AN INVESTIGATION INTO THE RELATIONSHIP BETWEEN

TEACHING METHODS AND ACADEMIC PERFORMANCE OF

SECONDARY SCHOOL STUDENTS IN NIGERIA

CHAPTER ONE

INTRODUCTION 

1.1        Background of the study

1.2        Statement of problem

1.3        Objective of the study

1.4        Research Hypotheses

1.5        Significance of the study

1.6        Scope and limitation of the study

1.7 Definition of terms

1.8 Organization of the study

CHAPETR TWO
LITERATURE REVIEW

CHAPETR THREE

3.0        Research methodology

3.1    sources of data collection

3.3        Population of the study

3.4        Sampling and sampling distribution

3.5        Validation of research instrument

3.6        Method of data analysis

CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS AND INTERPRETATION

4.1 Introductions

4.2 Data analysis

CHAPTER FIVE

5.1 Introduction

5.2 Summary
5.3 Conclusion

5.4 Recommendation

Appendix

Abstract

This study is on an investigation into the relationship between teaching

methods and academic performance of secondary school students in

Nigeria. The total population for the study is 200 staff of selected

secondary schools in IbionoIbom local government of Akwaibom state. The

researcher used questionnaires as the instrument for the data collection.

Descriptive Survey research design was adopted for this study. A total of

133 respondents made principals,vice principals administration, senior staff

and junior staff were used for the study. The data collected were

presented in tables and analyzed using simple percentages and frequencies

 CHAPTER ONE

INTRODUCTION

1.1 Background of the study

The primary purpose of teaching at any level of education is to bring a

fundamental change in the learner (Tebabal&Kahssay, 2011). To facilitate

the process of knowledge transmission, teachers should apply appropriate

teaching methods that best suit specific objectives and level exit outcomes.

In the traditional epoch, many teaching practitioners widely applied

teacher-centered methods to impart knowledge to learners comparative to

student-centered methods. Until today, questions about the effectiveness

of teaching methods on student learning have consistently raised

considerable interest in the thematic field of educational research

(Hightower et al., 2011). Moreover, research on teaching and learning

constantly endeavour to examine the extent to which different teaching

methods enhance growth in student learning. Quite remarkably, regular

poor academic performance by the majority students is fundamentally

linked to application of ineffective teaching methods by teachers to impact

knowledge to learners (Adunola, 2011). Substantial research on the

effectiveness of teaching methods indicates that the quality of teaching is

often reflected by the achievements of learners. According to Ayeni (2011),

teaching is a process that involves bringing about desirable changes in

learners so as to achieve specific outcomes. In order for the method used

for teaching to be effective, Adunola (2011) maintains that teachers need

to be conversant with numerous teaching strategies that take recognition

of the magnitude of complexity of the concepts to be covered. As an

educator, the researcher has always been fascinated by the relationship

between teaching methods and students' academic performance; especially

when it comes to applications in the context of 21st century education. It

seems that there is something in teaching that opens the gate of learning.

It is true that successful learning depends on various factors that are not

all teacher-related, but the methods that a teacher uses continue to play

an important role in student learning and in their academic achievement.

The challenges that educators face in the 21st century are so diverse that
using better teaching methods is more crucial now than ever before.  Gibbs

and Jenkins (1992) bring the argument that the context of class and

society has changed, but the teaching methods have remained unchanged.

Various recent studies attempting to address the issues that affect teaching

methods and student learning today include educational technology

integration (Abbitt, 2011), teachers’ roles (Webb, 2009), the class

environment (Doll et al., 2010), understanding the adult learner (Kisamore,

Aldridge, Alexander, & White, 2008), length of the class session (Coskun,

2011), increasing class size in schools (Gibbs & Jenkins, 1992), students’

attitudes (Akkuzu&Akcay, 2011), as well as the increased interdependence

of society today (Schul, 2011). 

Studies on teaching methods are not something new in educational

research. A large number of studies have been done on this area.

Pascarella and Trenzini (2005) have written a compendium of research

studies conducted in this area over the past three decades. Even before

that, Feldman and Newcomb (1973) mentioned decades of similar research

studies in the area of teaching methods. These show both increased

interest and knowledge in the area of teaching strategies and learning

theories. Svinicki (2000) suggests that these studies on teaching methods

conducted in the past decades are so overwhelming that it would be

impossible to go over them all in detail. For many decades, the search for

better teaching methods to provide the best learning has been the goal of

education. However, teaching method is not a one-size-fits-all proposition.

Flexibility is crucial in adapting teaching methods in the class. Since all

teachers are different, the strategies they use, and the way they use them

will depend on the context and situation of their class

(McCornac&PhanThuy, 2005), as well as their own personality and biases. 

The effect of teaching methods on students’ learning should be the interest

of every teacher and student. In the field of education, there have been

various studies done in an attempt to measure teaching methods.

Robinson and colleagues (1990) conducted a case study on several

teaching methods in schools to explore the reasons for their use, and

perceptions of effectiveness. The result of their study suggested that

various methods do influence teaching effectiveness.  According to Keene

(2008), each student learns best using strategies and objectives that reflect

his experiences, abilities, aptitudes and interest. Similarly, there is no

standard teaching method. The various teaching methods overlap in

definition and application; none being mutually exclusive although

researchers often delineate several teaching strategies. Demonstration

technique is one of the many teaching learning style under the

investigative or activity based. It is a method which is capable of improving

learning through its diversity effect activity. It has the prerequisite

characteristics for individualized instruction and therefore has high

potential for making teaching-learning process challenging and rewarding.

There is a radical departure from the direct teaching model in which the

teacher engages student to learn. Students are encouraged to ask

questions. In short, the student is viewed as an inquirer, a seeker

of information and a problem-solver. These attributes are crucial to

problem-solving and are at the heart of demonstration model of teaching.

Consequently, there is now a growing concern for the use of demonstration

technique in the teaching of Government in Nigerian secondary schools.

 In recent times, much research attention has been focused on teaching of

government in Nigerian Secondary Schools with a view to ascertaining the

adequacy and appropriateness of the teachers’ method of teaching and

indeed the effectiveness of instruction. Investigation into the use of

demonstration instructional technique in the teaching of government in

Nigerian Secondary Schools seem to have focused mainly on teachers’

frequency of the use of this technique and sparingly on the application of

important variables influencing its effective use. In a sense, no research

attention has yet been paid to the effectiveness of teaching government

using demonstration technique. The use of demonstration instructional

technique as an innovative instructional practice can only be effectively

implemented if the teachers possess the appropriate knowledge, skills and

abilities related to its use in the classroom situation. Competence is learnt

attitudes and aptitudes shown as capacities for controlling, actively

struggling with and mastering life problems through the use of cognitive,

social and scientific skills. Thus, as a learnt characteristic, the amount of it

possessed by individuals can be measured and development through

appropriate and constant involvements in activities. Skills for the

demonstration technique of government consist of the teachers’ awareness

and understanding of the issues surrounding demonstration teaching.

These include knowledge of questioning, identification of events that are

suited to demonstration. Others are how to demonstrate curiosity and

independent thoughts in students (Brown, 1999). They also include ability

to elicit students’ questions (Kona, 2000). The present concern for Nigerian

government teachers with regard to acquisition of these qualities is born

out of the fear that since most of these teachers have been used to

expository teaching approach and considering the existing inadequacies in

teacher education in Nigeria, their awareness, equipment, orientation and

willingness to embrace and effectively use the demonstration technique as

a mode of teaching are bound to be questionable. This activity technique is

at times misconstrued and hence wrongly applied. 

This paper attempts to elucidate the concept of activity vis-à-vis

demonstration method of teaching, and empirically establish its

effectiveness on SS 2 students’ achievement in Secondary School

The discussion method has been widely accepted and recommended by

some educators as the good method of teaching in secondary schools

(Phipps & Osborne, 1988). The discussion method is the method of

teaching where the central and essential characteristic is interaction

(Binkley and Tulloch, 1981). During discussion session students participate

in the learning process by contributing problems, analyzing the factors

associated with the problems, developing possible solutions to the

problems, placing the solution(s) into action, and evaluating the results of

the solution.
Nowak, Watt and Walther (2004), articulated this position and present

evidence that, demonstration method is generally effective in teaching

sciences, mathematics and mechanics as well as subject areas within

vocational and technical education. As stated by Gokhale (1996), the

professional success of a technologist is directly related to his/her ability to

transfer knowledge gained in the academic environment to real-world

situations. Much student learning occurs through observing others. A

demonstration provides the link between "knowing about" and "being able

to do." Research reveals that demonstrations are most effective when they

are accurate, when learners are able to see clearly and understand what is

going on, and when brief explanations occur during the demonstration

(Saskatchewan, 1988). Since good teaching among other factors play

significant role in enhancing performance, this study attempted to find out

which method of instruction better facilitate learning in secondary schools

by beaming light on the different methods of teaching in secondary

schools.

1.2 STATEMENT OF THE PROBLEM

Given the high value placed on government at the Nigerian Senior

Secondary School Curriculum, and the nature of the subject, the need to

teach it effectively through an effective method is indisputable. A few

of the problems affecting the teaching and learning of government are the

meaningfulness of the content, the sustainability of the methods and

probably, the teacher who handles both the content and method. There is

scarcity of published works on the use of demonstration in teaching

government particularly in IbionoIbom Local Government Area of

AkwaIbom state where this study is carried out that is known to the

researcher. The incidence of ineffective teaching of government in Senior

Secondary School has resulted in poor achievement in examination. This

necessitated the need for a more effective and result-oriented. 

What a teacher does in the classroom depends to some degree upon his

approach to learning situations. However, students' negative attitudes

toward learning may be related to the method of instruction (Dyer, 1995).

Though teachers with high morale, motivation and a mastery of

knowledge, learner difficulties and capacity to facilitate learning are

important (Zadra, 2000), correct use of an appropriate teaching method is

critical to successful teaching and learning. Knowledge of how teaching

methods affect students' learning may help educators to select methods

that improve teaching quality, effectiveness, and accountability to learners

and the public. It may also help them keep up with information technology,

globalization and to avoid the status quo (Foster, Pinkest and Husman,

1991). Organizing for effective teaching in vocational education is centered

on certain factors such as what to teach, when to teach and how to teach.

The teacher does not only teach the most relevant, meaningful and useful

materials for specific students, he must also recognize and adopt a good

and well-researched method of teaching that guarantees better

understanding and also stimulates and motivate the students. Several

methods of instruction have been employed for students' interest

depending on the situation. Varying factors ranging from socio-economic

background, intelligence, attitude of students to teaching methods

employed by teachers have been attributed to this poor achievement.

Tawari (1986) observed that teaching methods that encourages students

centered activities for developing reasoning and process slides through

scientific approach are conspicuously lacking. For effective teaching to take

place, the teacher must stimulate, encourage and maintain active

participation of the students, through the selection of appropriate teaching

methods. This would require a balance between what is taught and how it

is taught. Thus, successful teaching in vocational education does not

depend only on the teachers' mastery of the subject matter but also the

teaching method employed. Hence, Ogbonna (2000) opines that one of the

most influential factors in teaching is the teacher's method of teaching.

1.3 OBJECTIVE OF THE STUDY

The objectives of the study are;

1. To assess the relationship between the use of discussion method and

academic performance of students.

2. To examine the relationship between the use of demonstration

method and academic performance of students

3. To ascertain the relationship between the use of lecture method and

academic performance of students

4. To determine the relationship between the use of questioning

method and the academic performance of students.

1.4 RESEARCH HYPOTHESES

For the successful completion of the study, the following research

hypotheses were formulated by the researcher;

H0: There is no significant relationship between discussion method and

student academic performance

H1: There is significant relationship between discussion method and

student academic performance

H02: There is no significant relationship between demonstration method

and student academic performance

H2: There is significant relationship between demonstration method and

student academic performance

1.5 SIGNIFICANCE OF THE STUDY

The study may be considered significant in a number of ways: it will help

to increase the teachers’ level of awareness and understanding of the use

of most of the instructional technique. Findings may also provide the

teachers with a feedback on the teaching competences in most commonly

used teaching methods as a basis for improvement in their instructional

practice so that they can enhance performance. Curriculum planners and

educators as well as government and educational administrators need

empirical data on the overall teaching method and activity teaching

competence of government teachers in Senior Secondary Schools to

facilitate proper curricular policies and programmes for effective teaching

and learning.

1.6 SCOPE AND LIMITATION OF THE STUDY

The focus of this research is on the effect of activity techniques (i.e.

discussion, demonstration, lecture and questioning approach) of teaching

on Senior Secondary School Students performance in government. The

educational level of focus is SS 2 students. It is believed that these groups

of students have been exposed to the knowledge, attitude and skills of the

subject. The work covers performance using all the commonly used

method of teaching .The researcher encounters some constrain which

limited the scope of the study;

a) AVAILABILITY OF RESEARCH MATERIAL: The research material

available to the researcher is insufficient, thereby limiting the study

b) TIME: The time frame allocated to the study does not enhance wider

coverage as the researcher has to combine other academic activities and

examinations with the study.

c) Organizational privacy: Limited Access to the selected auditing firm

makes it difficult to get all the necessary and required information

concerning the activities.

1.7DEFINITION OF TERMS

In this study, it is imperative to define the terms that will be appearing

during the course of this work as they are used within the context of the

study for clarification purposes.

 Activity: This is student-centered teaching-learning approach, where

the student has some control over the process and directs more or

less the instructional activities with the teacher providing adequate

guidance.

 Teaching method: It is a teaching device or strategy adopted by a

teacher to teach a lesson, this includes the use of games, text books

etc. that stimulates learning.

  Academic performance: Learning outcome or output in students

taught government which results from teaching techniques/methods

the teacher adopts.

 Effect: Outcome of result of using appropriate teaching method on

students as measured by government performance test.

CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 CONCEPT OF TEACHING AND LEARNING

Teaching is a concept central to education and any academic setting. There

are various definitions of teaching as well as many activities that are

involved in the teaching and learning process. Nzeribe (2002) defined

teaching as the conscious and deliberate effort by a mature or experiences

person to impact information, knowledge, skills and so on to an immature

or less experienced person, with the intention that the latter will learn or
come to believe what is taught‘. On the other hand Wikipedia-free

encyclopedia (2011) explained teaching to mean ‗the various types of

principles and methods of educating or instruction that is used to impact

knowledge and skills on students by an instructor‘. While Tharp and

Gallimor (1991) defined teaching as ‗assisted performance beyond the

zone of proximal development‘ (assisting learners to perform beyond their

current capacity). In view of the above assertions, teaching can be defined

as a systematic activity designed by a teacher or instructor to facilitate

learning in order to enable learners construct worthwhile knowledge and

skills . Teaching is an academic process that involves two groups of people:

the teacher/instructor and students/learners and information which include

knowledge and like that are transmitted. Due to these activities involved in

teaching the concept of teaching are preferably discussed as teaching and

learning. According to Sawa (2002) teaching and learning are considered

as two sides of a coin, because teaching is meaningless without learning.

Hence, teaching without learning is considered mere talking, for teaching

to be meaningful it must be effective in promoting knowledge skills and

values. In view of this, a document by Shawnee State University (2001)

stated that the accepted criterion for measuring good teaching is the
amount of learning outcomes demonstrated by the school age learners and

also through the perspective of learners‘ engagement in the teaching and

learning process. Shawnee State University (2001) therefore characterized

effective teaching as: (a) teaching for understanding – teaching in ways

that help learners understand ideas and perform proficiently and (b)

diversified – teaching in ways that would help diverse learners to find

productive path to knowledge and constructively also. Borich (2008) stated

that an effective teaching and learning should

(1) Be inquiry-based: teachers should build the subject program around

inquiry process by (a) selecting content and adapting curricula to address

students learning needs, interests and prior knowledge. (b) Developing

activities and assessments that promote students‘ depth of understanding

(c) working together as colleague across disciplines and class levels

(2) Facilitate learning: Teachers should guide and facilitate learning with a

variety of strategies such as (a) Helping students focus their inquiries and

ideas (b) orchestrating student discuss (c) requiring students to share

responsibility for their own learning (d) modeling curiosity, skepticism and

the skills of inquiry.

(3) Provide learning environment: Teachers should create and manage

learning environments that (a) provide enough time for extended inquiries

(b) are safe but flexible and supportive of students activities and actions

(c) features materials and tools for doing and use of resources outside

school.

(4) Create classroom community: Teachers should develop communities of

learner in which all members (a) respect the ideas and diverse experience

of others (b) collaborate and make decisions about the contents and

context of their work (c) adopt the intellectual rigor and attitudes that

make learning possible (d) engage in on-going formal and informal

discussion.

(5) Be ongoing assessment: Teachers should engage in ongoing,

assessment of instruction and learning by (a) using multiple methods to

determine students understandings (b) guiding students in self assessment

(c) using assessment information to guide their teaching and improve their

practice. From the above assertions an effective pedagogy is that which

engages students actively in the teaching and learning process and guides

students successfully through exploration to become creative and critical

thinkers as well as problem solvers. Effective teaching encourages students

to grapple with the ideas which they need to develop their own

understandings and construct meaningful knowledge. Pedagogy with these

inherent qualities includes inquiry method of teaching among the

innovative teaching methods Inquiry as an effective method for teaching

biology encourages questioning or seeking for information about

phenomena; it fosters and encourages scientific process such as:

Observation – Observing matters or phenomena Measurement –

Quantitative description of objects and phenomena Experimentation –

Testing Questions and ideas Communication – Communicating results to

the scientific community and the public. Inquiry involves mental process –

such as inductive reasoning, formulating hypothesis and theories,

deductive reasoning, analogy, extrapolation, synthesis and evaluation

which are needed in various activities in the teaching and learning of

biological concepts. The secondary school biology curriculum involves a

wide range of inquiry activities which may need guided or unguided inquiry

methods. This study therefore intends to determine the effectiveness of

guided and unguided inquiry methods on students‘ achievement and

interest in biology specifically in the content of Animal Nutrition

2.2 METHOD OF TEACHING

Teaching is a process of impacting knowledge which involves many

activities on the part of the teacher and the learners (students). Teaching

methods therefore includes these various means and activities of the

teacher and learner in the learning process geared towards acquiring ideas,

knowledge, skills and values that are built within the educational aims and

objectives. According to O‘Bannon (2002) teaching methods describes

various ways information is presented to the students specifying the nature

of the activities in which the teacher and the learner will be involved during

the teaching and learning process. Sawa (2002) from another perspective

defined teaching methods as the framework on which what learners need

to learn is conveyed to them by the teacher. In view of these definitions

teaching methods can be asserted as primarily the description of learning

objective oriented activities and the flow of information between teacher

and students in the teaching and learning processes. Teaching methods

involve different activities of the teacher and the learner such as

questioning, explanations, demonstration or directions. The activities can

be referred to as skills or techniques. Thus teaching methods involves

different techniques. The use of these techniques vary with different

teaching methods and depend on many factors such as type of learning

objectives, nature of subject, age of students, number of students among

others. Hence, there are different types of teaching methods:

Lecture/expository method, discussion, demonstration, recitation,

lecture/discussion, Games and simulations, problem-solving, Role-play,

scaffolding, inquiry learning among others. These different teaching

methods are grouped by some educators (Shawnee, State University,

2001; Sawa, 2002); O‘Bannon, 2002 and Campbell, 2006) into two

approaches: teacher-centered and student-centered

Teacher-centered Approach

Teacher-centered approach includes all the teaching methods that the

teacher dominates in the lesson procedure and takes the lead in

coordinating the classroom activities as regards to what to be done.

O‘Bannon (2002) stated that teacher-centered approach includes all the

teaching methods grounded in behaviourism such as Lecture,

demonstration, discussion and recitation etc. Teacher-centered classroom

is thus rigidly structured and only factual information is conveyed to

learners. For instance in the lecture method, the instructor presents fact

and principles orally. In view of this, the lecture method has been criticized

to be a poor method of teaching hand-on skills in sciences including

Biology although it provides for the effective use of time and manpower

especially in presenting ideas to a large group of people. Considering other

teacher—centered approaches O‘Bannon (2002) described demonstration

‗as a teaching method that involves the teacher showing students a

process or procedure involved in a learning process. The demonstration

method has some advantages over the lecture method in skill acquisition,

the disadvantage remains that the learners follow the rigidly prescribed

probed procedure by the teacher and this makes it not effective for science

teaching. Then the discussion method among other teacher-centered

approach is a more advanced teacher-centered approach in which an issue

in the learning content is posed as a question by the teacher and each of

the students chips in different ideas etc. The discussion method also has its

prone and cones with some degrees of student-centeredness as the

teacher decide what is to be discussed. However, in all the mentioned

teaching methods the teacher determines the content and the questions

and takes upper control in the flow of information or knowledge hence they

are considered as teacher-centered approach to teaching The term

teacher-centered approach therefore comes from the roles of the teacher

in the traditional classroom as possessor of knowledge and decision maker

and decides know knowledge should be transferred to learners in the

teaching and learning process. Ibe (2004) noted that the traditional

teaching methods stress transmission of knowledge in a manner that

emphasize and encourage memorization. In line with this view, Guisti

(2008) described the approach as one fact laden text consisting of assign,

recite, test and then discuss the text procedure. From the foregoing it

indicates that teacher-centered approach includes teaching methods that

involves only unidirectional flow of information from the teacher to

students and does not permit exchange of ideas that makes teaching and

learning process active. In view of these shortcomings Isiugo – Abanihe et

al. (2010) characterized the traditional methods as poor methods of

teaching sciences because it limits science skill acquisition and hands on

activities that characterize science teaching and learning especially biology.

The persistent use of traditional/conventional teaching methods has been

reported to account for poor student performance Biology

Student-centered Approach

Student-centered approach include all teaching methods that underscore

the teacher as a decision maker and problem solver in the classroom but

rather see teachers as guides, facilitators, mentors, coach or consultants in

the teaching and learning process. In the educational sector the term

‗student-centered‘, childcentered‘ orlearner-centered‘ are interchangeably

used to refer to teaching methods that allow students to share some

degree of responsibility and decision making in the classroom. The student-

centered approach is opposed to the teachercentered approach that

characterizes the traditional teaching methods which rests classroom

decisions solely on the teachers. According to O‘Bannon (2002) student-

centered approach is grounded in constructivism, with the epistemological

view that learners are the architects of their own idiosyncratic meanings of

concepts and natural phenomena. In view of this student-centered

approach is based on constructivists‘ principles and ideas. However

Campbell (2006) inferred that the cognitive learning theory also advocate

for student-centered idea. Thus student-centered approach is based on the

constructivists as well as cognitive theories with the educational

applications linked to the works of Dewey and Piaget among others. In

discussing student centered teaching methods, such terms like

constructivism, inquiry and discovery learning are often interchangeably

used. Kirshner (2006) noted although these terms share some

commonalities experts in each field observe some important differences.

Nevertheless, in today‘s educational discussions the term student-centered

approach is a broad term that includes all innovative teaching methods that

are usually activity oriented, where learners are expected to observe,

analyze, synthesize and evaluate ideas or phenomena using materials or

previous knowledge. Teaching methods emphasizing this approach include

discovery, constructivism-related method (concept mapping, co-operative

learning), problem solving, graphic organizers, know what to learn (KWL),

role play, simulations and games and inquiry method etc. Educational

Broadcasting Corporation (2004) noted that the principles of student-

centered approach are linked to the philosophy of Rousseau‘ work ‗Emile‘

which stressed on the intuitive nature of children to investigation and

learning naturally from the environmental experience. The student-

centered approach is relevant to Biology teaching because in biology

teaching, creating an environment that will encourage students to interact

with materials and specimens enables students to construct meaningful

knowledge and learn Biology first hand. In view of the relevance of

student-centered approach to teaching and learning of Biology many

researches in biology education: ( Ibe and Nwosu,2003; Ibe,2004;

Nwagbo,2006 and Opara (2011) recommend for a shift from the use of
traditional teaching methods (teachercentered approach) of teaching

biology to a modern/innovative teaching methods (student-centered

approach) such as inquiry method. Evidences from the above studies also

indicated that the inquiry method of teaching is superior to the traditional

teacher-centered approach in improving academic achievement, acquisition

of process skills and in promoting scientific literacy among biology

students. Nevertheless these studies did not investigate the effects of

different methods of inquiry on students‘ interest which is another

objective of this study

2.4 INQUIRY METHODS OF TEACHING

Inquiry is a term often used in science classroom to express student

centered approach due to the fact that it employs the scientific process in

the search and construction of knowledge (Guisti, 2008). Biology is inquiry

in nature and should be studied through inquiry method using scientific

process and habit if students are to achieve highly. Nevertheless, in the

traditional classroom biology is taught mainly through teacher-centered

approaches such as lecture//expository, demonstration methods etc. These

traditional methods have been reported to be responsible for students‘

poor achievement in Biology hence the inquiry teaching method is

recommended and designed to turn the traditional ‗cook book‘ approach to

science teaching into hands-on minds-on which actively involve students in

the teaching and learning process and promote their reasoning abilities.

Inquiry teaching method is variously defined by many educators:

MartinHansen (2002) defined inquiry as ‗the work scientists do when they

study natural world, proposing explanations that include evidence gathered

from the world around them and the activities of students-such as posing

questions, planning investigation and reviewing what is already known in

the light of experimental evidence‘, on the other hand, Education

Broadcasting Corporation (2002) simply defined inquiry as ‗seeking for

truth, information or knowledge by questioning‘ while Bybee (2011)

defined inquiry as an outcome of science teaching characterized by

knowledge and understanding of the processes and methods of science‘.

Onan (2012) in another perspective defined inquiry as student-learning

approach that encourages students to create personal knowledge by

questioning and use of investigation process. From the above assertions,

basic elements of inquiry method include questioning and investigation,

Hence inquiry simply means teaching method that encourages investigation

through questioning. In inquiry teaching; students ask questions and use

investigations (scientific process) to discover or construct knowledge as

scientist do. Inquiry teaching method is therefore recommended for

teaching Biology because it provides students with the opportunity to

explore the world of things around them through the scientific process.

Many researchers Ibe (2004) Chukwuemeka (2005) Nwagbo (2006) and

Opara (2011) recommend the use of inquiry method for biology teaching

because it promotes process skill development which is needed for

scientific investigations. Similarly, Orlich, Haders, Collohan, Trevisan and

Abbie (1998) identified inquiry as a better method of teaching biology

because it encourages active interaction between students, teachers,

materials and environment and allows both the students and the teachers

to become persistent askers, seekers, interrogators, questioners and

ponders and combines all the learning processes that encourage

knowledge discovery and construction. Educational Broadcasting

Corporation (2004) noted that inquiry process starts from birth and

continue till death; it begins with gathering of information and data

through the application and use of human senses, to formulating questions

that arouse the thinking process towards knowledge construction and

problem solving. In support of the above view, Onan (2012) outlined the

following inquiry process:

 Identification and selection of problems and conducting research

 Introducing process and problems and problem presentation

 Gathering data

 Developing theory and verifying theory

 Analyzing process and

 Evaluation

In science teaching and learning there is no authentic investigation or

meaningful learning if there is no inquiry process because it provides

motivation for activity, increases interest, generates curiosity make

connections to prior knowledge and intensifying learning objectives and

criteria for success in teaching. Martin-Hansen (2002) noted that although

inquiry can be applied to other disciplines that it is more appropriate to

teaching of sciences, hence it is effective for biology teaching and learning

since Biology is inquiry in nature Jensen (2008) stated that inquiry method

promotes learning and achievement more in science encourages team-

spirit which is an attribute of science. To achieve a successful teaching

through inquiry method, certain procedures are considered, these

procedures are what Saskatchewan (2010) called inquiry approaches;

The teacher should present the followings:

 Present a problem or a puzzling event or situation which stimulates

interest.

 Ensure that the students understand the problem, event of

situation.

 Either structure the lesson, to develop specific predetermined

generalization, thereby limiting the number of generalizations

developed (guided inquiry) or

 Identify general problems or questions but not specific

generalizations to be developed, thereby allowing unlimited number

of generalizations to be developed, thereby allowing unlimited

number of generalizations (unguided inquiry).

 Provide and structure appropriate materials, equipment, data,

classroom and environment etc. Provide instruction about whether

students work alone or in groups.

  Either act as class leader throughout the lesson and ask questions

and suggest activities which will lead students to desired

generalizations (guided inquiry) or ask only initial questions.

 Students interact with materials and with each other without further

teacher‘s guidance (unguided inquiry).

 Elicit observation and generalizations in whole class discussion or

encourage individual or small groups sharing.

 Observe and listen to students throughout the lesson: note students

activities, questions and hypotheses, note process which lead

students to specific conclusions

The above approaches include both guided and unguided inquiry. The

teacher may decide on which type of inquiry to apply. However, whether

guided or unguided inquiry teaching method has many benefits in teaching

and learning. Okwor (2007) noted that the following educational benefits

would be achieve by learners through inquiry teaching method (guided or

unguided)

2.5 TEACHERS’ ATTITUDE TOWARDS ASSISTANCE

Lecturer attitude is the consistent tendency by the teacher to react in a

particular way towards students in terms of assistance in academic matter

(Eggen&Kauchak, 2001). Such attitude refelects both cognitive and

emotional components which strongly influence the manner in which a

teacher thinks and responses to specific problems of students (Fazio

&Roskes (1994). Research work (Eggen&Kauchak, 2001) found out that

positive teachers’ attitudes are fundamental to effective teaching and

students’ academic achievements. Further study warrants that there are a

number of elements that constitute teachers’ attitudes that will facilitate a

caring and supportive classroom environment, and these elements include

caring, enthusiasm, teaching efficacy, democratic practices to promote

students’ responsibility, effective use of lesson, constructive interaction

with learners and high expectation to promote learners’ motivation

(Brunning et al. 1999).

 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Research design

The researcher used descriptive research survey design in building up this

project work the choice of this research design was considered appropriate

because of its advantages of identifying attributes of a large population

from a group of individuals. The design was suitable for the study as the

study sought an investigation into the relationship between teaching

methods and academic performance of secondary school students in

Nigeria

3.2 Sources of data collection

Data were collected from two main sources namely:

(i)Primary source and

(ii)Secondary source

Primary source:

These are materials of statistical investigation which were collected by the

research for a particular purpose. They can be obtained through a survey,

observation questionnaire or as experiment; the researcher has adopted

the questionnaire method for this study.

Secondary source:

These are data from textbook Journal handset etc. they arise as

byproducts of the same other purposes. Example administration, various

other unpublished works and write ups were also used.

3.3 Population of the study

Population of a study is a group of persons or aggregate items, things the

researcher is interested in getting information an investigation into the

relationship between teaching methods and academic performance of

secondary school students in Nigeria. 200 staff of selected secondary

school in IbionoIbom local government of AkwaIbom state was selected

randomly by the researcher as the population of the study.

3.4 Sample and sampling procedure

Sample is the set people or items which constitute part of a given

population sampling. Due to large size of the target population, the

researcher used the Taro Yamani formula to arrive at the sample

population of the study.

n= N

1+N (e) 2

n= 200

1+200(0.05)2

= 200

1+200(0.0025)

= 200 200

1+0.5 = 1.5 = 133.

3.5 Instrument for data collection

The major research instrument used is the questionnaires. This was

appropriately moderated. The secretaries were administered with the

questionnaires to complete, with or without disclosing their identities. The

questionnaire was designed to obtain sufficient and relevant information

from the respondents. The primary data contained information extracted

from the questionnaires in which the respondents were required to give

specific answer to a question by ticking in front of an appropriate answer

and administered the same on staff of the two organizations: The

questionnaires contained structured questions which were divided into

sections A and B.

3.6 Validation of the research instrument

The questionnaire used as the research instrument was subjected to face

its validation. This research instrument (questionnaire) adopted was

adequately checked and validated by the supervisor his contributions and

corrections were included into the final draft of the research instrument

used.

3.7 Method of data analysis

The data collected was not an end in itself but it served as a means to an

end. The end being the use of the required data to understand the various

situations it is with a view to making valuable recommendations and

contributions. To this end, the data collected has to be analysis for any

meaningful interpretation to come out with some results. It is for this

reason that the following methods were adopted in the research project for

the analysis of the data collected. For a comprehensive analysis of data

collected, emphasis was laid on the use of absolute numbers frequencies of

responses and percentages. Answers to the research questions were

provided through the comparison of the percentage of workers response to

each statement in the questionnaire related to any specified question being

considered.

Frequency in this study refers to the arrangement of responses in order of

magnitude or occurrence while percentage refers to the arrangements of

the responses in order of their proportion. The simple percentage method

is believed to be straight forward easy to interpret and understand method.

The researcher therefore chooses the simple percentage as the method to

use.

The formula for percentage is shown as.

% = f/N x 100/1

Where f = frequency of respondents response

N = Total Number of response of the sample

100 = Consistency in the percentage of respondents for each item

Contained in questions

CHAPTER FOUR

PRESENTATION ANALYSIS INTERPRETATION OF DATA

4.1 Introduction

Efforts will be made at this stage to present, analyze and interpret the data

collected during the field survey. This presentation will be based on the

responses from the completed questionnaires. The result of this exercise

will be summarized in tabular forms for easy references and analysis. It will

also show answers to questions relating to the research questions for this

research study. The researcher employed simple percentage in the

analysis.

DATA ANALYSIS

The data collected from the respondents were analyzed in tabular form

with simple percentage for easy understanding.

A total of 133(one hundred and thirty three) questionnaires were

distributed and 133 questionnaires were returned.

Question 1

Gender distribution of the respondents.

TABLE I

Gender distribution of the respondents

Response Frequency Percent Valid Percent Cumulative

Percent

Male 77 57.9 57.9 57.9

Valid Female 56 42.1 42.1 100.0

Total 133 100.0 100.0

From the above table it shows that 57.9% of the respondents were male

while 42.1% of the respondents were female.

Question 2

The positions held by respondents

TABLE II

The positions held by respondents

Response Frequency Percent Valid Percent Cumulative
Percent

Principals 37 27.8 27.8 27.8

Vice principals adm 50 37.6 37.6 65.4

Valid
Senior staff 23 17.3 17.3 82.7

Junior staff 23 17.3 17.3 100.0

Total 133 100.0 100.0

The above tables shown that 37 respondents which represents27.8% of

the respondents are principals 50 respondents which represents 37.6 %

are vice principal administration23 respondents which represents 17.3% of

the respondents are senior staff, while 23 respondents which represent

17.3% of the respondents are junior staff

TEST OF HYPOTHESES

There is no significant relationship between discussion method and student

academic performance

Table III

There is no significant relationship between discussion

method and student academic performance.

Response Observed N Expected N Residual

Agreed 40 33.3 6.8

strongly agreed 50 33.3 16.8
Disagreed 26 33.3 -7.3
strongly disagreed 17 33.3 -16.3
Total 133
 Test Statistics

There is no
significant
relationship
between
discussion
method and
student
academic
performance

Chi-Square 19.331a
Df 3
Asymp. Sig. .000

a. 0 cells (0.0%) have expected

frequencies less than 5. The
minimum expected cell
frequency is 33.3.

Decision rule:

There researcher therefore reject the null hypothesis there is no significant

relationship between discussion method and student academic

performanceas the calculated value of 19.331 is greater than the critical

value of 7.82

Therefore the alternate hypothesis is accepted that there is significant

relationship between discussion method and student academic

performance

TEST OF HYPOTHESIS TWO

There is no significant relationship between demonstration method and

student academic performance

Table V

There is no significant relationship between

demonstration method and student academic
performance

Response Observed N Expected N Residual

Yes 73 44.3 28.7
No 33 44.3 -11.3
Undecided 27 44.3 -17.3
Total 133
 Test Statistics

There is no
significant
relationship
between
demonstration
method and
student
academic
performance

Chi-
28.211a
Square
Df 2
Asymp.
.000
Sig.

a. 0 cells (0.0%) have

expected frequencies less
than 5. The minimum
expected cell frequency is
44.3.

Decision rule:

There researcher therefore rejects the null hypothesis there is no

significant relationship between demonstration method and student

academic performance as the calculated value of 28.211 is greater than the

critical value of 5.99

Therefore the alternate hypothesis is accepted that state there is significant

relationship between demonstration method and student academic

performance
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 Introduction

It is important to ascertain that the objective of this study was to ascertain

an investigation into the relationship between teaching methods and

academic performance of secondary school students in Nigeria. In the

preceding chapter, the relevant data collected for this study were

presented, critically analyzed and appropriate interpretation given. In this

chapter, certain recommendations made which in the opinion of the

researcher will be of benefits in addressing the challenges of an

investigation into the relationship between teaching methods and academic

performance of secondary school students in Nigeria

5.2 Summary

This study was on an investigation into the relationship between teaching

methods and academic performance of secondary school students in

Nigeria. Four objectives were raised which included:To assess the

relationship between the use of discussion method and academic

performance of students, to examine the relationship between the use of

demonstration method and academic performance of students, to ascertain

the relationship between the use of lecture method and academic

performance of students, to determine the relationship between the use of

questioning method and the academic performance of students. In line

with these objectives, two research hypotheses were formulated and two

null hypotheses were posited. The total population for the study is 200

staff of selected secondary schools in IbionoIbom local government of

Akwaibom state. The researcher used questionnaires as the instrument for

the data collection. Descriptive Survey research design was adopted for

this study. A total of 133 respondents made principals,vice principals

administration, senior staff and junior staff were used for the study. The

data collected were presented in tables and analyzed using simple

percentages and frequencies

5.3 Conclusion

In light of the fact that learning is a process that involves investigating,

formulating, reasoning and using appropriate strategies to solve problems,

teachers should realize that it becomes more effective if the students are

tasked to perform rather than just asked to remember some information. A

typical learning environment with a presentation from the course teacher

accompanied by a lecture neither promotes learners’ participation nor build

the required level of reasoning among students. Students build a better

understanding of the main concepts more effectively when they are

engaged to solve problems during class activities.

5.4 Recommendation

McWhorter & Hudson-Ross (1996) found that without new approaches to

instruction that connect to the learning needs of students, many will

perform poorly and are likely to drop out of studies. Research evidence

from previous studies indicates that a student-centered learning

environment seems to produce higher-level learning outcomes more

efficiently than a traditional teacher-centered environment (Tynjala, 1998).

Hence, bias in selection of teaching methods by teachers in areas in which

they possess exclusive monopoly knowledge should be avoided to improve

students’ academic performance (Adunola, 2011). Therefore, teachers

should create an atmosphere conducive to learning in order to enhance the

development of students’ learning experiences. Moreover, teachers should

also increase their knowledge of various instructional strategies in order to

keep students engaged and motivated throughout the learning process

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QUESTIONNAIRE

INSTRUCTION

Please tick or fill in where necessary as the case may be.

Section A

(1) Gender of respondent

A male { }

B female { }

(2) Age distribution of respondents

a) 15-20 { }
b) 21-30 { }
c) 31-40 { }
d) 41-50 { }
e) 51 and above { }
(3) Marital status of respondents?
(a) married [ ]
(b) single [ ]
(c)divorce [ ]
(4) Educational qualification off respondents
(a) SSCE/OND { }
(b) HND/BSC { }
(c) PGD/MSC { }
(d) PHD { }
Others……………………………….

(5) How long have you been in secondary school

(a) 0-2 years { }
(b) 3-5 years { }
(c) 6-11 years { }
(d) 11 years and above……….
(6) Position held by the respondent in secondary school
 (a) Principal { }
(b) Vice principal adm { }
(c) Senior staff { }
(d) Junior staff { }
(7) How long have you been working in secondary school
(a) 0-2 years { }
(b) 3-5 years { }
(c) 6-11 years { }
(d) 11 years and above……….
SECTION B

(8) There is no relationship between use of discussion method and

academic performance of students
(a) Agrees { }
(b) Strongly agreed { }
(c) Disagreed { }
(d) Strongly disagreed { }
(9)  There is no relationship between the use of demonstration method
and academic performance of students
(a) Agrees { }
(b) Strongly agreed { }
(c) Disagreed { }
(d) Strongly disagreed { }

(10) There is relationship between the use of lecture method and

academic performance of students
 (a) Agreed { }
(b) Strongly agreed { }
(c) Disagreed { }
(d) Strongly disagreed { }

(11) Not all teachers are qualified

(a) Agreed { }

(b) Strongly agreed { }

(c) Disagreed { }

(d) Strongly disagreed { }

(12) Some teachers lack skills?

(a) Agreed { }

(b) Strongly agreed { }

(c) Disagreed { }

(d) Strongly disagreed { }

(13)  Some teachers are not friendly with students

(a) Agreed { }

(b) Strongly agreed { }

(c) Disagreed { }

(d) Strongly disagreed { }

(14) There is a relationship between teachers qualification and academic
performance of student
(a) Agreed { }

(b) Strongly agreed { }

(c) Disagreed { }

(d) Strongly disagreed { }

(15) Government have reform educational sector

(a) Agreed { }

(b) Strongly agreed { }

(c) Disagreed { }

(d) Strongly disagreed { }

(16) There is no method of teaching in some secondary school

(a) Agreed { }

(b) Strongly agreed { }

(c) Disagreed { }

(d) Strongly disagreed { }