Non Use of Proper Teaching Methods and Techniques
A
method is a way of doing something consequently, a teaching method is a
systematic procedure employed by teachers in their attempt to help learning
take place. A teaching method often represents the implementation of a given
theory of learning. People have various concept of the nature of education and
how learning takes place. These concepts have resulted in different
propositions of what teachers should do to facilitate learning.
According
to Adediwuru and Tayo (2007), teaching methods and techniques are like two
sides of a corn. Methods can be compared to patterns to be followed in teaching,
while techniques are the required characteristics or ingredients for effective
teaching. Adequate familiarity with different methods and techniques of
presentation and the ability to use them correctly is one of the qualities of
an ideal teacher. Unfortunately, most biology teachers adopt methods and
techniques that do not conform to what is required.
The
WAEC acting HRDH officers report (2001, 2002,2003 and 2005) on the failure in biology
is due to non use of the necessary methods and techniques to impact the
required knowledge by teaching in order to ensure that learning takes place.
Many
educationists have emphasized that successful teaching of science subjects
cannot be attributed to the use of a specific teaching method. Alexander and
Halverson (1963) stated that no single method of teaching is better than the
other and as such one method should not be used often in place of others.
Science teachers should use variety of methods in teaching science lessons. In
addition to this, Manu (1992) quoting descrild stressed that good teachers do
not follow one method but use which ever method that seems best for the
achievement of a particular objective.
Biology
as a science subject requires an integration of both theoretical and practical
work to make it easily understood by the students. But large number of teachers
still use the conventional lecture method while teaching biology.
Ridgwell
(1976) in support of this notion added that all a teacher requires when
selecting a method of teaching any science topic is to look for a method that
will best motivate and help the students to understand the topic and in the
process achieve the desired objectives.
The
teaching approach, methodology and how the professional skills and practices of
the teacher are displayed determine the performance of the students. In the
same vain, authoritarian and impersonal teacher –student interaction in class
could be the major factor that contributes to negative attitude of the students
towards learning biology. On the other hand, democratic and personal teacher –
student interaction in class elicits positive attitude towards learning
biology.
Ehindero
and Ajibade (2002) asserted that students who are curious stakeholders in
educational enterprise have long suspected and speculated that some of their
teachers lack the necessary professional qualifications like skills,
techniques, strategies, ideas etc in a way that would facilitate effective
learning. They also believe that these deficiencies contribute significantly to
the growing rate of failure in our senior school certificate examinations.
Odubuni
(1981) and Olarewaju (1983) found that most serving teachers employ lecture
method in the teaching of biology. The method neglects or is not in tandem with
the specialist idea in teaching biology, which recommends enquiry and discovery
methods to be used in teaching and learning. Also according to Nolan (1963), a
well qualified teacher gives the students the best he can. This shows that he
knows the requirements of the subject. He should also recognize the technical
components that help the needy students to master their skills as well as
recognize their weakness and solution.
Some
biology teachers are graduates of biology and not biology education. This is
why, though they know the subject (what to teach), they are not able to pass it
on to others and they accept to do so, they employ teaching methods and
techniques that are not suitable for the classes and topics they are handling.
Sofenwa
(1973) emphasized that teaching style is an important variable of students
achievement. Teachers’ method of teaching can even make a subject which
students regard as being difficult and uninteresting, easy to learn. To this
effect, Nwankwo (1976) concluded that the effect of teaching methods on the
performance of students re-affirms that bad teaching method, use of unsuitable
educational gadgets, problem of unqualified and incompetent teachers are all
causes of problem of biology learning.
Mesanya
(1970), in the same view, argued that the problem is not what to teach but how
to teach it. He added that if the how is lost, the what and when have little
significance. All these imply that when a biology lesson is not taught with the
right teaching methods and techniques, the students find it difficult to
understand the subject and this therefore brings about the poor performance of
students in SSCE biology Examinations.
Smuth
(1969) suggested that in order to be effective in bringing about intended
learning outcomes, a teacher should be prepared in few areas of knowledge:
i.
Command
of theoretical knowledge about learning and human behaviour
ii.
Display
of attitude of learning and genuine human relationship
iii.
Command
of knowledge in the subject matter to be thought
iv.
Control
of technical skills of teaching that facilitates students learning.
From the above statement, it seems that the specific
teaching methods that arouse students interest and enhance their achievement in
biology include activity method, enquiry method and discovery method. Teachers
should therefore receive adequate training to be able to apply the suitable
teaching methods in order to achieve effective instruction.
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