CHAPTER ONE

1. INTRODUCTION

1.1   BACKGROUND OF STUDY

Many of our standard methods of teaching have been shown to be comparatively unproductive in the students’ ability to master and then retain vital concepts. The traditional methods of teaching (lecture, recitation, and laboratory) do not tend to foster collaborative problem-solving, critical thinking and creative thinking (Wood and Gentile 2003; Costa 2014).

With regard to the prevailing scenario in science education, in general, students are taught memorization and routine application, and not reasoning methods, analysis, synthesis and evaluation (Somalingam and Shanthakumari 2013). Employers complain that today’s college graduates are severely lacking in basic skills particularly communication, problem-solving, the ability to prioritize tasks and decision making (Selingo 2015).

A high dropout rate is a current problem in the secondary schools. The institutions have to raise the student success ratio and have to reduce the numbers of dropouts (Paura and Arhipova 2009; Marcus 2012).

The poor performance of students in engineering education may be attributed to poor teaching strategies and skills (Vincent and Akpan 2014). These problems have led to desperate search for appropriate teaching strategies that would best be used to realize the aims of physics teaching, thereby improving learning and skills acquisition.

The strategies of teaching are decisions about organizing people, materials and ideas to provide learning (Nwachukwu 2005). Weston and Cranton (1986) viewed teaching strategies as both the teaching method and the materials used in the process of teaching.

Some of these teaching strategies include inquiry, discussion, lecture and demonstration, among others (Vincent and Akpan 2014). Therefore, in the study, the improved lecture method of teaching will be considered; lecture strategy contains a verbal presentation of ideas, facts, concepts and generalizations. The practice of this method is that of spoon-feeding the learners with facts or information. The students remain passive and obtain information from their teacher (Umoren 2001; Vincent and Akpan 2014).

In order to make an informed choice of the best teaching and learning strategy, Petty (2004) points out that a teacher must know: what teaching methods are available, what the strengths and weaknesses of these methods are, what purposes each of them can serve and how each should be used in practice. Which learning activities or teaching methods you choose, and how you use them, will not depend only on your purpose. It is crucial to consider also your students, the physical environment such as the room and the equipment available and the emotional climate.

This is because a teacher must be observant and responsive to what happens in class. Probably the best teaching method ought to take into account the interests of the teacher and most importantly those of the learners. It is clear that teaching is more than appearing before a class and merely applying specific techniques.

1.2   STATEMENT OF THE PROBLEM

Physics being a core subject in the study of science should be given a special consideration. Many students find physics to be a hindrance in attaining their aims and objectives; which could be improper method of teaching the subject, lack of experienced hands in the teaching field of physics; which all these and more are capable of affecting the performance of secondary school physics students. Finally, several research has been carried out on the effects of lecture and demonstration methods on the academic achievement of students in physics in Nassarawa local government area of Kano state but not even a single research has been carried out on the effect of improved lecture method on physics students academic performance in selected secondary school in Gusau local government, Zamfara state.

1.3   AIMS AND OBJECTIVES OF STUDY

        The main aim of the study is to determine the effect of improved lecture method on physics student academic performance. Other specific objectives of the study include;

1. to determine the factors affecting improved lecture method of teaching and its effect on academic performance of physics students.
2. to determine the influence of improved lecture method on the academic performance of physics students.
3. to determine the extent to which improved lecture method of teaching affects the academic performance of physics students.
4. to proffer possible solutions to the problems.

1.4   RESEARCH QUESTIONS               

1. What are the factors affecting improved lecture method of teaching and its effect on academic performance of physics students?
2. What is the influence of improved lecture method on the academic performance of physics students?
3. What is the extent to which improved lecture method of teaching affects the academic performance of physics students?
4. What are the possible solutions to the problems?

1.5   STATEMENT OF RESEARCH HYPOTHESIS

Hypothesis 1

H0:   Improved lecture method has no significant effect on the academic performance of physics student.     

H1:      Improved lecture method has a significant effect on the academic performance of physics student.     

Hypothesis 2

H0: Gender does not influence students’ academic performance in physics that were taught by improved lecture method

H0: Gender influences students’ academic performance in physics that were taught by improved lecture method

1.6   SIGNIFICANCE OF STUDY

        The study on the effect of improved lecture method on physics student academic performance will be of immense benefit to the entire Gusau local government area of Zmafara state in the sense that it will enable physics teachers in the schools to adopt the best method of teaching physics which might help the student even when they are out from secondary schools to higher institutions. The study will also enable the government to employ trained and qualified physics teachers to teach the students using the right method of teaching which might not just end with talking alone but would incorporate practical too. Finally, the study will contribute to the body of existing literature and knowledge to this field of study and basis for further research.

1.7   SCOPE OF STUDY

        The study on the effect of improved lecture method on physics student academic performance is limited to selected secondary school in Gusau local government, Zamfara state.

1.8   LIMITATION OF STUDY

Financial constraint- Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Time constraint- The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.

1.9   DEFINITION OF TERMS

Effect      A change which is a result or consequence of an action or other cause.

Improved         Having become or been made better.

Lecture Method      Lecture method is the oldest method of teaching. It is based on the philosophy of idealism. This method refers to the explanation of the topic to the students.

Academic Performance Is the extent to which a student, teacher or institution has achieved their short or long-term educational goals.

Student   A student is primarily a person enrolled in a school or other educational institution who attends classes in a course to attain the appropriate level of mastery of a subject under the guidance of an instructor and who devotes time outside class to do whatever activities the instructor assigns that are necessary either for class preparation or to submit evidence of progress towards that mastery.