LEARNING STYLES AS CORRELATES OF CHEMISTRY STUDENT PERFORMANCE

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LEARNING STYLES AS CORRELATES OF CHEMISTRY STUDENT PERFORMANCE

CHAPTER ONE

INTRODUCTION

1.1 Background of the study.

Education is a continuous process in life. It is the process of training and developing the knowledge, skill, mind and character of people. It is also the process by which the latent abilities of individuals are developed so that they may be useful to themselves and the society (Olaniyonu, Adekoya and Gbenu, 2008). Meaningful improvements in the quality of education that students receive are determined by the quality of teachers (Anderson, 1991). Therefore quality teaching and learning are good for students’ academic performance.

For a nation that wants to achieve rapid technological development, academic performance in Mathematics and English Language is central to the attainment of this laudable goal. Mathematics is the foundation science subject for the other science subjects like, Physics, Chemistry, Biology, and Additional Mathematics, while English Language is an indispensable tool of expression and communication. This recommendation was made to address the public concern on the poor academic performance of students in Senior Secondary Certificate Examination (SSCE) in Mathematics and English Language in recent years.

This recommendation has not been implemented till date and the poor academic performance in these two key subjects politiciation. Poor academic performance has been linked to several factors which include shortage of good teaching staffs, poor quality of educational leadership, political instability of educational programmes, automatic promotion, age of the learners, and unavailability of effective instructional materials (Ewetan, 2010; Akinwunmi and Odunsi, 2008). Information gathered through the National Bureau of Statistics shows that as at 2008, there were 14,829 secondary schools in Nigeria. Out of this number 2,930 secondary schools or 19.76% were from South West while 508 secondary schools or 17.34% were from Ogun State. Better students‟ results are the main indicator of the experience and effectiveness of teachers. In developing and developed countries, the teacher factor has been linked to low achievement in Mathematics and English Language (Akpo, 2012; TIMSS, 2002; Afrassa and Peeves, 1999; Jacob and Lefgen, undated).

The issue of teacher as a factor that affects students academic performance has received a lot of attention in the literature and findings have been mixed and inconclusive. A strand of the literature revealed that a number of teacher variables which include years of teaching experience, level of educational attainment or academic qualifications, teacher development programmes, availability of qualified teachers, teacher-student ratio, teacher attitude, degree of job satisfaction, motivation and salary affect students‟ learning outcomes (Daso, 2013; Akpo, 2012; Odiri, 2011;Ewetan, 2010; Akinsolu, 2010; Adesoji and Olatunbosun, 2008; Bressoux et al, 2008; Adeyemi, 2008; Abu and Fabunmi, 2005). Another strand of the literature found that a number of teacher variables which include teacher years of experience, teacher academic attainment or qualifications, teacher-student ratio, and teacher development programmes had no significant influence on students‟ academic performance (Yara and Surumo, 2012; Ayodele and Ige, 2012; Zaku, 1983).

1.2 Statement of the problem.

Teachers’ teaching method has a lot to with the academic performance of students in a school. Teachers need to be well equipped/ trained on effective teaching method in order to positively influence the academic performance of senior students in Lagos state.

1.3 Objective of the study.

The main objective of the study is to investigate the relationship between teaching method and academic performance of senior students in Lagos state.

1.4 Research Questions.

What is the meaning of Teaching method?

What is the meaning of Academic performance?

What is the effects of teachers’ teaching method on academic performance of senior students in Lagos state?

1.5 Significance of the study.

This study will help in examining the effect of learning styles on academic performance of senior students in Lagos state.

1.6 Scope of the study.

This study focus on the investigation into the relationship between learning styles and academic performance of senior students in Lagos State.

1.7 Limitation of the study.

This study is limited to senior students in Lagos state.

CHAPTER TWO

Literature review

Teaching is the art of unleashing the potentials that are inherent in the recipient, so as to draw out knowledge from the student (Jones 1980). The ability to do this involves making a choice of the most appropriate pedagogical strategy that would ensure optimal assimilation of the instructive materials from the giver. Studies have of course shown that the degree of assimilation of students correlates to the method of instruction (Tennyson, Botwill and Frey 1978, Gardner 1991). Though two main approaches to teaching; the teacher-centered and student-centered have dominated interaction in classrooms and captures the various styles that students can learn, the important decimal in whatever method of passing knowledge is assimilation by the recipient (Pascarella 1980). This can of course be measured either through formal and informal styles of assessment.

Covenant University, a faith-based institution was founded in 2002 to propagate a departure philosophy of life applicable learning that would culminate in the raising of new generation of leaders and contributors. It is based on the above that a drive and commitment to pioneering excellence at the cutting edge of learning is emphasized and attention is given to lecture system that impacts positively on the receivers (Tuckman 1996). This makes it an appropriate location to conduct a study of this nature that examines the relationship between teaching method and assimilation.

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