Teacher Education and Curriculum Studies

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Influence of Teacher-Centered and Student-Centered Teaching Methods on the Academic Achievement of Post-Basic Students in Biology in Delta State, Nigeria

Received: Aug. 03, 2020    Accepted: Aug. 18, 2020    Published: Aug. 27, 2020
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Abstract

Teaching methods are essential for effective teaching and learning and to a great extent influence academic achievement of students. The objective of this study therefore was to examine the influence of teaching methods on the academic achievement of senior secondary school students in Biology in Oshimili South Local Government Area of Delta State. The descriptive survey research method was adopted in the study. Two research questions were formulated to guide the study. The population of the study comprised 1,550 biology students in public schools in Oshimili South Local Government Area of Delta State. Simple random sampling technique was used to select forty biology students from five randomly selected schools making it a total of two hundred (200) students. A questionnaire titled “Influence of Teaching Methods on Students' Academic Achievement in Biology Questionnaire (ITMSAABQ) was the main instrument for data collection. Cronbach Alpha analysis was used to test for the reliability of the instrument and it was found reliable with a reliability co-efficient of 0.75. Data collected was analyzed using descriptive statistics of frequency counts, percentages, mean, and standard deviation. Findings from the study revealed that student-centered teaching method increases students’ academic achievement while teacher-centered teaching methods decreases students' academic achievement in biology. The study recommended that teachers should create an environment that will enable students participate fully in the teaching-learning process of biology. Also, State Education Boards should organize seminars to educate biology teachers on the need for and how to use innovative methods in teaching biology.

DOI 10.11648/j.tecs.20200503.21
Published in Teacher Education and Curriculum Studies ( Volume 5, Issue 3, September 2020 )
Page(s) 120-124
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Student-Centered, Teacher-Centered, Teaching, Teaching Methods, Academic Achievement

References
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[3] Ahmed, M. A, & Abimbola, I. O. (2011). Influence of teaching experience and school location on biology teachers' rating of the difficult levels of nutrition concepts in Ilorin, Nigeria, JOSTMED, 7 (2), 52-61.
[4] Ajagun, G. A. (2001). A study of the performance of science students in the senior secondary schools certificate examinations in selected schools in Kaduna State. Tambari Kano Journal of Education. 6 (2), 114-117.
[5] Akpan, E. B. (2010). Effect of competitive and cooperative learning strategies on Academic achievement of Nigeria student. In: Biology Educational Research Review 3 (1), 33-37.
[6] Biology Chief Examiners’ Report (2007). Reports on students' academic performance on WAEC and NECO in biology. https://www.examinations/chiefexaminers report/biology.
[7] Campbell, M. A. (2006). The effect of the 5E learning cycle model on students' understanding of force and motion concept. Unpublished M. Ed Thesis University of Central Florida, Orlando Florida.
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[9] Guisti, B. M. (2005). Comparison of guided and open inquiry instruction in high school physics classroom. Unpublished M. SC thesis. School Of Technology Brigham Young University.
[10] Ibe, E. (2004). Effect of guided-inquiry and demonstration on science process skills acquisition among biology secondary school students. Unpublished M. Ed thesis Department of Science Education. University Of Nigeria Nsukka.
[11] Ibe, E. and Nwosu, A. A. (2003). Effect of guided, inquiry and demonstration on science process skills acquisition among secoy school biology students. Journal of Science Teachers Association of Nigeria, 38 (1 and 2), 58-63.
[12] Kareem, L. O. (2013). Effects of audio-graphic self-instructional packages on senior secondary school students' performance in biology in Ilorin Nigeria. Unpublished Ph. D Thesis of the University of Ilorin, Ilorin.
[13] Kirshner, P. A, Sweller, J. and Clark, R. E. (2006). 'why minimal guidance during instruction doesn't work: An analysis of the failure of constructivist, discovery, problem-based, experiment and inquiry-based teaching. Educational psychologist, 41 (2), 75-78.
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[15] Lawal, F. K. (2010). Error Analysis on practical biology of senior secondary school students. In Zaria and Sabon Gari Local government area of Kaduna state. Unpublished M. Ed Thesis. Ahmadu Bello University, Zaria.
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[17] Nwagbo, C. R. (2006). Effect of two teaching methods on achievement and attitude to biology student of different levels of scientific literacy. International Journal of Educational Research. 216-229. Retrieved from www.elsevier.com/local/ijdures
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    Ezurike Chidubem Precious, Ayo-Vaughan Adewunmi Feyisetan. (2020). Influence of Teacher-Centered and Student-Centered Teaching Methods on the Academic Achievement of Post-Basic Students in Biology in Delta State, Nigeria. Teacher Education and Curriculum Studies, 5(3), 120-124. https://doi.org/10.11648/j.tecs.20200503.21

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    ACS Style

    Ezurike Chidubem Precious; Ayo-Vaughan Adewunmi Feyisetan. Influence of Teacher-Centered and Student-Centered Teaching Methods on the Academic Achievement of Post-Basic Students in Biology in Delta State, Nigeria. Teach. Educ. Curric. Stud. 2020, 5(3), 120-124. doi: 10.11648/j.tecs.20200503.21

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    AMA Style

    Ezurike Chidubem Precious, Ayo-Vaughan Adewunmi Feyisetan. Influence of Teacher-Centered and Student-Centered Teaching Methods on the Academic Achievement of Post-Basic Students in Biology in Delta State, Nigeria. Teach Educ Curric Stud. 2020;5(3):120-124. doi: 10.11648/j.tecs.20200503.21

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  • @article{10.11648/j.tecs.20200503.21,
      author = {Ezurike Chidubem Precious and Ayo-Vaughan Adewunmi Feyisetan},
      title = {Influence of Teacher-Centered and Student-Centered Teaching Methods on the Academic Achievement of Post-Basic Students in Biology in Delta State, Nigeria},
      journal = {Teacher Education and Curriculum Studies},
      volume = {5},
      number = {3},
      pages = {120-124},
      doi = {10.11648/j.tecs.20200503.21},
      url = {https://doi.org/10.11648/j.tecs.20200503.21},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.tecs.20200503.21},
      abstract = {Teaching methods are essential for effective teaching and learning and to a great extent influence academic achievement of students. The objective of this study therefore was to examine the influence of teaching methods on the academic achievement of senior secondary school students in Biology in Oshimili South Local Government Area of Delta State. The descriptive survey research method was adopted in the study. Two research questions were formulated to guide the study. The population of the study comprised 1,550 biology students in public schools in Oshimili South Local Government Area of Delta State. Simple random sampling technique was used to select forty biology students from five randomly selected schools making it a total of two hundred (200) students. A questionnaire titled “Influence of Teaching Methods on Students' Academic Achievement in Biology Questionnaire (ITMSAABQ) was the main instrument for data collection. Cronbach Alpha analysis was used to test for the reliability of the instrument and it was found reliable with a reliability co-efficient of 0.75. Data collected was analyzed using descriptive statistics of frequency counts, percentages, mean, and standard deviation. Findings from the study revealed that student-centered teaching method increases students’ academic achievement while teacher-centered teaching methods decreases students' academic achievement in biology. The study recommended that teachers should create an environment that will enable students participate fully in the teaching-learning process of biology. Also, State Education Boards should organize seminars to educate biology teachers on the need for and how to use innovative methods in teaching biology.},
     year = {2020}
    }
    

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    T1  - Influence of Teacher-Centered and Student-Centered Teaching Methods on the Academic Achievement of Post-Basic Students in Biology in Delta State, Nigeria
    AU  - Ezurike Chidubem Precious
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    AB  - Teaching methods are essential for effective teaching and learning and to a great extent influence academic achievement of students. The objective of this study therefore was to examine the influence of teaching methods on the academic achievement of senior secondary school students in Biology in Oshimili South Local Government Area of Delta State. The descriptive survey research method was adopted in the study. Two research questions were formulated to guide the study. The population of the study comprised 1,550 biology students in public schools in Oshimili South Local Government Area of Delta State. Simple random sampling technique was used to select forty biology students from five randomly selected schools making it a total of two hundred (200) students. A questionnaire titled “Influence of Teaching Methods on Students' Academic Achievement in Biology Questionnaire (ITMSAABQ) was the main instrument for data collection. Cronbach Alpha analysis was used to test for the reliability of the instrument and it was found reliable with a reliability co-efficient of 0.75. Data collected was analyzed using descriptive statistics of frequency counts, percentages, mean, and standard deviation. Findings from the study revealed that student-centered teaching method increases students’ academic achievement while teacher-centered teaching methods decreases students' academic achievement in biology. The study recommended that teachers should create an environment that will enable students participate fully in the teaching-learning process of biology. Also, State Education Boards should organize seminars to educate biology teachers on the need for and how to use innovative methods in teaching biology.
    VL  - 5
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Author Information
  • Administration Department, Barbara Cox Schools, Lagos, Nigeria

  • Curriculum & Instruction Department, Federal College of Education (Technical), Asaba, Nigeria

  • Section