AN INVESTIGATION INTO THE CORRELATIONS BETWEEN TEACHING TECHNIQUE AND ACADEMIC ACHIEVEMENT OF PRIMARY SCHOOL STUDENTS

AN INVESTIGATION INTO THE CORRELATIONS BETWEEN TEACHING TECHNIQUE AND ACADEMIC ACHIEVEMENT OF PRIMARY SCHOOL STUDENTS

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Lifelong learning is a never-ending process. It is the process of educating and molding people’s minds, skills, and personalities. It is also the process by which people’s latent skills are developed so that they can be useful to themselves and society (Olaniyonu, Adekoya and Gbenu, 2008). The quality of teachers has a significant impact on the level of education received by children (Anderson, Michael, 1991). As a result, excellent teaching and learning help students achieve academic success.

The basic goal of teaching at any level of education is to effect a fundamental change in the student (Tebabal & Kahssay, 2011). To aid the process of information transfer, teachers should use appropriate teaching approaches that best fit specific goals and level exit outcomes. In In contrast to student-centered approaches, many traditional teaching practitioners used teacher-centered methods to convey information to students. Questions about the effectiveness of teaching techniques on student learning have sparked a lot of interest in the field of educational research up to this point (Hightower Mussev, 2011). Furthermore, teaching and learning research is constantly investigating the extent to which different teaching strategies improve student learning progress. Surprisingly, the majority of students’ poor academic performance is directly related to teachers’ use of ineffective teaching techniques to convey information to students (Adunola Olaakin, 2011). According to extensive research on the efficacy of teaching approaches, the quality of teaching is typically mirrored in the successes of learners. According to Ayeni Alubarika (2011), teaching is a process. involves inducing desired changes in learners in order to achieve specific results. A successful teaching strategy must include the following elements: Instructors must be familiar with a variety of teaching styles that recognize the level of complexity of the subjects to be addressed, according to Adunola Alubarika (2011). The instructor has received a lot of attention in the literature as a factor influencing students’ academic performance, with conflicting and ambiguous results. According to the literature, years of teaching experience, level of educational attainment or academic qualifications, teacher development programs, availability of qualified teachers, teacher-student ratio, teacher attitude, job satisfaction, motivation, and salary are all factors that influence students’ learning outcomes (Daso, Asokan, 2013; Akpo Munira, 2012; Odiri Odey, 2012).

Akinsolu Akinola, 2010; Adesoji and Olatunbosun, 2008; Bressoux et al, 2008; Adeyemi Mufu, 2008; Abu and Fabunmi, 2005). Another body of research discovered that teacher characteristics such as years of experience, academic achievement or credentials, teacher-student ratio, and teacher development programs had no significant impact on students’ academic performance (Yara and Surumo, 2012; Ayodele and Ige, 2012; Zaku Zakaria,1983).

1.2 THE PROBLEM’S STATEMENT

Teachers’ teaching styles have a significant impact on students’ academic success in school. Teachers must be adequately equipped/trained in efficient teaching methods in order to effectively influence the academic performance of senior secondary school students. The topic’s current relevance, the technique’s long-term viability, and possibly

Some of the issues affecting students’ academic achievement include the instructor who handles both the content and the method (Daso, Asokan, 2013). As a result, the study will investigate the relationship between teaching methods and primary school students’ academic progress in Ebonyi state.

1.3 THE STUDY’S OBJECTIVES

The study’s overarching goal is to investigate the relationship between teaching technique and academic achievement of primary school students in Ebonyi state. The research will be guided by the following criteria:

i. To investigate the impact of teaching technique on primary school students’ academic achievement.

ii. Determine the relationship between poor classroom management and control and student academic achievement.

iii. Assess the relationship between ineffective use of teaching aids.

and pupils academic achievement.

iv. Make recommendations on how to improve teachers’ teaching techniques in order to improve students’ academic achievement.

1.4 QUESTIONS FOR RESEARCH

The following study questions have been prepared:

What effect does teaching technique have on primary school students’ academic achievement?

i. Is there a link between poor classroom management and control and students’ academic achievement?

Is there a link between ineffective use of teaching aids and students’ academic achievement?

iii. What suggestions do you have for improving teachers’ teaching techniques in order to improve students’ academic achievement?

1.5 THE STUDY’S IMPORTANCE

This research will aid in the investigation of the relationship between teaching technique and academic achievement of primary school students in Ebonyi state. As a result, the research

will be significant to the primary school board because it will be exposed to the need of school administration in organizing periodic training on teachers’ teaching techniques and how it will improve students’ academic achievement.

The research will also be useful to the academic community because it will add to the existing literature on teaching techniques.

1.6 STUDY OBJECTIVES

The purpose of this study is to investigate the impact of teaching technique on the academic achievement of primary school students. The study will also investigate the link between poor classroom management and control and student academic achievement. The study will look into the relationship between ineffective use of teaching aids and student achievement. Finally, the research will make recommendations on how to improve teachers’ teaching techniques.

in order to improve students’ academic performance. As a result, this study will be limited to Ebonyi state.

1.7 THE STUDY’S LIMITATIONS

As with any other research, the researcher encountered constraints in the cause of this study, including a lack of needed accurate materials on the topic under study and an inability to obtain data. The researcher faced financial constraints in obtaining relevant materials as well as printing and collating questionnaires. Furthermore, time is a constraint because the researcher must shuttle between writing the research and engaging in other academic work, which makes the researcher uncomfortable.

1.8 DEFINITIONS OF TERMS

A teaching technique is a well-defined procedure for completing a specific activity or task.

Academic achievement: results of performance that indicate the degree to which a person has achieved specific goals that were the focus of activities in educational settings, specifically in school, college, and university