TEACHING STYLE OF LECTURERS A CASE STUDY OF THE DEPARTMENT OF EDUCATION TECHNICAL, KADUNA POLYTECNIC

TEACHING STYLE OF LECTURERS A CASE STUDY OF THE DEPARTMENT OF EDUCATION TECHNICAL, KADUNA POLYTECNIC

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Table of Contents

Title page:           -        -        -        -        -        -        -        -        i

Declaration:                  -        -        -        -        -        -        -        ii

Approval Page:  -        -        -        -        -        -        -        -        iii

Dedication:                   -        -        -        -        -        -        -        -        iv

Acknowledgement       -        -        -        -        -        -        -        v

Table of content:         -        -        -        -        -        -        -        -        vi

List of Table:       -        -        -        -        -        -        -        -        viii

Abstract:              -        -        -        -        -        -        -        -        ix

CHAPTER ONE

Background to the study:     -        -        -        -        -        -        1

Statement of the problem:    -        -        -        -        -        -        6

Purpose of the study:  -        -        -        -        -        -        -        6

Significance of the Study:    -        -        -        -        -        -        8

Research Questions:  -        -        -        -        -        -        -        8

Scope of the study:               -        -        -        -        -        -        8

CHAPTER TWO: LITERATURE REVIEW

Theoretical Frame Work                -        -        -        -        -        9      

Types of Teaching Style      -        -        -        -        -        -        12    

Empirical Studies:        -        -        -        -        -        -        -        18

Summary of Literature Review:              -        -        -        -        19

CHAPTER THREE: METHODOLOGY

Design of the Study:   -        -        -        -        -        -        -        21

Area of the Study:                 -        -        -        -        -        -        21

Population of the Study:                -        -        -        -        -        22    

Instrument for Data Collection:               -        -        -        -        22    

Validation of the Instrument:          -        -        -        -        -        -        23

Reliability of the Instrument: -        -        -        -        -        -        23

Method of Data Collection:  -        -        -        -        -        -        23    

Method of Data Analysis:     -        -        -        -        -        -        23

CHAPTER FOUR: DATA ANALYSIS AND PRESENTATION Discussion of Findings:          -        -        -        -        -        -        -        28

CHAPTER FIVE: SUMMARY, CONCLUSION, RECOMMENDATION

Restatement of the problem          -        -        -        -        -        -        31

Summary of procedure used        -        -        -        -        -        -        31

Major Findings   -        -        -        -        -        -        -        -        32

Implication of the study        -        -        -        -        -        -        -        32

Recommendations      -        -        -        -        -        -        -        32

Suggestions for further study        -        -        -        -        -        -        33

Conclusion :                 -        -        -        -        -        -        -        33

References :                -        -        -        -        -        -        -        35    

Appendix: Questionnaire:    -        -        -        -        -        -        39


LIST OF TABLE

Table                            Title                                                            page

Table 1      Mean responses of the respondent of                      25

                   teaching style of lectures in the Department

                   of Education Technical

Table 2      Shows the t-test analysis of the mean                      27

                   responses of Male and Female lecturers in

                   teaching style in the Department of

                   Education Technical

Table 3      Shows the t-test analysis of the mean                      28

                   responses of Senior and Junior lecturers in

                   teaching style in the Department of Education

Technical


ABSTRACT

The study sought to assess Teaching Style Of Lecturers in the Department Of Education Technical, Kaduna Polytechnic. The specific purposes of the study were to find out  teaching styles of Teachers/lecturers in the Department of Education (Technical), find out whether there is any significant difference in the teaching style of male and female lecturers in the Department of Education (Technical) and find out whether there is any significant difference in teaching style of senior and junior lecturers in the Department of Education (Technical). One research question and two hypothesis were design and used to guide this study. The population of the study is 98 staff. The test retest method was used to establish the reliability of the instrument and the Pearson Product Moment Correlation coeffiecient was used to calculate the reliability coefficient. Mean statistics, standard deviation and T-test was employed to analyse the data. The summary of the findings for this study revealed that the style adopted by the lecturers in the department of education (technical) conform to the standard teaching method and procedures, there is no significant difference in the teaching style of male and female lecturers and between senior and junior academi c staff in the department of education (Technical). Based on the findings, recommendations were made which include that the lecturers should provide the student with the guides to their lesson or an instructional paper containing all teaching / learning activities to be carried out or undergo from the beginning of the semester to the end, There should be an assistant to any technical lecturers, who should help him in relating theory to practice in the workshop.


CHAPTER ONE

INTRODUCTION

1.0       Background to the study

Teaching means interaction of teacher and student participating for their mutual benefit, both have objective goals and targets to achieve or accomplish (learners.com, 2016). Also teaching is the activities of providing education to others, the person who provides education is the teacher. The teacher uses different styles for giving knowledge to students, and tries his /her utmost to make students to understand. More over among his duties is to encourage students to learn.

Scheinder (2016) Teaching styles refers to teaching methods and strategies employed by teachers for the purpose of training learners each subject/ topic /lesson to be taught has its own style or methodical strategy to follow and every teacher has his own style.

Bridge and Bridge (2016) Teaching styles are attributes of a teacher that defines their styles methods and behavior in classroom, the way through which a teacher teaches his students in a particular style. Each teacher has his own teaching style that includes effectiveness and mastery of the subject matter.

There are two types of teaching styles; these are:-

-         Teacher centered style

-         Leaner centered style         (www.teach.com)

Teacher centered style:- Focuses on the idea that the teacher is the main authority figure. Student are there simply to learn through teacher adaptive style, usually lectures and direct instructions, main focus is passing test and assignment. The advantages of teacher centered styles are:-

·        Content and subject matter is logically arranged by the teacher

·        Teacher feel comfortable and confident in the classroom activities

·        No objection is raised by the teacher in connection with the availability of resources.

·        Democracy is encouraged. (Farouq 2013)

While the disadvantages are:-

·        A change in the attitude on the part of learner is difficult to develop

·        Hindrance due to rigid administration, planning and management.

·        It is difficult to maintain common standard at various institutions

·        A drastic change in the examination system and evaluation will be required. (Farouq 2013).

Student centered style:- Student plays an active roles in what teacher impacts, the approach is that, teacher will advice and guide students towards teaching path. The student informed and give teacher idea how best to approach, teach and impart knowledge to the learner (www.teach.com 2016)

The merits of the style are that:-

·        Students centered is the most effective to members in the classroom

·        Students gain confident in themselves as they take new responsibility

·        It encourage innovation and creativity

·        The student learn to be responsible for his own learning and actions (Farouq 2013)

While the Demerits are:-

·        The student might developed a wrong idea and concepts

·        Instruction would be too much independence

·        The students took the position of teacher in developing needed ideas and concepts

·        Law of readiness in the teacher is violated. (Farouq 2013)

The Department of education (Technical) was established in 1972 primarily to run a teacher preparation programme in Technical and vocational education. As its inception, the pioneer programme was the Nigeria certificate of education (Technical) (NCE TECH) which was then the highest non graduate teaching qualification in Nigeria. Over the years the department has grown structurally and in stature attracting the attention of the federal Government. As a pioneer and an important centre for training of needed technical/ vocational teacher human resources, it has trained hundreds of graduates for the federal ministry of education, under the Technical Teacher Training Programme (HTTP).

The Bachelor of Technology (B. TECH) programme following the report submitted to the Federal Government by the National University Commission (NUC), on the application by Kaduna Polytechnic to start a programme teaching to award of degree in Technical Education, the federal Ministry of Education submitted a memorandom to the Federal executive council. The council in its resolution No. FEC 7 (84) 4 approved that the Department of education (Technical) Kaduna Polytechnic be upgraded to a degree awarding statures and that it should be affiliated with Ahmad Bello University Zaria in the following programme. Automobile, Building, Electrical/Electronic, Electronics, Metal work and wood work technologies.

The following Teacher Training programme are offered in the Department

·        Nigeria Certificate of education (Technical) started in 1972

·    &


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