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1.1 Background Of The Study
Education is an enlightenment, which explores the person about the distinction between the two notions of right and wrong. Making a person knowledgeable is not the only purpose of education, but also making him/her to learn about rationale thinking, the right attitude, behavior, and creating knowledge and autonomy. When there is an inspiration to bring a revolution, there is room for improvement everywhere. Innovation can be enhanced which paybacks both students and the teachers.
Teaching and learning are interrelated terms. The very effective and useful method in order to calculate good teaching is the quantity of knowledge that the student have gained throughout the process. There are constantly positive associations between rating of the students regarding the “amount learned” during a semester and largely evaluation for the teacher and the subject itself (Cohen, 1981; Theall & Franklin, 2001).Thomas Angelo also have given a similar idea, when he described; “if there is no learning during the teaching, then it is equivalent to just talking”. An instructor’s efficiency is all over again just about, how much student has learned during instructions.
A teaching method encompasses the principles, policies and methods that could be used for instructing students. The very frequently used methods of teaching may include class participation, demonstration, and memorization or could be the blend of these. The selection of teaching method or methods to be implemented depends mainly on the knowledge or skill that is going to be taught to the students, and it may also be influenced by the ability of students that how much they have the potential to learn. There are many teachers who always try new teaching techniques in the classroom with the intention of making learning more successful.
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, lecturers 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).
Formal education is a means of imparting and acquiring knowledge within the four walls of a school. The school system is established to facilitate teaching and learning to empower students with knowledge and skills for positive living in the society. Anyichie and Onyedike (2012) observed that it is expected that classroom learning should be transferred into solving problems in real life. However, according to Duze (2011), the present educational system in Nigeria seems not to be achieving the desired goals and objectives due to noticeable evidence of decline in standard of education and quality of students especially at the secondary school level. This is clearly shows in the results of both internal and external examinations especially in Mathematics (Anyichie and Onyedike).
Some of the factors implicated with the poor academic performance of students include teaching and learning approaches, inadequate instructional facilities and students’ lack of interest and motivation. Okpala in Awolabi (2003) observed that the conventional teaching method widely adopted in Nigerian classrooms is more lecturer-centred than learner-centred. Bala (2006) noted that the use of lecturer method in which the lecturer is most active often creates frustration and learning difficulties for some students. The conventional teaching method (MTM) emphasizes teaching more than learning and pays little or no attention to the process of learning thereby dwarfing students’ creative thinking which is necessary in today’s workplace. The educational system is perpetually under pressure to adequately respond to constant changes in the society as a result of technological advancement. Consequently, current developments in research and technology have given rise to the adoption of new midway approach of teaching which have the potential of efficiently meeting learning needs of today’s students (Senchi, 2005 and Uba, 2006). It is important, therefore, to engage students’ creative thinking in order to develop their problem solving skills by adopting student-centred methods like meta-learning. In view of the foregoing, this study focused on determining the effect of midway approach on students academic performance in word processing
vocational technical education is a skills training programme recognized all over the world for its potential for equipping youths and unemployed adults for self-employment, employment creation and poverty reduction as well as satisfying the needs of the society (Ezenwafor, 2015). In addition, Ezenwafor, (2015) affirmed that vocational technical education contributes enormously to national development hence the Nigerian government acknowledges its relevance and emphasizes the effective implementation of its programmes at all levels in the educational system.
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 lecturers to impact knowledge to learners (Adunola, 2011). Substantial research on the effectiveness of teaching approaches 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 lecturers need to be conversant with numerous teaching strategies that take recognition of the magnitude of complexity of the concepts to be covered.
1.2 Statement of the Problem
The declining academic performance reported by Bala (2006) among others of students in technical subjects in Nigerian technical colleges is a great concern to vocational educators in view of the relevance of technical education to individual self-reliance and the nation’s technological and industrial development. Research studies strongly relate academic performance of students to the approach to learning adopted by the lecturers (Adunola, 2011; Ganyaupfu, 2013).The commonly used teaching method by lecturers of technical subjects is the lecture method which is lecturer-centred and often creates frustration and learning difficulties for students. Different midways approaches to teaching have been found to enhance students’ academic performance in different school subjects within and outside Nigeria. Therefore, the problem of this study is that the effect of midway approach on academic performance of colleges of education students in word processing.
1.3 Objectives of the Study
The main study of the study is to investigate the effect of midway approach on students academic performance in word processing. Specifically, the study aimed at the following objectives:
1. To examine the relationship between student-Centered Approach and Students Academic Performance in word processing
2 To examine the relationship between Teacher-student interactive Approach and Students Academic Performance in word processing
3 To examine the relationship between Meta-Learning Approach and Students Academic Performance in word processing
3.1 Research Questions
The research questions for the study were formulated as follows:
1. What is the relationship between student-Centered Approach and Students Academic Performance in word processing?
2. What is the relationship between Teacher-student interactive Approach and Students Academic Performance in word processing?
3. What is the relationship between Meta-Learning Approach and Students Academic Performance in word processing?
1.5 Research Hypotheses
The following hypotheses were formulated to guide the study.
1. There is no significant relationship between student-Centered Approach and Students Academic Performance in word processing.
2. There is no significant relationship between teacher-student interactive Approach and Students Academic Performance in word processing.
3. There is no significant relationship between meta-Learning Approach and Students Academic Performance in word processing.
1.6 Significance of the Study
Findings of this study would be of immense benefits to lecturers and students of technical colleges, parents, curriculum planners, Nigerian citizens and the government.
The findings will reveal the effects or benefits of different midway approach to learning in improving the academic performance of word processing students of technical colleges. The improved academic performance and adequate skills acquisition will lead to greater employment opportunities for the students on graduation in both public and private sectors of the economy, help them progress in their career through effective performance, reduce unemployment and poverty as well as their attendant social problems in the country. The outcome will benefit Nigerian citizens and the government.
1.7 Delimitation of the study
This study was delimitated to the effect of midway approach on students academic performance in word processing in colleges of education using Afaha Nsit as a study area.
1.8 Limitation of the Study
It was also difficult to gather materials especially relevant and current information related to the study variables, since the study is not common. This caused scarcity of relevant research materials from local journals, the researcher had to rely greatly on the foreign materials in order to put up this work.
Another difficulty faced was limited time given to researcher to complete the study. Limited fund was also a constraint to this work.
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