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Project Topic:

UTILIZATION OF TEACHING METHODS TO DEVELOP LEARNERS CREATIVE POTENTIAL IN SECONDARY SCHOOLS

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 Format: MS WORD ::   Chapters: 1-5 ::   Pages: 60 ::   Attributes: Questionnaire, Data Analysis,abstract, table of content, references ::   30 people found this useful

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CHAPTER ONE

1.0 INTRODUCTION

1.1 BACKGROUND OF STUDY

In the knowledge society, creative potential is on high demand. There is increasing focus on the role of education as a place not only for unlocking the creative potential of gifted students but also for teaching all students how to be creative and innovative (Craft, 2006). While few universities offer courses on creativity per se, an increasing number of courses in innovation and entrepreneurship have seen daylight over the past decade. This chapter sees creativity as a step towards innovation. When wanting to distinguish between creativity and innovation, Amabile et al. (2006) explain that all innovation begins with creative ideas. They further explain that innovation is:

“the successful implementation of creative ideas within an organization. In this view, creativity by individuals and teams is a starting point for innovation; the first is a necessary but not sufficient condition for the second” (Amabile et al., 2006:1155).

As Oliver et al. (2006) have pointed out; many students experience a conflict between being ‘creative’ and being ‘academic’. Moreover, in academia, criticality is seen as a virtue (Phillips & Bond, 2004; Pithers & Soden, 2000). There is emphasis on critical thinking, on fault finding, and on deconstructing and searching for weak points in an idea or argument. The culture is often quite individual at least in terms of assessment which is based on individual performance. In contrast to this, the optimal conditions for creativity (in its ‘conventional’ form) have to do with finding the strong points in an idea. In order to reach a brilliant idea, you have to accept that it may come after 29 miserable ideas. In a creative team, one should build on each others’ ideas, be cooperative and constructive (Darsø, 2001). Hence, one must ask how we can foster creativity in higher education where criticality is seen as a vital teaching and learning goal.

        On the other hand the utilization of teaching method and learners’ creative potential may have a nexus. The act of demonstration with instructional materials and lecture method in learning is very important as it may enhance the learners’ creative potentials since images stick more than words in the mind of students.

1.2 STATEMENT OF PROBLEM

What really instigated the study on the utilization of teaching method to develop learners’ creative potential in secondary school was due to low creativity among teachers and students during learning; this maybe as a result of lack of utilization of teaching methods. Secondly it may be due to the employment of unqualified teachers and inability of teachers to practice use of teaching methods during classes. Finally there have been series of studies on teaching methods but even a single study has been carried out on utilization of teaching methods to develop learners’ creative potentials in secondary schools.

1.3 AIM AND OBJECTIVES OF STUDY

The main aim of the research work is to examine the utilization of teaching methods to develop learners’ potential in secondary schools. Other specific objectives of the study are:

  1. to determine the relationship between teaching methods and learners’ creativity in secondary schools
  2. to determine the difference in creativity among learners in secondary school under the utilization of various teaching methods
  3. to examine whether the effect of the utilization of teaching method on learners in secondary school  is gender sensitive
  4. to investigate on the factors affecting the utilization of teaching methods in secondary schools in Nigeria

1.4 RESEARCH QUESTIONS

The study came up with research questions so as to ascertain the above stated objectives of the study. The research questions for the study are:

  1. What is the relationship between teaching methods and learners’ creativity in secondary schools?
  2. What is the difference in creativity among learners in secondary school under the utilization of various teaching methods?
  3. Is the effect of the utilization of teaching method on learners in secondary school is gender sensitive?
  4. What are the factors affecting the utilization of teaching methods in secondary schools in Nigeria?

1.5 STATEMENT OF RESEARCH HYPOTHESIS

Hypothesis 1

H0: there is no significant relationship between teaching methods and learners’ creativity in secondary schools

H1: there is significant relationship between teaching methods and learners’ creativity in secondary schools

Hypothesis 2

H0: there is no difference in creativity among learners in secondary school under the utilization of various teaching methods

H1: there is difference in creativity among learners in secondary school under the utilization of various teaching methods

Hypothesis 3

H0: the effect of the utilization of teaching method on learners in secondary school is not gender sensitive

H1: the effect of the utilization of teaching method on learners in secondary school is gender sensitive

1.6 SIGNIFICANCE OF STUDY

The study on the utilization of teaching methods to develop learners’ creative potential in secondary schools will be of immense benefit to the entire secondary schools in Nigeria because it will test various teaching methods and determine the effect on learners’ creative potentials in secondary schools. The study will serve as a repository of information to other researchers that desire to carry out similar research on the above topic. Finally the study will contribute to the body of existing literature and knowledge in this field of study and provide a basis for further research

1.7 SCOPE OF STUDY

The study will look at the lecture and demonstration method as the teaching methods to develop learners’ creative potential in secondary school.

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

Demonstration: demonstration in accordance to the study is an act of showing that something is in existence

Lecture: this is simply an educational talk to an audience, especially one of students in a university.

Creativity: Creativity is a phenomenon whereby something new and somehow valuable is formed


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Paper Information

Format:ms word
Chapter:1-5
Pages:60
Attribute:Questionnaire, Data Analysis,abstract, table of content, references
Price:₦3,000
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