An appraisal of teaching methods and students' academic performance in science subjects in secondary schools in Funakaye LGA, Gombe State
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Background of the Study:
Teaching methods in science education have evolved considerably over the years to meet the dynamic demands of scientific inquiry (Jibril, 2023). In Funakaye LGA, Gombe State, secondary schools are increasingly adopting a blend of traditional lecture-based approaches and innovative, student-centered methods such as group work, experiments, and project-based learning (Okechukwu, 2024). These diverse instructional strategies aim to foster critical thinking, practical problem-solving skills, and a deeper understanding of scientific concepts. While traditional methods offer a structured approach to theory, interactive methods are believed to enhance conceptual clarity and real-world application. The choice of teaching method is influenced by factors such as teacher expertise, availability of resources, and the overall curriculum design. As schools strive to integrate technology and hands-on activities into science instruction, challenges such as inadequate teacher training, limited laboratory facilities, and resistance to change often arise (Ibrahim, 2023). The variability in teaching practices has resulted in inconsistent academic performance in science subjects, raising concerns about the overall quality of science education. This study seeks to appraise the effectiveness of various teaching methods in science and to examine their impact on students' academic performance. The findings are expected to inform policy decisions and lead to the development of more effective science teaching strategies that enhance student understanding and performance (Kumar, 2024).
Statement of the Problem:
Despite the adoption of diverse teaching methods, secondary schools in Funakaye LGA face significant challenges in achieving consistent academic performance in science subjects. Variability in instructional approaches has led to wide disparities in student understanding and engagement (Lawal, 2023). Many teachers struggle with limited resources and inadequate training, resulting in a reliance on outdated lecture-based methods that may not fully engage students. The lack of standardized assessment practices to measure both theoretical and practical understanding further complicates the evaluation of teaching effectiveness (Musa, 2024). Poor laboratory facilities, insufficient technological support, and rapid curriculum changes add to the challenges, leading to inconsistent academic outcomes among students. This study aims to critically appraise current teaching methods and investigate their influence on academic performance, thereby identifying key factors contributing to the variability in student achievement and proposing actionable recommendations for improving science instruction (Nwosu, 2023).
Objectives of the Study:
- To appraise the effectiveness of various teaching methods in science subjects.
- To examine the relationship between teaching methods and students' academic performance.
- To recommend strategies for improving science instruction in secondary schools.
Research Questions:
- What teaching methods are currently employed in science subjects in Funakaye LGA?
- How do different teaching methods impact students' academic performance in science?
- What strategies can be implemented to enhance the effectiveness of science teaching methods?
Research Hypotheses:
- Innovative teaching methods are positively correlated with higher academic performance in science subjects.
- Traditional lecture-based methods are less effective in engaging students in science learning.
- Improved teacher training in modern teaching strategies leads to better academic outcomes in science subjects.
Significance of the Study:
This study is significant as it provides a comprehensive appraisal of teaching methods in science education and their impact on students' academic performance. The findings will inform educators and policymakers about effective instructional strategies and highlight areas for improvement. By addressing current challenges, the research aims to contribute to a more engaging and effective science curriculum in Funakaye LGA, Gombe State, ultimately promoting improved academic outcomes and deeper scientific understanding.
Scope and Limitations of the Study:
This study is limited to secondary schools in Funakaye LGA, Gombe State and focuses exclusively on teaching methods in science subjects. It does not consider teaching methods in other subject areas.
Definitions of Terms:
- Teaching Methods: The strategies and approaches used by teachers to facilitate learning.
- Academic Performance: The measurable outcomes of student learning, typically indicated by grades and assessments.
- Science Subjects: Disciplines related to the study of natural and physical phenomena, including biology, chemistry, and physics.
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