Comparing Teaching Method And Students’ Academic Performance in Private Schools in Oshimili South Local Government Area of Delta State

Comparing Teaching Method And Students’ Academic Performance in Private Schools in Oshimili South Local Government Area of Delta State

ABSTRACT

This study Compared Teaching Method and Students’ Academic Performance in Private Schools in Oshimili South Local Government Area of Delta State. Four research questions guide the study. Literatures were reviewed under theoretical framework, conceptual framework and empirical related studies. The study adopted descriptive survey research design. The population of the study comprised six thousand, three hundred and twenty-five (6325) male and female senior secondary school students in the registered private secondary schools in Oshimili South Local Government Area of Delta State. The sample of the study comprised of 250 private senior secondary school students selected through simple random sampling technique to represent the entire population in Oshimili South Local Government Area of Delta State. The instrument used for data collection is a structured questionnaire titled: Comparing Teaching Method and Students’ Academic Performance Questionnaire (CTMSAPQ). A draft copy of the questionnaire will be validated by an expert in Measurement and Evaluation, both in the Federal College of Education (Technical) Asaba. The modifications, corrections and suggestions made by the validators will be included in the final draft copy which enhanced the face and content validity of the instruments. The validated questionnaire was subjected to reliability test. Twenty (20) copies of the validated questionnaire were administered on secondary school students in Oshimili North Local Government Area of Delta State using split-half method. Data was collected and analyzed using Pearson Moment Correlation Coefficient to ascertain the level of correlation to ascertain the level of the consistency which yielded a correlation of 0.75, indicating the consistency of the instrument. The researcher administered 200 copies of the questionnaire to the respondents in the selected schools in Oshimili South and 198 were retrieved and analyzed. Data collected was analysed using mean and standard deviation statistics. Findings of the study revealed among others that private school students have good academic performance in private schools in Oshimili South Local Government Area of Delta State. It was recommended among others that private schools should continue to utilize and innovate teaching methods by integrating technology, experiential learning, and differentiated instruction

CHAPTER ONE

INTRODUCTION

• Background to the Study

Education serves as the foundation for personal and societal development, and the methods employed in teaching significantly influence students’ academic performance. In recent years, private schools have garnered attention for their innovative approaches to education, which often diverge from traditional methods. These schools are characterized by their autonomy in curriculum design, staffing, and teaching strategies, allowing them to experiment with various pedagogical models aimed at enhancing student engagement and learning outcomes. The landscape of private education is marked by a plethora of teaching methods, including inquiry-based learning, project-based learning, differentiated instruction, and the incorporation of technology in the classroom. Each of these methods is designed to cater to diverse learning styles and foster critical thinking, creativity, and collaboration among students. However, while these methods are widely employed, the effectiveness of each in improving academic performance remains an area of exploration.

Academic performance is the ability to study and remember facts and being able to communicate your knowledge verbally or on paper. Academic performance generally refers to how well a student is accomplishing his/her tasks. Academic performance is the outcome of education, the extent to which a student and lecturer or institution have achieved their educational goals. The influence of lecturers’ or teachers’ teaching effectiveness on the learning outcome of students as measured by student’s academic performance has been the subject of several studies (Adediwura & Tayo, 2020) and (Adu & Olatundun, 2021). The areas of students academic life influenced by digitalization of instructional delivery includes their rate of class participation, interest and motivation. Academic performance/achievement is the extent to which a student, teacher, or institution has attained their short or long-term educational goals and it is measured either by continuous assessment or cumulative grade point average (CGPA) (Robert, 2017). The student’s assessment is based on the scores or grades achieved in the different study courses during the school and college years. The measurement of student’s academic achievement on the basis of formative and summative evaluation. Academic performance can also be seen as the extent to which a student, a teacher or an institution has achieved their short- or long-term educational goals. Academic performance is the measurement of students achievement across various academic subjects. Teachers and education officials typically measure achievement using classroom performance, graduation rates and results from standardized tests. Academic achievement or academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor’s degrees represents academic achievement (Robert, 2017). The student’s academic performance depends on a number of socio-economic factors like student’s attendance in the class, family income, mother’s and father’s education, teacher-student ratio, presence of a trained teacher in school, sex of the student, distance of schools.

Academic performance is considered an intellectual competence indicator. Opinions vary as to why some students excel academically while others appear to be underachievers. As a result, many psychologists have consistently attempted to identify the major predictors of individual academic performance. Academic performance on examinations is the result of interactions among multiple variables such as learning. Learning occupies a significant role in the life of students (Mangal & Mangal 2017). It means the modification of behaviour (Dutt, 2017), that is measured using the yardstick of academic performance. People have different learning styles that are reflected in different academic strengths, weaknesses, skills, and interests. It has often been asserted that academic performance can be explained largely by factors such as individual initiative, effort, and merit (Mangal & Mangal 2017). Although education is not the only road to success in the working world, much effort is made to identify, evaluate, track and encourage the progress of students in schools (Bell, 2017). Parents care about their child’s academic performance because they believe good academic results will provide more career choices and job security (Bell, 2017). Similarly, schools invests in fostering good academic habits for the same reason. For example, they often influence concerns about the school’s reputation and the possibility of monetary aid from government institutions, which shows the overall academic performance of the school. Academic performance is the extent to which a student has achieved their short or long-term educational goals (Bell, 2017). Academic performance is commonly measured through examinations or continuous assessments but there is no general agreement on how it is best evaluated or which aspects are most important, procedural knowledge such as skills or declarative knowledge such as facts (Bhagat, 2018).

Additionally, it worthy to note that academic performance can be enhanced with help of teaching methods.             Teaching methods refer to the general principles, pedagogy, and management strategies used for classroom instruction (Westwood, 2018). Teaching methods incorporate the principles and methods used for instruction to be implemented by teachers to achieve the desired learning by students. They are the systematic ways of presenting subject matter and organizing teaching activities to achieve specific educational goals. These processes or procedures guide the interaction between teachers and students to facilitate learning. Teaching methods are specific instructional designs or strategies selected to achieve the intended learning outcomes and meet students’ needs (Brown, 2019). They encompass the action plans that teachers employ to translate educational philosophy into classroom practice. Teaching methods determine how information is imparted to students and what learning experiences they encounter. The approach chosen often influences student engagement and learning effectiveness. A teaching method comprises the principles and strategies used by teachers to enable student learning (Davis & Smith, 2020). It includes various techniques and activities teachers use to help students learn effectively. These procedures guide the instructional process and shape how content is delivered. Teaching methods are the practical application of pedagogical theories. Teaching methods are organized systems for providing learning experiences that lead to desired changes in student behavior (Johnson, 2021). They represent the ways in which a teacher organizes and uses teaching techniques, teaching materials, teaching content, and teaching activities. These methods are the means by which the teacher attempts to bring about the desired learning outcomes. They form the backbone of the instructional process. Teaching methods constitute the planned interaction between teachers and students that creates opportunities for learning” (Anderson, 2019). They are the systematic procedures that determine how instruction is presented and learning is facilitated. Teaching methods encompass both what teachers do and how they do it. These approaches provide structure to the educational process. Teaching methods are deliberate arrangements and procedures that a teacher uses to promote learning in students” (Wilson & Lee, 2020). They include the ways teachers create environments and experiences to help students acquire specific knowledge or skills. Teaching methods are the practical application of educational theories. The methods chosen reflect both teaching philosophy and learning objectives. Teaching methods represent the coordinated arrangements and procedures designed to achieve specific instructional goals” (Taylor, 2021). They involve the systematic way of doing something that implies an orderly logical arrangement of steps. Teaching methods include the procedures and processes that translate curriculum into meaningful learning experiences. These methods are fundamental to effective instruction and student achievement.

Several teaching methods are used to enhance students’ academic performance. Some of them are student-centered while some are teacher-centered. Student-centered teaching is an approach where the focus is shifted from the teacher’s delivery of content to the students’ active role in constructing their knowledge. It is characterized by active participation, collaboration, and student autonomy, where students are at the center of the learning process (Brown, 2017). The teacher acts as a facilitator rather than an authority figure. Students are encouraged to explore, ask questions, and engage with the material actively. This leads to deeper understanding because students are more engaged and motivated to learn when they feel ownership of their education. It also promotes critical thinking, as students must make decisions and solve problems independently. In student-centered teaching, instructional methods are tailored to meet the needs, interests, and learning styles of the students, allowing them to have a more personalized learning experience. The content and activities are often adapted to be relevant to the students’ lives, promoting engagement and retention (Jones & Smith, 2019). A key component of student-centered learning is the acknowledgment that no two students learn the same way. By aligning teaching methods with students’ interests and preferred ways of learning, educators create a more inclusive classroom where each student can thrive. This personalized approach also fosters intrinsic motivation because students are more likely to engage with content that resonates with their personal experiences and goals. The teacher’s role shifts to one of supporting each student’s unique learning path. Student-centered learning focuses on experiential learning, where students engage in hands-on activities, projects, and problem-solving tasks. This approach allows learners to apply theoretical knowledge to real-world scenarios, which promotes deep understanding and long-term retention (Adams & Spencer, 2021). Through experiential learning, students go beyond memorization and actively use their knowledge in solving problems. It emphasizes learning by doing, which helps solidify understanding and fosters critical thinking. By participating in real-world projects, students can see the relevance of what they are learning, which often leads to higher motivation. Teachers create opportunities for students to engage in meaningful tasks that mimic real-world challenges, promoting skills that are transferable beyond the classroom.

Additionally, a student-centered teaching method prioritizes cooperative learning, where students collaborate with peers to complete tasks, share ideas, and solve problems together. The emphasis is on teamwork, communication, and collective problem-solving, preparing students for collaborative work environments (Thompson & McDonald, 2020). Cooperative learning encourages students to engage with peers, fostering a sense of community and shared responsibility. Group projects, discussions, and collaborative problem-solving activities are key features. This not only develops students’ social and communication skills but also prepares them for teamwork in real-world settings. Teachers facilitate the process by guiding groups but allow students to take charge of their interactions and decisions. Such cooperation enhances understanding, as students learn from each other and gain new perspectives. Student-centered teaching incorporates formative assessment, where continuous feedback is provided to students to help them track their progress and adjust their learning strategies. This ongoing process allows students to take responsibility for their learning and make improvements before final evaluations (Miller & Green, 2018). In student-centered environments, learning is seen as a continuous process of improvement, where students regularly assess their performance with the help of feedback from teachers. This formative assessment approach empowers students by giving them the tools to self-regulate and take responsibility for their progress. It reduces the pressure of high-stakes testing, shifting the focus to learning rather than performance. The teacher’s role involves providing constructive feedback that encourages growth, reflection, and adaptation in students’ learning strategies. Student-centered teaching fosters the development of independent learners by encouraging students to take responsibility for setting their learning goals, managing their time, and seeking resources beyond the classroom. This method helps build skills necessary for lifelong learning (Martin, 2022). By encouraging students to set their own learning goals and manage their progress, student-centered teaching prepares them for self-directed learning in future academic or professional settings. This autonomy fosters personal responsibility and discipline, as students must learn to navigate their own learning paths. Teachers support students in developing these skills by providing guidance and resources but allow them the freedom to make decisions about their learning. This approach equips students with the tools needed to adapt and thrive in a rapidly changing world, where continuous learning is essential.

            Teacher-centered method of teaching on the other hand Teacher-centered teaching refers to a traditional approach where the teacher is the primary source of knowledge and authority in the classroom. The teacher delivers information through lectures or presentations, while students passively receive and absorb the material (Johnson & Moore, 2018). The teacher is considered the expert, and the students’ role is primarily to listen and take notes. This method is efficient for delivering large amounts of content in a short time but tends to limit student engagement and interaction. The approach often focuses on memorization rather than critical thinking or problem-solving. While effective for conveying factual information, it may not encourage active learning or collaboration among students. In a teacher-centered approach, the curriculum is fixed, and the teacher controls the pacing and flow of the lesson. Students have little autonomy or input into the learning process, and the focus is on achieving mastery of predetermined content (Miller & Clark, 2020). The fixed curriculum means that all students are expected to learn the same material at the same pace, regardless of their individual needs or interests. This rigid structure can ensure that certain learning objectives are met, but it may not address the diverse learning styles and abilities of students. By focusing on content mastery, the teacher-centered approach can be effective for standardized testing environments but may not foster deep understanding or creativity. It tends to prioritize outcomes over the learning journey. Teacher-centered instruction is often characterized by the use of direct instruction, where the teacher presents material in a structured format, usually following a clear set of objectives and step-by-step explanations (Adams & Spencer, 2021). This method is highly structured, ensuring that the teacher controls both the content and the pace of the lesson. It is particularly effective for introducing new material, as the teacher guides students through the concepts systematically. However, it limits students’ opportunities to explore topics independently or ask questions that deviate from the lesson plan. This type of instruction can be useful for teaching specific skills or facts but may not encourage deeper exploration or critical analysis of the subject matter.

Furthermore, teacher-centered teaching often involves the use of summative assessments to measure student learning. These assessments, such as quizzes, tests, and exams, evaluate students’ ability to recall and apply information taught by the teacher (Smith & Jones, 2019). In a teacher-centered classroom, the teacher is responsible for decision-making, including the selection of teaching methods, materials, and activities. The teacher leads the classroom, while students are expected to follow directions and complete assignments with little input into the instructional process (Thompson & McDonald, 2020). Students have little agency, as the teacher makes all decisions regarding how the material will be taught and learned. This approach can be efficient for maintaining classroom order and ensuring that learning objectives are met, but it may stifle student creativity and engagement. The lack of student input means that lessons are less likely to be personalized or adapted to individual learning styles, potentially leading to disengagement, especially among students who may need different approaches to grasp the content. Teacher-centered teaching is focused on content delivery rather than the learning process. The goal is to ensure that students acquire specific knowledge and skills, with the teacher providing the correct answers and solutions to problems (Williams, 2021). The objective is for students to acquire specific information, often with little attention paid to how they arrive at that knowledge. The teacher provides the “right” answers, and students are expected to absorb and replicate this information. This can be effective for subjects that require precise knowledge, such as mathematics or sciences, where there are clear right and wrong answers. However, it does not leave much room for exploration, problem-solving, or creativity. It also limits opportunities for students to develop their own methods of understanding or problem-solving.

Effectiveness of lesson delivery depends of teaching methods used by the teacher. Just like discussed above, some methods are student-centered while some are teacher-centered In traditional teaching, where instructors deliver content in a lecture format, students often play a passive role. While this method is efficient for disseminating information to large groups, it has limitations in fostering critical thinking and deeper engagement. Research suggests that students in classrooms with heavy reliance on lectures tend to perform lower in terms of understanding and retaining complex concepts (Freeman, 2014). This is because passive learning does not encourage students to apply concepts or think critically. In contrast, active learning strategies, which involve student participation and collaboration, have been found to significantly improve academic performance. According to a meta-analysis by Freeman et al. (2014), students in active learning environments scored 6% higher on exams than those in traditional lecture-based classes. Active learning methods, such as group discussions, problem-solving activities, and the use of technology to facilitate interaction, encourage deeper cognitive engagement. These methods not only help students understand course content better but also retain it longer due to increased interaction with the material.

Another effective teaching method is student-centered learning, where the focus is on the students’ needs, interests, and learning pace. This method has been shown to improve academic performance, particularly in subjects requiring critical thinking and problem-solving skills. Kharb et al. (2016) highlight that student-centered approaches, like flipped classrooms, help students take responsibility for their own learning, which in turn boosts motivation and academic outcomes. In this approach, teachers act more as facilitators than information providers, guiding students as they explore topics independently or in small groups  Use of Technology in Teaching Integrating technology into teaching, such as using multimedia, educational software, and online resources, has also shown a positive impact on student performance. Technological tools provide interactive experiences that can cater to different learning styles, making lessons more engaging and easier to understand. Studies by Mahmood (2016) suggest that the use of digital tools in classrooms enhances both comprehension and retention, as students are more likely to interact with content through quizzes, videos, and simulations, which are beneficial for understanding abstract concepts.

Considering the role of teaching method plays in students’ academic performance, it has become important to compare teaching method and students’ academic performance in private schools in Oshimili South Local Government Area of Delta State.

• Statement of the Problem

In recent years, the landscape of education has witnessed significant transformations, particularly in private schools where diverse teaching methods have emerged in response to varying educational philosophies and student needs. While private schools are often perceived as providing superior educational outcomes compared to public institutions, the effectiveness of specific teaching methods in enhancing students’ academic performance remains an area of ongoing debate. This study aims to conduct a comparative analysis of different teaching methods employed in private schools and their subsequent impact on students’ academic performance.

Private schools often adopt innovative teaching strategies that differ from traditional pedagogical approaches. These methods may include inquiry-based learning, project-based learning, differentiated instruction, and the integration of technology in the classroom. Despite the growing body of literature on teaching methodologies, there is a paucity of empirical studies specifically focusing on how these methods correlate with students’ academic performance in private school settings.

It against this backdrop that this study seeks to compare teaching method and students’ academic performance in private schools in Oshimili South Local Government Area of Delta State.

• Aim and Objectives of the Study

The main purpose of this study is to compare teaching method and students’ academic performance in private schools in Oshimili South Local Government Area of Delta State. Specifically, the study seeks to:

• Examine students’ academic performance in private schools in Oshimili South Local Government Area of Delta State.
• Identify various teaching methods used in in private schools in Oshimili South Local Government Area of Delta State.
• Determine the difference between students-centered teaching methods and students’ academic performance in private schools in Oshimili South Local Government Area of Delta State.
• Examine the relationship between teacher-centered teaching methods and students’ academic performance in private schools in Oshimili South Local Government Area of Delta State.
  • Research Questions

The following questions were raised to guide the study:

1. What is the level of students’ academic performance in private schools in Oshimili South Local Government Area of Delta State?

• What are the various teaching methods used in private schools in Oshimili South Local Government Area of Delta State?
• What is the difference between student-centered teaching methods and students’ academic performance in private schools in Oshimili South Local Government Area of Delta State?
• What is the difference between teacher-centered teaching methods and students’ academic performance in private schools in Oshimili South Local Government Area of Delta State?
  • Significance of the Study

This study would be beneficial to students, teachers, school management, Policy makers and future researchers.

The study would help students identify the teaching methods that are most effective in boosting their academic performance. The study would reveal teaching methods that boost student interest and participation in the classroom. Engaged students are more likely to enjoy learning, stay motivated, and retain knowledge longer, leading to sustained academic improvement. The study could identify teaching methods that help all students, regardless of their background or ability, perform better academically. This would provide students who may be struggling or at a disadvantage with an equal chance to succeed, promoting fairness and reducing achievement gaps. Students would also benefit from methods that promote skills essential for higher education and the workforce, such as collaboration, communication, and analytical thinking. With these skills in place, students would be better equipped to handle advanced studies and meet real-world job market demands.

The study would provide evidence-based insights into which teaching methods are most effective for enhancing student performance. This information would enable teachers to adopt practices that are proven to work, leading to more effective instruction. Teachers could receive targeted training on the methods that yield the best academic outcomes, fostering their growth and effectiveness as educators. Understanding which teaching methods resonate most with students would allow teachers to create more engaging and interactive lessons. This would not only improve student motivation but also make teaching more enjoyable and fulfilling for educators. The study would encourage collaboration among teachers by sharing successful teaching strategies. Educators could learn from each other’s experiences and apply best practices in their own classrooms, fostering a culture of continuous improvement. With insights into how different students respond to various teaching methods, teachers could better tailor their instruction to meet individual needs. This would help educators address diverse learning styles and abilities, resulting in a more inclusive classroom environment. When teachers see their students succeed due to the effective methods they implement, it can lead to increased job satisfaction and a sense of accomplishment. Knowing that they are positively impacting students’ lives can be deeply rewarding.

The study would provide valuable data and insights on which teaching methods yield the best academic outcomes. School management could use this information to make informed decisions about curriculum design, resource allocation, and professional development initiatives. Understanding the effectiveness of various teaching methods would allow school leaders to develop strategic plans that prioritize the implementation of evidence-based practices. This could lead to overall improvements in student performance and school reputation. The findings could guide the development of targeted professional development programs for teachers. School management could invest in training that focuses on the most effective teaching methods, ensuring that educators are well-equipped to enhance student learning. Insights from the study could help school management allocate resources more effectively. By identifying successful teaching strategies, schools can invest in necessary materials, technology, and support systems that facilitate these methods. The study would encourage a culture of reflection and improvement within the school. School leaders could promote ongoing assessment of teaching methods and their impact on student performance, leading to a dynamic learning environment. Schools that adopt effective teaching methods and demonstrate improved student performance are likely to attract more students. Enhanced academic outcomes can serve as a strong selling point for prospective families, boosting enrollment and retention rates. School management can use these successes to build stronger relationships with parents, local organizations, and stakeholders, fostering community support. The study would provide school management with measurable outcomes related to teaching effectiveness. This data can be used for accountability purposes, ensuring that teachers and staff are focused on achieving academic goals.

The study would provide empirical evidence on the effectiveness of various teaching methods. Policy makers could use this data to inform the development of educational policies that promote best practices in teaching, ultimately leading to improved student outcomes. Insights from the study could guide the allocation of resources and funding to programs and initiatives that have been proven to enhance academic performance. Policy makers can direct investments toward effective teaching strategies that demonstrate positive results. The findings could lead to the establishment of guidelines or standards for teaching methods across private schools. By promoting evidence-based practices, policy makers can help ensure a consistent and high-quality educational experience for all students. The study would highlight the need for professional development focused on effective teaching methods. Policy makers could advocate for and support training programs that equip teachers with the skills and strategies needed to enhance student learning. The study could inform policies aimed at reducing educational disparities. Policy makers could promote practices that ensure all students, regardless of background or ability, receive equitable access to quality education. The findings could inform the development of assessment and accountability measures that evaluate teaching effectiveness and student performance. This would help ensure that schools are held accountable for implementing successful teaching methods. The study could provide a foundation for broader educational reforms aimed at improving the overall quality of education. Policy makers could use the insights gained to advocate for systemic changes that enhance teaching and learning in private schools. The study would encourage collaboration between policy makers, educators, and researchers. By fostering partnerships, policy makers can ensure that policies are grounded in real-world educational practices and challenges.

The study would provide a solid foundation for subsequent research projects. Future researchers can build upon its findings, exploring additional variables, populations, or contexts to deepen the understanding of effective teaching practices. Future researchers can identify areas where further investigation is needed. This could lead to the exploration of unexamined teaching methods, student demographics, or contextual factors that influence academic performance. The study would serve as a reference for research design and methodology. Future researchers can learn from the approaches used in this analysis, including data collection techniques, statistical methods, and frameworks for evaluating teaching effectiveness. The findings may encourage future researchers to conduct comparative studies in different educational settings, such as public schools or alternative educational models. This could provide a broader understanding of how various teaching methods impact student performance across diverse contexts. Future researchers could investigate the long-term effects of different teaching methods on academic performance and other outcomes, such as student engagement, retention rates, and career readiness. This longitudinal approach would provide valuable insights into the sustainability of teaching effectiveness. The study may inspire future researchers to collaborate across disciplines, such as psychology, sociology, and educational technology. Interdisciplinary research can yield comprehensive insights into the factors that influence teaching and learning. Future researchers could examine the implications of the study’s findings for educational policy and practice. By connecting research with policy, they can contribute to discussions on best practices and effective educational reforms. The study’s findings could inform educational theories regarding learning and pedagogy. Future researchers may use the insights gained to refine existing theories or develop new frameworks that explain the relationship between teaching methods and student outcomes.

• Scope / Delimitation of the Study

This study focused on comparative analysis of teaching method and students’ academic performance. It is delimited to private schools in Oshimili South Local Government Area of Delta State. With particular emphasis on academic performance, various teaching methods, difference between students-centered/teacher-centered teaching methods and academic performance of students. Respondents of the study are private school teachers in Oshimili South Local Government Area of Delta State.

• Area of the Study

The study is being carried out in Oshimili South Local Government Area of Delta State. Oshimili South Local Government Area is one of the twenty-five Local Government Areas making up Delta state. It is situated in the Niger Delta Region/the South-South geo-political zone of Nigeria. It was part of the Asaba Division of the Southern Protectorate in colonial Nigeria and later a part of the Western Region following the delineation of the country into three Regions through the Richard’s Constitution of 1946. It later became part of the Mid-Western Region in 1963, and Mid-Western State in 1967. It became part of Bendel State and was carved out of the old Asaba Division in 1976 as part of Oshimili Local Government. It became Oshimili South Local Government in 1996 after the creation of Delta State from the defunct Bendel State in 1991.Oshimili South Local Government Area is a home of people of different walks of life such as civil servants, business men and women, and famers. The high presence of public secondary school students makes the Local Government Area a suitable area for this study.

1.8 Definition of Terms

Teaching: Teaching is the process of facilitating learning by imparting knowledge, skills, and values to students. It involves the use of various methods and strategies to engage learners and promote understanding. Effective teaching fosters critical thinking, creativity, and problem-solving abilities. Teachers act as guides and mentors, creating a supportive environment for students. The ultimate goal is to empower students to become independent, lifelong learners.

Teaching Methods: Teaching methods are the strategies and techniques employed by educators to deliver content and facilitate learning. These can include lectures, discussions, group work, hands-on activities, and technology-enhanced instruction. The choice of method depends on various factors, including the subject matter, learning objectives, and student needs. Effective teaching methods promote engagement and enhance students’ understanding and retention of knowledge. A variety of methods can cater to diverse learning styles.

Academic Performance: Academic performance refers to the level of achievement a student attains in their educational endeavors, typically measured through grades, assessments, and standardized tests. It reflects a student’s understanding of the curriculum and their ability to apply knowledge and skills. Factors influencing academic performance include motivation, study habits, socio-economic background, and teaching quality. High academic performance is often associated with better future opportunities. Schools and educators use performance metrics to evaluate and improve educational outcomes.

Student-Centered Teaching Methods: Student-centered teaching methods prioritize the needs, interests, and learning styles of students, promoting active participation in the learning process. These approaches encourage collaboration, critical thinking, and problem-solving, fostering a sense of ownership over one’s education. Techniques may include project-based learning, inquiry-based learning, and cooperative learning. This method shifts the focus from the teacher to the student, allowing for more personalized and engaging experiences. It aims to develop independent, self-directed learners.

Teacher-Centered Teaching Methods: Teacher-centered teaching methods focus primarily on the teacher as the main source of knowledge and authority in the classroom. This traditional approach often involves direct instruction, where the teacher lectures or demonstrates concepts while students listen and take notes. Assessment is usually standardized, with an emphasis on memorization and rote learning. While it can effectively transmit foundational knowledge, it may limit student engagement and critical thinking. Teacher-centered methods are often criticized for being less adaptable to individual learning styles.

Private Schools: Private schools are educational institutions that are funded through tuition paid by families and are not administered by government entities. They often have greater flexibility in their curricula, teaching methods, and student admissions compared to public schools. Private schools may offer specialized programs or religious education and often maintain smaller class sizes. They may be perceived as providing higher quality education, though they can also exacerbate educational inequalities due to varying levels of access and affordability. Families choose private schools for diverse reasons, including perceived academic excellence, values, or unique offerings.

Secondary Schools: Secondary schools provide education to students typically between the ages of 11 and 18, following primary education. These schools often offer a curriculum that includes a variety of subjects, preparing students for higher education or vocational training. Secondary education is divided into lower secondary (junior high) and upper secondary (senior high) levels. The structure and duration of secondary education can vary by country, but it usually emphasizes both academic and personal development. These institutions play a crucial role in shaping students’ future opportunities and social skills.

Pages:  103

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.