REDUCING THE DIFFERENCE OF POOR TEACHING METHODOLOGY ON STUDENTS ACADEMIC PERFORMANCES USING LEARNER CENTERED APPROACH

CHAPTER ONE
INTRODUCTION
1.1       Background of the Study
A teacher is an important figure in teaching and learning process, because he/she follows the curriculum so that throughout the year all the important knowledge is provided to the students. The main purpose of teaching at any level is to bring out a significant change in the learner (Tebabal &Kahssay, 2011). Most of the traditional methods were teacher- centered with no activity for the learners making them passive and therefore obtaining knowledge from the teacher without building their engagement level with the subject matter and the approach is least practical, more theoretical and memorizing (Tebabal & Kahssay, 2011). Student-centered approaches which are more effective aremore encouraged because they embrace the concept of discovery learning (Brindley, 2015). Most teachers today apply the studentcentered approach to promote interest, analytical research, critical thinking and enjoyment among students (Hesson & Shad, 2007). Transferring knowledge requires teachers to use the appropriate method and pedagogy that best suits the learner and suit the objectives and desired outcomes.
The pooracademic performance by majority of the students in various subject areas is basically linked to the application of ineffective teaching methods by teachers to impact knowledge to learners and thereforeteachers need to be conversant with numerous teaching strategies (Adunola, 2011).Teaching is a profession of those who impart knowledge or skill, especially in an elementary or a secondary or in a university. According to Ayeni (2011), teaching can be defined as a systematic process of transmitting knowledge, attitudes and skills in accordance with professional principles. In the traditional epoch, many teaching practitioners widely apply teacher – centered method to impart knowledge to learners comparative to student – centered methods. Until today, questions about effectiveness of teaching methods on students learning have consistently raised considerable interest in the thematic field of education research (Hightower et al., 2011).
Adgoke in Ogide (2017) states that in our tertiary institutions, teachers use mainly the lecture method which is a teacher - centered method and the implication is that learners are passive and learning tends to be superficial. Asikhia (2010) found that, qualifications of teachers and students’ environment factors do not influence students’ poor performance but teachers’ methods of teaching influence poor performance. According to Adunola (2011), regular poor performance by majority students is fundamentally linked to application of effective teaching methods by teachers to impact knowledge to learners. Ndirangu (2007) opined that, the choice of a particular method of teaching by the teacher is determined by the number of factors which includes the content to be taught, the objectives which the teacher plans to achieve, availability of teaching and learning resources and the ability and willingness of the teacher to improvise if conventional teaching aids are not available for the evaluation and follow – up activities to check individual learner differences. 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.
1.2       Statement of the Problem
Teaching methods are categorized into teacher-centered approaches and learner centered approaches (Oigara, 2011). Teacher-centered approaches include lecture method, drilling and questioning. In teacher centered approach, learning takes place when teachers teach and later examine taught concepts by giving students exercises related to the teacher’s presentation during or after the lesson. This is for the purpose of finding out whether students grasped the knowledge passed on to them by the teacher. It is considered sensible for teachers to be familiar with the language which the students are using to learn. Language is key to  the process of teaching as well as assessing or testing so as to discover the weakness of the students or areas they did not understand in the course of learning (Brad, 2000).
Learner-centered approaches of teaching involve a state where students construct their own understanding of the content and develop a personal feeling about the learnt concepts (Collins, 2003). This means that student centered approach puts much focus on enquiry and problem-based learning thereby making students as the center point of learning. The methods in Learner centered approaches include question, answer, group work, demonstration, guided learning, role play/drama, and project based learning.
The significance of student led learning approach is that students influence the content, activities, materials, and pace of learning. The student-learning model puts more emphasis on a student as a central component of teaching-learning process in school. The instructor creates platforms and avenues for students to learn independently and from one another and offers supportive supervision to students as they learn. The efficiency of this teaching and learning procedure largely rests on the choice of the teacher’s teaching method. Hence, this study is aim to investigate the difference of poor teaching methodology on students academic performance using learner centered approach.
1.3       Objectives of the Study
The main objective of this study is to investigate the difference of poor teaching methodology on students academic performance using learner centered approach.
 
Specific objectives include;
i.                    To examine the causes of academic backwardness of students
ii.                  To identify the problems of education in Nigeria
iii.                To analyse the pedagogical and andragogical methods of education in Nigeria
iv.                To compare and contrast the two methods with a view to making recommendations for solutions to the problems.
1.4  Research Questions
i.                    What are the causes of academic backwardness of students?
ii.                  What are the problems of education in Nigeria?
iii.                What are the pedagogical and andragogical methods of education in Nigeria?
iv.                What are the two methods with a view to making recommendations for solutions to the problems?
1.5       Research Hypotheses
Hypothesis I
H0:      There is no difference of poor teaching methodology on students academic performance using learner centered approach.
H1:      There is difference of poor teaching methodology on students academic performance using learner centered approach.
Hypothesis II
H0:      Pedagogical and andragogical methods are not useful to the performance of teaching methods in Nigeria
H1:      Pedagogical and andragogical methods are useful to the performance of teaching methods in Nigeria
1.6       Significance of the Study
The importance of this research work cannot be overemphasized because it will help to address the following educational problems.
1.      It will address the problem of lack of interest on the part of students and high rate of school dropout
2.      It will address the problems associated with teacher-centeredness as is evident in our education curriculum.
3.      It will address the problem of over-reliance on conventionality and tradition in our educational system.
4.      It will address the problem of lack of motivation for the students and teachers in our schools.
5.      It will expose the problems associated with pedagogical method of education
6.      It will help to open the eyes of our people to know about other alternative to teaching/learning procedure
7.      The study will expose Nigerians to the gains andragogical community of inquiry method of education
8.      This study will be of immense benefit to other researchers who intend to know more on this study and can also be used by non-researchers to build more on their research work.
9.      This study contributes to knowledge and could serve as a guide for other study.
10.  The recommendations will enhance academic performance.
 
 
1.7       Scope of the Study
This study is on the reducing the difference of poor teaching methodology on students academic performances using learner centered approach. The study is carried out in the Lagos metropolis only. The study is also limited to activities of Senior Secondary Schools and not Junior Secondary Schools or Primary Schools.
The study will make use of both primary and secondary data. Questionnaires will be distributed and used to find out the correlation between teaching method and academic performance.
1.8       Limitations of the study
The demanding schedule of respondents at work made it very difficult getting the respondents to participate in the survey. As a result, retrieving copies of questionnaire in timely fashion is very challenging. Also, the researcher is a student and therefore has limited time as well as resources in covering extensive literature available in conducting this research. Information provided by the researcher may not hold true for all institutions but is restricted to the selected organization used as a study in this research especially in the locality where this study is being conducted.
Financial constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
Time constraint: The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.
Finally, the researcher is restricted only to the evidence provided by the participants in the research and therefore cannot determine the reliability and accuracy of the information provided.
1.9       Definition of Terms
Teaching Methodology:  Teaching methodologies refer to a set of practices and principles used by teachers to make the process of teaching and learning highly effective for their students. ... These methods can be customised to solve problems that are faced specifically by the students in reference.
Students:  an individual under 23 years of age who has not completed 4 years of education beyond the high school level and who is regularly pursuing a full-time course of study or training at an institution
Academic Performance:  Academic performance is the measurement of student achievement across various academic subjects. Teachers and education officials typically measure achievement using classroom performance, graduation rates and results from standardized tests.
Learner Centered:  An approach to teaching that focuses on the learners and their development rather than on the transmission of content; it addresses the balance of power in teaching and learning, moves toward learners actively constructing their own knowledge, and puts the responsibility for learning on the learners