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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 secondary school 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 secondary school 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 secondary school students in Lagos state?
1.5 SIGNIFICANCE OF THE STUDY
This study will help in examining the effect of teaching methods on academic performance of senior secondary school students in Lagos state.
1.6 SCOPE OF THE STUDY
This study focus on the investigation into the relationship between teaching methods and academic performance of senior secondary school students in Lagos State.
1.7 LIMITATION OF THE STUDY
This study is limited to senior secondary school students in Lagos state.
1.8 REFERENCES
Abu, P.B., &Fabunmi, M. (2005). The relationship among teacher variables and adult learners’ academic performance. International Journal of African American Studies, IV (1), 12-20.
Abuseji, F.A. (2001). Students and teacher related variables as determinants of secondary school Students academic achievement in chemistry. JurnalPendidikan, 32, 3-18.
Adesina, S. (1986). Changing phenomenon in the Nigerian Educational System: New perspective in Nigerian Education. Ibadan: Vintage Publishers Ltd.
Adesoji, F.A., &Olatunbosun, S.M. (2008). Student, teacher and school environment factors as determinants of achievement in senior secondary school chemistry in Oyo State, Nigeria. The Journal of International Social Research, 1/2, 13-34.
Adeyemi, T. O. (2008). Teachers‟ teaching experience and students‟ learning outcomes in Secondary schools in Ondo State, Nigeria. Asian Journal of Information Technology, 7(5), 201-209.
Adu, E.O., &Olatundun, S.O. (2007). Teachers’ perception of teaching as correlates of students’ academic performance in Oyo State, Nigeria. Essays in Education, 20, 57-64.
Afrassa, T.H., &Peeves, J. P. (1999). Student level factors that influence mathematics. Achievement of Austrian students: A path analysis with comparism over time. Paper Presented at arrival conference of AARE Mellusine, 27.
Akinsolu, A.O. (2010). Teachers and students‟ academic performance in Nigerian secondary Schools: Implications for planning. Florida Journal of Educational Administration and Policy, 3(2), 86-103.
Akinwunmi, F.S. and A.O Odunsi. (2008). Impact of environmental management on students‟ quality output in Nigerian secondary schools. Journal of International Social Research, 1(5): 752-762.
Akiri, A. A., &Ugborugbo, N. M. (2009). Teachers‟ effectiveness and students‟ academic performance in public secondary schools in Delta State, Nigeria. Stud HommCommSci, 3(2), 107-113.
Akpo, S.E. (2012). The impact of teacher-related variables on students‟ junior secondary Certificate mathematics results in Namibia, Ph.D Thesis, University of South Africa, School of Education.
Al-Methen, A.E. (1983). Teacher performance characteristics and pupils‟ outcomes within science classrooms in Kuwait High Schools. Ph.D Thesis, University of Hull.
Anderson, K. et al (1991). School governors.London; Longman Group.
Ayodele, J.B., &Ige, M.A. (2012). Teachers‟ utilization as correlate of students‟ academic performance in senior secondary schools in Ondo State, Nigeria. European Journal of Educational Studies, 4(2), 281-287.
Bressoux, P., Kramarz, F., & Prost, C. (2008). Teachers‟ training, class size and students‟ Outcomes: Learning from administrative forecasting mistakes. Institute for the study of Labour, Discussion paper No. 3871.
Chhinh, S., &Tabata, Y. (2003). Teacher factors and mathematics achievement of Cambodian Urban primary school pupils. Journal of International Development and Cooperation, 9(2), 29-41.
Daso, P.O. (2013). Teacher variables and senior secondary students‟ achievement in Mathematics in Rivers State, Nigeria. European Scientific Journal, 9 (10), 271-289.
Ewetan, O. O. (2010). Influence of teachers‟ teaching experience and school facilities on theacademic performance of senior secondary school students in Ado-Odo/Ota and Ifo Local Government Areas of Ogun State. M.ED Research Project, Lagos State University, Department of Educational Management.
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