EFFECT OF STUDENT CENTERED TEACHING METHOD ON ACADEMIC ACHIEVEMENTS OF STUDENTS

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EFFECT OF STUDENT CENTERED TEACHING METHOD ON ACADEMIC ACHIEVEMENTS OF STUDENTS

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.

1.2 Research Problem

Suboptimal academic performance by the majority students at higher education level has largely been cited to be the result of ineffective teaching methods by lecturers.

1.3 Research Objective

The primary objective of this study was to investigate whether there are significant differences between

the effectiveness of different teaching methods on students’ academic performance.

1.4 Research Question

Are there any significant differences between the effectiveness of different teaching methods on

students’ academic performance?

1.5 Null Hypothesis

There exist significant differences between the effectiveness of different teaching methods on students’ academic performance.

1.6 Significance of the Study

The results of this study will provide useful insightson the differential effectiveness diverse teaching methods have on students’ academic performance.

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