The teachers' extent of utilizing teaching methods for teaching basic technology
DOI:
https://doi.org/10.30862/jri.v1i2.14Keywords:
Teacher, teaching method, gender, teaching, basic technologyAbstract
The teaching method which teachers adopt for instruction could aggravate students’ performance if successfully employed. However, its use may not be optimum as expected. This study investigated the extent of utilization of teaching methods used for teaching basic technology and the influence of gender on teachers’ extent of utilizing teaching methods to teach basic technology. The study adopted a descriptive research design. One hundred twenty-two basic technology teachers in Nigeria were purposively sampled. The findings of this study were that question and answer, discussion, inquiry, and discovery, field trip, and project and presentation teaching methods are always employed by basic technology teachers in teaching while role-playing, game, and simulation teaching method are moderately utilized for teaching. Also, there was a significant difference between male and female teachers’ extent of utilizing teaching methods to teach basic technology in favor of the male basic technology teachers. The study concluded that appropriate use of teachers’ desired teaching methods could influence instructional delivery. It was thus recommended that educational institutions should organize conferences, seminars, training, and workshops for basic technology teachers on the use of effective teaching methods.
References
Abidin, Z., Hindiriana, A. F., Lismaya, L., & Junaedi, E. (2021). Profile of changes in pedagogical content knowledge of biology teacher candidates based on gender. Proceedings of the 1st Universitas Kuningan International Conference on Social Science, Environment and Technology, UNiSET 2020, 12 December 2020, Kuningan, West Java, Indonesia, 1–6. https://doi.org/10.4108/eai.12-12-2020.2305124
Aco, S. N., Rahman, S. R., & Firman, F. (2021). Using inquiry-based learning to strengthen student learning outcomes. Journal of Research in Instructional, 1(1), 1–12. https://doi.org/doi.org/10.30862/jri.v1i1.2
Allen, J., Rowan, L., & Singh, P. (2020). Teaching and teacher education in the time of COVID-19. Asia-Pacific Journal of Teacher Education, 48(3), 233–236. https://doi.org/10.1080/1359866X.2020.1752051
Ameen, K. S., Adeniji, S. M., & Abdullahi, K. (2019). Teachers’ and students’ level of utilization of ICT tools for teaching and learning mathematics in Ilorin, Nigeria. African Journal of Educational Studies in Mathematics and Sciences, 15(1), 51–59. https://doi.org/10.4314/ajesms.v15i1.5
Briggs, B. (2019). Teaching methods as correlate of student performance in business studies in selected public secondary schools in Port Harcourt. International Journal of Innovative Social & Science Education Research, 7(2), 1–12.
Carless, D. (2020). Longitudinal perspectives on students’ experiences of feedback: a need for teacher–student partnerships. Higher Education Research & Development, 39(3), 425–438. https://doi.org/10.1080/07294360.2019.1684455
Dorgu, T. E. (2015). Different teaching methods: A Panacea for effective curriculum implementation in the classroom. International Journal of Secondary Education, 3(6), 77–87. https://doi.org/10.11648/j.ijsedu.s.2015030601.13
Jackson, C. K. (2012). Non-cognitive ability, test scores, and teacher quality: evidence from 9th grade teachers in North Carolina (No. 18624; NBER Working Paper Series). https://doi.org/10.3386/w18624
Kitti, M. R. (2014). Effect of teaching methods on students’ performance in Tanzanian education institutions: A case of public secondary schools in Nyamagana District - Mwanza [The Open University of Tanzania]. https://muhaz.org/mwanahamisi-r-kitti.html
Lau, W. W. F., & Yuen, A. H. K. (2015). Factorial invariance across gender of a perceived ICT literacy scale. Learning and Individual Differences, 41, 79–85. https://doi.org/10.1016/j.lindif.2015.06.001
Lelasari, T., Yohanita, A. M., & Damopolii, I. (2021). Effect of inquiry science learning on students’ metacognitive skill. Journal of Research in Instructional, 1(1), 53–60. https://doi.org/10.30862/jri.v1i1.12
Murphy, M. (2015). Plato’s philosophy of education and the common core debate. Association for the Development of Philosophy Teaching (ADOPT) Spring Conference, 1–12.
National Bureau of Statistics. (2019). WAEC Results 2016 - 2018. Abuja, Nigeria: Proshare.
Okoye, K. R. E. (2010). Enhancing quality in educational practice and instructional delivery by teachers of technology and vocational education in Nigeria. African Research Review, 4(2), 355–369.
Olivia, M., Jalmo, T., & Setyorini, M. (2018). PCK in science education: Perception of science teacher on PCK instruments. IOSR Journal of Research & Method in Education, 8(4), 37–44. https://doi.org/10.9790/7388-0804043744
Onojah, A. O., Onojah, A. A., & Odewumi, M. O. (2021). Undergraduate students’ intention to utilize flipped classroom strategy for learning. Pakistan Journal of Educational Research and Evaluation, 9(1), 45–69. http://111.68.103.26/journals/index.php/PJERE/article/view/4468
Onojah, A. O., Olumorin, C. O., Adegbija, M. V., & Babalola, T. O. (2019). Perception of undergraduate students on the utilization of flipped classroom for learning in South-West Nigeria. Malaysian Journal of Distance Education, 21(1), 95–112. https://doi.org/10.21315/mjde2019.21.1.6
Onojah, A. O., Onojah, A. A., Olumorin, C. O., & Abimbola, I. O. (2020). Study technology: The Suitable tenacity to learning snags. JPI (Jurnal Pendidikan Indonesia), 9(3), 497–507. https://doi.org/10.23887/jpi-undiksha.v9i3.25191
Patra, A., & Guha, A. (2017). Comparative study on geography teachers’ Pedagogical Content Knowledge (PCK) and self-efficacy in West Bengal. Journal of Research in Humanities and Social Science Volume, 5(3), 68–71.
Ruto, R., Mema, A., Nduru, M. P., & Ota, M. K. (2021). Contextual teaching and learning approach in social science: its role to encourage pupils’ cognitive learning achievement. Journal of Research in Instructional, 1(1), 43–52. https://doi.org/10.30862/jri.v1i1.11
UNESCO. (2005). Links between the Global Initiatives in Education. Paris: United Nations Educational, Scientific and Cultural Organization.
Usman, Y. D. (2015). The Impact of instructional supervision on academic performance of secondary school students in Nasarawa State, Nigeria. Journal of Education and Practice, 6(10), 160–167.
Downloads
Published
Issue
Section
License
Copyright (c) 2021 Omotayo Olabo Obielodan, Amos Ochayi Onojah, Adenike Aderogba Onojah, Odunayo Sunday Alabi, Emmanuel Adebayo Alimi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
