Effect Of Two Teaching Methods Of Computer Science On Academic Achievement Of Junior Secondary School Students
(A Case Study Of Enugu Education Zone)
The impact of different teaching methodologies on the academic achievement of junior secondary school students in computer science is a critical area of educational research. The juxtaposition of traditional and innovative teaching approaches plays a vital role in shaping students’ understanding and performance in this discipline. Employing diverse instructional strategies, including hands-on activities, project-based learning, and interactive sessions, enhances students’ engagement and comprehension. The incorporation of real-world examples and practical applications within the curriculum fosters a deeper understanding of computer science concepts. On the other hand, traditional methods, rooted in lectures and theoretical frameworks, may provide a structured foundation but might fall short in igniting students’ intrinsic motivation. The exploration of these contrasting approaches reveals the nuanced dynamics influencing academic success, underscoring the importance of tailoring teaching methods to the specific needs and learning styles of junior secondary school students in computer science.
Title Page
Acknowledgement Sample
Dedication Sample
CHAPTER ONE
1.0 Introduction
1.1 Background of study
1.2 Statement of problem
1.3 Objective of study
1.4 Research questions
1.5 Significance of study
1.6 Scope/delimitation of the study
1.7 Definition of terms
CHAPTER TWO
2.1 Review of Related Literature
CHAPTER THREE
3.1 Research methodology
3.2 Research design
3.3 Area of study
3.4 Population of study
3.5 Sample and sampling techniques
3.6 Instrument for data collection
3.7 Validation of the instrument.
3.8 Method of data collection
3.9 Method of data analysis
CHAPTER FOUR
4.1 Presentation of data
4.2 Research question 1
4.3 Research question 2
Summary
CHAPTER FIVE
5.1 Findings, Discussion, Implication, Recommendation and Conclusion
5.2 Finding/Discussion
5.3 Research question one
5.4 Research question two.
5.5 Research question three
5.6 Implication of study
5.7 Recommendation
5.8 Conclusion
1.1 BACKGROUND OF STUDY
INTRODUCTION
Teaching method is the main factor necessary for impacting knowledge to the students or pupils. A number of methods have been tested and agreed upon by educators as good. None of the methods is however, perfect and effective for all situations but each of the methods or a combination of them can be used at any particular time to impact our subject matter. (Onwuba E. 1983).
In the past, few methods are used in impacting knowledge into the pupils which sometimes make them boring.
Callahur et al (1977) noted that the method by which the teacher presents his/her materials to the learners and engages them in the task at hand is very important. Methodology is very vital in every teaching and learning situation. This is because, for effective teaching and learning to take place, the skillful teacher needs to use the many different methods and techniques at his command. Even though there is a great diversity in teaching methods and techniques, there is no one of them that can be regarded as the best for every teaching situation. (Onwuka 1982).
A carefully designed teaching method can work wonders in making learning more effective. The success in the use of the method depends on intelligent analysis of the educational purposes, the pupils in the class, the curriculum, and content of the moment or the type of subject matter being taught. (Brown 1990).
There are some methods considered more essential in impacting knowledge on the pupils. Such methods are as follows: Discussion method, discovery method, play method, dramatization method, story telling method, demonstration method, lecture method and field trip method.
DISCUSSION METHOD
Discussion implies the participation of pupils in the process of learning by evaluating points of views, raising issues of their own and seeking solutions based upon study, examination and group analysis under the guidance of the teacher. In order for the discussion class to be effective, the teacher must know how to guide the pupils without dominating the discussion. (Mark 1982).
DEMONSTRATION METHOD
Demonstration method is a method of simultaneously showing and explaining the steps in an operation. it may also be concerned with an explanation of mechanism or material. This method is used with great effect on subjects or topics that demand acquisition of skills e.g. physical education operating, for instance a sewing machine or typewriter etc (Brown 1981).
DISCOVERY METHOD
Discovery method is a pretty difficult method. It involves providing learners with opportunities to discover new truths, rules, methods of tackling problems as well as new values for themselves. Even though it is time consuming, the time spent is compensated by the joy of discovery. Learners, especially young learners are adventurous by nature. (Nurk 1984).
PROJECT METHOD
Project, discovery, experimentation etc, come under activity method in which the learner is actively involved in the learning process. The project method has been defined as a natural life like learning activity involving the investigation and solving of problems by an individual or small group (Okezie 2002).
LECTURE METHOD
Lecture method has been defined as a verbal presentation of subject matter, content, formally organized and supported by other learning (Benson and Florence 1992).
The teacher is the active person in lecture. He or she is obliged to tell the students, who more or less are passive.
It is one of the teaching methods that have criticized widely as an inappropriate learning activity for the students (Paul and Rose 1992).
FIELD TRIP METHOD
Field trip as a teaching method provides students with first hand experiences in other words, a field allows pupils to see and observe processes in natural life settings.
The field trip actually takes the school to the Community/society. The educational value of the field trip is the opportunity to discover and explore new information as well as to apply and organize previous knowledge by concrete examples. Apart from saving to develop interest of pupils in earning as they can gather first hand information regarding the topic being discussed in class, field trips help in developing good public relations. (Onwubiko 1988).
1.2 STATEMENT OF PROBLEM
The development of teaching methods is as old and closely associated with evolution of mankind. Since methodology is essential to academic achievement, it should be noted that two teaching methods have more effects on junior secondary school students than one method.
This study therefore, intends to find out the effects of two teaching method on junior secondary school students in Enugu Education zone.
This study is also intended to find out what effect two teaching methods have on the academic achievement of junior secondary school student in the teaching of computer science.
1.3 OBJECTIVE OF STUDY
The purposes of these studies are:
A. To ascertain the effect of two teaching methods of computer science on academic achievement of junior secondary school students.
B. To examine the length of impact of two teaching methods of computer science on academic achievement of junior secondary school students.
C. To be able to make recommendation for further studies based on the findings. It is believed by an author (named Nurk 2000) that successful investigation and implementation of findings shall go a long way in reducing little problems if any in effective of teaching methods.
1.4 RESEARCH QUESTIONS
The researchers seek to find answers to the following questions.
1. What are the effects of two teaching methods on academic achievement of junior secondary school students?
2. Do you feel that lack of sufficient teaching methods in teaching and learning are among the factors that encourage the problems encountered in academic achievement of junior secondary students in Enugu Education zone?
3. Do you feel that with teachers providing necessary teaching methods needed in lesson delivery, will help in solving most of the academic problems among junior secondary school students. (Onwuba 1983).
1.5 SIGNIFICANCE OF STUDY
The study on the effects of two teaching methods of computer science on academic achievements of junior secondary school students in Enugu Education zone will be of great significance to the following: Researchers, students and teachers. It will enable students to know the problems hindering the effects of two teaching methods of computer science on academic achievement of junior secondary school students. It will aid researchers to collect some data for their research backup. It will serve as an eye-opener to the teachers when selecting methods of teaching suitable for a particular subject.
1.6 SCOPE/DELIMINATION OF THE STUDY
As earlier outlined, there are thousand and one of teaching methods problems in lesson delivery.
So the research work was to undertake proper examination in the effects of two teaching methods of computer science on academic achievement of junior secondary school students in Enugu Education zone.
1.7 DEFINITION OF TERMS
METHOD: It can be defined as a way of doing something
Especially a systematic way or scientific method
Of doing something.
TEACHING: It can be defined as a process of transferring
Knowledge from the teacher to the students.
METHODOLOGY: It is the method by which the teacher
Presents his materials to the learners and engages them
In the task at hand.
ZONE: It can be defined as an area with a particular features, purpose, or use.
SHARE PROJECT MATERIALS ON:
Effect Of Two Teaching Methods Of Computer Science On Academic Achievement Of Junior Secondary School Students:
The impact of teaching methods on the academic achievement of junior secondary school students in computer science is an important area of educational research. Different teaching methods can have varying effects on students’ learning outcomes. Here, I’ll discuss two common teaching methods and their potential effects on academic achievement:
- Traditional Lecture-Based Teaching:
- Advantages:
- Familiarity: This method is widely used and familiar to both teachers and students.
- Content Coverage: It allows for the efficient delivery of a large amount of content within a relatively short period.
- Classroom Management: It’s easier to manage a large class using this method.
- Disadvantages:
- Passive Learning: Students may passively receive information without actively engaging in the learning process.
- Limited Interaction: There may be limited opportunities for student-teacher and student-student interaction.
- Individual Differences: Students with different learning styles may not be effectively accommodated.
- Effect on Academic Achievement:
- Some students may thrive in a lecture-based environment if they are good at absorbing information through listening.
- However, others may struggle, especially those who benefit more from hands-on activities and interactive learning.
- Advantages:
- Active Learning and Project-Based Teaching:
- Advantages:
- Engagement: Students are actively involved in the learning process, promoting better understanding and retention.
- Critical Thinking: Active learning methods often stimulate critical thinking and problem-solving skills.
- Real-World Application: Project-based learning allows students to apply theoretical knowledge to real-world scenarios.
- Disadvantages:
- Time-Consuming: Planning and implementing active learning strategies and projects may require more time than traditional methods.
- Classroom Management: It can be challenging to manage a class with various activities happening simultaneously.
- Assessment Challenges: Evaluating individual contributions in group projects can be complex.
- Effect on Academic Achievement:
- Students may have a deeper understanding of concepts and better retention when actively engaged in the learning process.
- The application of knowledge in real-world projects can enhance practical skills.
- Collaborative projects may foster teamwork and communication skills.
- Advantages:
The effectiveness of teaching methods also depends on factors such as teacher proficiency, classroom resources, and the learning environment. A combination of both traditional and active learning approaches, known as a blended learning approach, is often recommended to cater to diverse learning styles and maximize the benefits of each method. Additionally, continuous assessment and feedback mechanisms are crucial for monitoring and enhancing student performance.