School administration and effective teaching methods in science education in North Central Nigeria
Keywords:
Teaching methods, Science Education, student-centred, teachers-centred
Abstract
The study investigated the school administration and effective teaching methods in Science Education in Nigeria. Two objectives and research questions were raised and answered. The descriptive survey design was adopted for the study. The population of the study comprised of the entire federal tertiary institutions in North Central Nigeria. A random sampling technique was adopted and Krejcie and Morgan (1970) method was used to determine the sample size of 330 undergraduate and college of education students. Fifty five students in each of the six selected tertiary institutions was sampled. The instrument used was tagged: “Effective Teaching Methods in Learning Science Education Concepts (ETMLSEC)”, with a four point scale of Most Effective Teaching Methods (4 points), More Effective Teaching Methods (3 points), Effective Teaching Methods (2 points) and Not Effective Teaching Methods (1 point). Mean (x̅) was used to analyse the research question, and Standard Deviation used to find out the extent in which scores in the distribution clustered around the means. The findings of the study revealed that students enjoyed different teaching methods in Science Education as lecturers endeavour to make their classes interesting by using appropriate methods to teach a particular concept in science. Based on these findings, the following were recommended among others: Teachers and/or Lecturers should be encouraged to try using different teaching methods and approaches to teach science subjects as it helps learners know their preferred learning method(s).
References
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Awe, G. A., & Kasanda, C. D. (2016). The perceptions and practice of learner-centred teaching in Namibia. The case of Physical Science teachers in the Omusati education region.
Brown S & Smith B (2012). Resource-based learning. Routledge, Park Square, Milton Park, Abingdon, OX14 4RN. (Bruner, 1960 and 1971; Piaget, 1926; Vygotsky, 1962 and Wood, 1986).
Daehler, K. R. (2016). Good Science Teaching Requires Continuous Learning. Journal of Research in Science Teaching, 36 (10), 22-23.
Duru, A. (2010). The experimental teaching in some of topics geometry. Educational Research and Reviews, 5(10), 584-592.
Ernest, F.O. (2010). Relative effects of programmed instruction and demonstration method of students’ academic performance in science. College study Journal, June 2009. Retrieved 20th November from http://www.adlog/c/r.
Fred, G.A. (2010). A comparative effectiveness of the lecture- demonstration and individual laboratory methods. The Journal of Educational Research, 1 & 3(5), 355-365. Retrieved November 17th 2010 from
file://localhost/f:/JSTOR%20journal%ofEducational%20research%.
Gillies, R. (2014). Developments in Cooperative Learning. Review of Research. Annals of Psychology, 30 (3), 792-801.
Gupta, M. & Lata, P. (2014). Effectiveness of IT-enabled Instructional Package (ITEIP) on science achievement of X class students in relation to their gender. British J. Educ., 2(4), 17-30.
Gupta, M. & Lata, P. (2014). Effectiveness of IT-enabled Instructional Package (ITEIP) on science achievement of X class students in relation to their gender. British J. Educ., 2(4), 17-30.
Goulder, R. (2012). Students' Perception of Biology Fieldwork: The example of students undertaking a preliminary year at a UK university. International Journal of Science Education, 35(8), 1-22
Gurses, A., Demiray, S., & Doğar, C. (2015). A Design practice for interactive-direct teaching based on constructivist learning (IDTBCL): Dissolution and solutions. Procedia-Social and Behavioural Sciences, 191, 44-49.
Habók, A. (2016). In-service teachers' perceptions of project-based learning. Springer Plus, 5 (1), 1-14.
Harlen, W. (2013). Inquiry-based learning in science and mathematics. UK: Haymount Coach House.
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Iravani, M. R. & Delfechresh, H. (2011). Effect of Computer Aided Instruction (CAI) on science achievement of higher primary students. International Journal of Business and Social Science (Special Issue), 2(19), 170-172.
Jeronen, E., Palmberg I. & Yli-Panula E. (2017). Teaching methods in biology education and sustainability education including outdoor education for promoting sustainability—a literature review. Educ. Science, 7, (1) 1-19. www.mdpi.com/journal/education.
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Karami, M.; Pakmehr, H.; Aghili, A. (2012). Another view to importance of teaching methods in curriculum: collaborative learning and students’ critical thinking disposition. Procedia Soc. Behav. Sci., 46, 3266–3270.
Kariyana, I. & Sonn, R.A. (2016). Teaching Methods and Learners’ Concept Formation, Development and Integration in Geometry: Assessing the Relationship, International Journal of Educational Sciences, 12(1), 75-88, https://doi.org/10.1080/09751122.2016.11890415
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McMullan, M. J. (2016). How Using Technology Enhanced Learning Could Help Modernise Traditional Large Group Teaching or Lecturing. International Journal of Innovative Research in Medical Sciences (IJIRMS) (Online): 2455-8737, 1 (6), 220- 231
Millar, R. (2011). Reviewing the National Curriculum for science: Opportunities and challenges. Curriculum Journal, 22(2), 167-185.
Musa, S., Ziatdinov, R., Sozcu, O., & Griffiths, C. (2015). Developing Educational Computer Animation Based on Human Personality Types, European Journal of Contemporary Education, 11(1), 52-71. http://dx.doi.org/10.13187/ejced.2015.11.52.
National Research Council (2012). A Framework for K-12 Science Education (Washington DC: National Academies Press).
OECD (2013). “Knowledge-based capital, innovation and resource allocation”, in Supporting Investment in Knowledge Capital, Growth and Innovation OECD Publishing.
OECD (2012). Education at a Glance 2012: OECD Indicators, OECD Publishing. http://dx.doi.org/10.1787/eag-2012-en
Ogundokun, M. O. & Adeyemo, D. A. (2010). Emotional Intelligence and Academic Achievement: The Moderating Influence of Age, Intrinsic and Extrinsic Motivation. The African symposium, 10 (2), 127-141.
Okpokwasili, N.P., & Oladipupo, R.O. (2017). Appropriate teaching methods for teaching indigenous knowledge in Universities in Nigeria. International Journal of Science and Research (IJSR). 8 (1) 2185-2190.
Orji, A.B.C. (2010).The use of computer-assisted instruction in science lesson delivery Journal of Economics Education, 38(3), 259-277.
Orji, N.O., Ogar, S.I. & Aiyedun, T.G. (2018). Influence of jigsaw-based learning strategy on academic achievement of upper basic students’ in Basic Science in Etim-Ekpo of Akwa Ibom State. Abuja Journal of Arts and Social Science Education (AJASSE), 1(1)1-12.
Ottander, C., & Ekborg, M. (2012). Students’ experience of working with socio-scientific issues-a quantitative study in secondary school. Research in Science Education, 42(6), 1147–1163.
Ramnarain, U. D. (2014). Teachers' perceptions of inquiry-based learning in urban, suburban, township and rural high schools: The context-specificity of science curriculum implementation in South Africa. Teaching and teacher education, 38, 65-75.
Raymond, A. (2011). IKS Programme and Multi-media Technology at University of North-West, Mafikeng Campus: Prospects and Challenges. (Unpublished Manuscript) University of North West: Faculty of Human and Social Sciences.
Rosenshine, B. (2012). Principles of Instruction: Research-Based Strategies That All Teachers Should Know. American educator, 36(1), 12.
Safar, A. H. (2014). Mind Maps as Facilitative Tools in Science Education. College Student Journal, 48(4), 629-647.
Schrenko, J. (2016). The medium of instruction policies: Which agenda? Whose agenda. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Seyihoglu A 2013. Opinions of the geography teacher candidates toward mind maps. Educational Research and Reviews, 8(5): 191-202.
Spreen, C. A., & Vally, S. (2010). Outcome-based education and (dis)contents: Learner-centred Pedagogy and the education crisis in South Africa. A Journal of Comparative Education, History of Education and Educational Development, 16(1), 39-58.
Temple, C., Ogle, D., Crawford, A., & Freppon, P. (2011). All children read. Teaching for literacy in today’s diverse classrooms (3rd Ed.). Boston: Pearson.
Tilya, F. & Mafumiko, F. (2018). The compatibility between teaching methods and competency-based curriculum in Tanzania. Papers in Education and Development, (29).
Tracey D.H & Morrow L.M (2012). Lenses on reading: An introduction to theories and models (2nd Ed.). New York: Guilford Press.
Tuan LT, Thuan LTB 2011. The linkages between concept maps and language learning. Studies in Literature and Language, 2(1): 128-146.
Ukata, P.F., Wechie, N., & Nmehielle, E.L. (2017). Instructional Strategies and Teaching of Business Education in Higher Institutions in Rivers state. International
Vidal, R. V. V. (2010). Creative problem solving: An applied university course. Pesquisa Operacional, 30(2), 405-426.
https://www.ijtsrd.com/papers/ijtsrd30740.pdf
Akor, S. T. (2011). Use of computer aided instruction for the teaching and learning of electronics courses: A seminar paper presented to the Department of Vocational Teacher Education (Industrial Technical) University of Nigeria, Nsuka on 16th July.
Aldajah, S. (2014). Compatibility of Teaching Styles with Learning Styles: Case Study. European Journal of Educational Sciences, 01 (01), 50-58
Awe, G. A., & Kasanda, C. D. (2016). The perceptions and practice of learner-centred teaching in Namibia. The case of Physical Science teachers in the Omusati education region.
Brown S & Smith B (2012). Resource-based learning. Routledge, Park Square, Milton Park, Abingdon, OX14 4RN. (Bruner, 1960 and 1971; Piaget, 1926; Vygotsky, 1962 and Wood, 1986).
Daehler, K. R. (2016). Good Science Teaching Requires Continuous Learning. Journal of Research in Science Teaching, 36 (10), 22-23.
Duru, A. (2010). The experimental teaching in some of topics geometry. Educational Research and Reviews, 5(10), 584-592.
Ernest, F.O. (2010). Relative effects of programmed instruction and demonstration method of students’ academic performance in science. College study Journal, June 2009. Retrieved 20th November from http://www.adlog/c/r.
Fred, G.A. (2010). A comparative effectiveness of the lecture- demonstration and individual laboratory methods. The Journal of Educational Research, 1 & 3(5), 355-365. Retrieved November 17th 2010 from
file://localhost/f:/JSTOR%20journal%ofEducational%20research%.
Gillies, R. (2014). Developments in Cooperative Learning. Review of Research. Annals of Psychology, 30 (3), 792-801.
Gupta, M. & Lata, P. (2014). Effectiveness of IT-enabled Instructional Package (ITEIP) on science achievement of X class students in relation to their gender. British J. Educ., 2(4), 17-30.
Gupta, M. & Lata, P. (2014). Effectiveness of IT-enabled Instructional Package (ITEIP) on science achievement of X class students in relation to their gender. British J. Educ., 2(4), 17-30.
Goulder, R. (2012). Students' Perception of Biology Fieldwork: The example of students undertaking a preliminary year at a UK university. International Journal of Science Education, 35(8), 1-22
Gurses, A., Demiray, S., & Doğar, C. (2015). A Design practice for interactive-direct teaching based on constructivist learning (IDTBCL): Dissolution and solutions. Procedia-Social and Behavioural Sciences, 191, 44-49.
Habók, A. (2016). In-service teachers' perceptions of project-based learning. Springer Plus, 5 (1), 1-14.
Harlen, W. (2013). Inquiry-based learning in science and mathematics. UK: Haymount Coach House.
Hof, S. (2011). Methodical acquisition of competency by inquiry based learning development and evaluation of an intervention study]. Ph.D. Thesis, Universität Kassel, Kassel, Germany.
Iravani, M. R. & Delfechresh, H. (2011). Effect of Computer Aided Instruction (CAI) on science achievement of higher primary students. International Journal of Business and Social Science (Special Issue), 2(19), 170-172.
Jeronen, E., Palmberg I. & Yli-Panula E. (2017). Teaching methods in biology education and sustainability education including outdoor education for promoting sustainability—a literature review. Educ. Science, 7, (1) 1-19. www.mdpi.com/journal/education.
Kang, J., & Keinonen, T. (2018). The effect of student-centred approaches on students’ interest and achievement in science: Relevant topic-based, open and guided inquiry-based and discussion-based approaches. Research in Science Education, 48(4), 865-885.
Karami, M.; Pakmehr, H.; Aghili, A. (2012). Another view to importance of teaching methods in curriculum: collaborative learning and students’ critical thinking disposition. Procedia Soc. Behav. Sci., 46, 3266–3270.
Kariyana, I. & Sonn, R.A. (2016). Teaching Methods and Learners’ Concept Formation, Development and Integration in Geometry: Assessing the Relationship, International Journal of Educational Sciences, 12(1), 75-88, https://doi.org/10.1080/09751122.2016.11890415
Katukula, M. (2018). Teaching methods in science education in Finland and Namibia. Published thesis for Masters Degree. https://www.researchgate.net/publication/329191625
Kylie, S. (2012). History of Animation, retrieved from http://answers on 12th June, 2013.
Liu Y, Zhao G, Ma G, Bo Y 2014. The effect of mind mapping on teaching and learning: A meta-analysis. Standard Journal of Education and Essay, 2(1), 17-31.
McMullan, M. J. (2016). How Using Technology Enhanced Learning Could Help Modernise Traditional Large Group Teaching or Lecturing. International Journal of Innovative Research in Medical Sciences (IJIRMS) (Online): 2455-8737, 1 (6), 220- 231
Millar, R. (2011). Reviewing the National Curriculum for science: Opportunities and challenges. Curriculum Journal, 22(2), 167-185.
Musa, S., Ziatdinov, R., Sozcu, O., & Griffiths, C. (2015). Developing Educational Computer Animation Based on Human Personality Types, European Journal of Contemporary Education, 11(1), 52-71. http://dx.doi.org/10.13187/ejced.2015.11.52.
National Research Council (2012). A Framework for K-12 Science Education (Washington DC: National Academies Press).
OECD (2013). “Knowledge-based capital, innovation and resource allocation”, in Supporting Investment in Knowledge Capital, Growth and Innovation OECD Publishing.
OECD (2012). Education at a Glance 2012: OECD Indicators, OECD Publishing. http://dx.doi.org/10.1787/eag-2012-en
Ogundokun, M. O. & Adeyemo, D. A. (2010). Emotional Intelligence and Academic Achievement: The Moderating Influence of Age, Intrinsic and Extrinsic Motivation. The African symposium, 10 (2), 127-141.
Okpokwasili, N.P., & Oladipupo, R.O. (2017). Appropriate teaching methods for teaching indigenous knowledge in Universities in Nigeria. International Journal of Science and Research (IJSR). 8 (1) 2185-2190.
Orji, A.B.C. (2010).The use of computer-assisted instruction in science lesson delivery Journal of Economics Education, 38(3), 259-277.
Orji, N.O., Ogar, S.I. & Aiyedun, T.G. (2018). Influence of jigsaw-based learning strategy on academic achievement of upper basic students’ in Basic Science in Etim-Ekpo of Akwa Ibom State. Abuja Journal of Arts and Social Science Education (AJASSE), 1(1)1-12.
Ottander, C., & Ekborg, M. (2012). Students’ experience of working with socio-scientific issues-a quantitative study in secondary school. Research in Science Education, 42(6), 1147–1163.
Ramnarain, U. D. (2014). Teachers' perceptions of inquiry-based learning in urban, suburban, township and rural high schools: The context-specificity of science curriculum implementation in South Africa. Teaching and teacher education, 38, 65-75.
Raymond, A. (2011). IKS Programme and Multi-media Technology at University of North-West, Mafikeng Campus: Prospects and Challenges. (Unpublished Manuscript) University of North West: Faculty of Human and Social Sciences.
Rosenshine, B. (2012). Principles of Instruction: Research-Based Strategies That All Teachers Should Know. American educator, 36(1), 12.
Safar, A. H. (2014). Mind Maps as Facilitative Tools in Science Education. College Student Journal, 48(4), 629-647.
Schrenko, J. (2016). The medium of instruction policies: Which agenda? Whose agenda. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Seyihoglu A 2013. Opinions of the geography teacher candidates toward mind maps. Educational Research and Reviews, 8(5): 191-202.
Spreen, C. A., & Vally, S. (2010). Outcome-based education and (dis)contents: Learner-centred Pedagogy and the education crisis in South Africa. A Journal of Comparative Education, History of Education and Educational Development, 16(1), 39-58.
Temple, C., Ogle, D., Crawford, A., & Freppon, P. (2011). All children read. Teaching for literacy in today’s diverse classrooms (3rd Ed.). Boston: Pearson.
Tilya, F. & Mafumiko, F. (2018). The compatibility between teaching methods and competency-based curriculum in Tanzania. Papers in Education and Development, (29).
Tracey D.H & Morrow L.M (2012). Lenses on reading: An introduction to theories and models (2nd Ed.). New York: Guilford Press.
Tuan LT, Thuan LTB 2011. The linkages between concept maps and language learning. Studies in Literature and Language, 2(1): 128-146.
Ukata, P.F., Wechie, N., & Nmehielle, E.L. (2017). Instructional Strategies and Teaching of Business Education in Higher Institutions in Rivers state. International
Vidal, R. V. V. (2010). Creative problem solving: An applied university course. Pesquisa Operacional, 30(2), 405-426.
Published
2021-02-15
How to Cite
[1]
OLATUNDE-AIYEDUN, Tope Gloria and OGUNODE, Niyi Jacob 2021. School administration and effective teaching methods in science education in North Central Nigeria . International Journal on Integrated Education. 4, 2 (Feb. 2021), 145-161. DOI:https://doi.org/10.17605/ijie.v4i2.1226.
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Copyright (c) 2021 OLATUNDE-AIYEDUN, Tope Gloria, OGUNODE, Niyi Jacob
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