:
a. in-depth study of topics in each social
studies field which help students discover the complexities of human
interaction.
b. activities that engage students in inquiry and
problem solving about significant human issues.
c. participation in interactive and
co-operative classroom study processes that bring together students of all
ability levels (Steven Zemelman 1993).
In this
study the method considered most appropriate and suitable to achieve effective
learning in social studies, which should be emphasized above other methods is
probing questions as against lecture method.
Statement of
Problem
Teaching
social studies in Nigeria is linked to the Philosophy of Nigeria Education
which is to inculcate National Consciousness, National Unity, the right type of
values and attitude for the survival of the individual and the Nigerian
society; to train the minds in the understanding of the world around, to train
the minds to acquire appropriate values, ethnic beliefs, skills, abilities and
competences both method and physical as equipment for individual to live in and
contribute to the development of the society (National Policy on Education-NPE
2004).
Teachers in
secondary schools are aware of the various teaching methodologies for teaching
social studies as a subject in Junior Secondary School; however, most teachers
do not use the appropriate teaching methods applicable to the different
contents. Teachers find it easy to use the lecture method which does not
encourage active learning and is mostly unsuitable for effective teaching in
social studies.
Social
studies courses are regarded as relatively unimportant subject matter whether
in primary or junior secondary school level. This perception leads to
diminished attention paid to social studies as a serious subject area, yet in
the overall development of the intellect of students, no other subject matter
content holds as much promise. The consequences of poor understanding and
appreciation of social studies are everywhere e.g. surveys have shown that not
all registered voters actually vote in national elections, many secondary
schools and tertiary institutions students continue to cheat in assignments
tests and exams i.e. examination malpractices continue to increase (Bob Kizlik,
2013). Many Nigerians are not conversant with the duties of citizens stated in
Section 24 of the 1999 Constitution of Nigeria nor the fundamental rights of
citizens stated in Section 33 – 44 of the same Constitution i.e. pervasive
ignorance of the citizenry. There is also a clear disconnect between intentions
and outcomes of our schools curriculum in social studies e.g. the topic of
Citizenship, the learning outcome is good citizenship, it is a big question
whether this outcome has been/is being achieved among our pupils / students.
(Bob Kizlik, A Purpose for Social Studies; ADPRIMA;org, updated December 26,
2013).
Over the
years, the very unimpressive performances of students in social studies in the Junior
Secondary School Certificate Examinations in Nigeria have been concern of all
stakeholders in education (Ede O.S Iyamu, 2005).
Further
studies have attributed poor achievement of students in social studies largely
to the use of poor instructional strategies (Unachukwu, 1990), inappropriate
medium of instruction (STAN, 1992: Adeyegbe, 1993); and faulty methods by
teachers (Igba, 2005). Overdependence on conventional teaching method by
teachers appears to be the main culprit in this preponderance of ineffective
instructional strategies used in teaching social studies (Igba, 2005).
There is
therefore the need to look for an effective instructional strategy to teach
social studies concepts which should fbe innovative and learner based in order
to combat the high failure rate of students in social studies (Dr. Usulor,
Benjamin, E. 2012).
This study
is aimed at finding out the relationship between the teachers’ teaching method
in the classroom and the achievement of students in social studies during examinations.
Purpose/Objective
of the Study
The study is
designed:
1. To investigate the extent and degree of
use of questioning method by teachers of social studies.
2. To ascertain the effectiveness or
non-effectiveness of lecture method by teachers in relation to the performance
of students.
3. To ascertain the difference in the
performance of students when questioning method is emphasized by teachers.
4. To evaluate the degree of the influence
of teaching method of teachers on the students’ performance.
Research
Questions
The
following questions are designed to guide the study:
i. How far does the use of lecture method
by teachers affect the academic performance of students?
ii. How far does use of questioning method
by teachers affect the academic performance of students?
iii. What is the degree of difference in
performance of students when the two methods are emphasized respectively by
teachers?
iv. What is the relationship between the
emphasis on either the lecture or questioning method by teachers and students’
performance in social studies?
Research
Hypotheses
The
following null hypotheses are tested using 0.05 level of significance as the
pre-requisite for accepting or rejecting:
1. There is no significant relationship
between the use of lecture method by teachers and the academic performance of
students.
2. There is no significant relationship
between the use of probing questions method by teachers and the academic
performance of students.
3. There is no significant difference in the
performance of students when either the lecture or probing questions method are
adopted by teachers.
4. Teachers’ skill in the use of either
lecture or probing questions method does not significantly affect the
performance of students in social studies.
Significance
of the Study
This study
will be of immense benefit to the following:
· Teachers: Teachers will benefit from
this study because it will help them to carefully adopt or apply the right
instructional method(s) in teaching the different topics in social studies.
· Students: With the findings and
recommendations of this study, students will be helped to develop an enquiring
mind and problem solving skills which they will need in the larger society.
· School Authorities: The schools
authorities will be enlightened on effective teaching method(s) to be adopted
by their teachers which will eventually enhance the performance of their
students in social studies and help them produce responsible young citizens of
Nigeria.
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