CHAPTER ONE

GEENRAL INTODUCTION

INTRODUCTION

The word’s teaching has been evolving from the ancient period till the present day. The primary purpose of teaching at any level of education is to being a fundamental change to the learner (Tebabal and Kahssay. 2011). To facilitate the process of knowledge transformation, teacher should apply appropriate teaching method that best suit specific objective. In the traditional history epoch, many teachers’ practitioners widely applied teacher-centered method unit today questions about the effectiveness on teaching method on student learning his consistently raised considerable interest in the thematic field of educational research (Hightower et al, 2011).

Moreover, research on teaching and learning constantly endeavors to examine the extent to which different method enhance growth in student learning. Quite remarkably, regular poor academic performance by the majority of students is fundamentally linked to the application of in effective teaching method by teachers to impact knowledge on learners (Advanola, 2011) substantial research on the effectiveness of the teaching method indicates that the quality of teaching is often reflected by the achievement of learners.

This chapter will be talking of the background of the study (historical, contextual, conceptual and theoretical background) statement of the problem, objectives of the study (general and specific) research questions, hypotheses, justification of the study, significance of the study, scope of the study and finally operational definition of terms.

Background of the Study

Historically, most parents and teachers in the pre-colonial period where very interested in teaching their children to grow deeper. In the knowledge using different method without using text books which will help them improve on their performance. Again during the pre-colonial period teachers were untrained unlike today that  teachers are trained but yet performance are low and student are less active in class.

In Cameroon, before the use of formal education, there has been the existence of indigenous education in 1884 before the German annexation. According to Tambo (2003) there existed indigenous education which governs the lives of the indigenous community. The indigenous society used formal method like The discussion method to transmit knowledge from the elder to the child before the coming of formal education of the Western World, the methods used for study where communalism which was an approach parents used to raised their children within the community and each individual saw his or her wellbeing as ties to welfare of the community. Children were prepared to assume certain roles in the society which were economically, politically, socially and cultural roles. Parennialism is a philosophical approach which requires student to learn in order to perpetuate culture. Also, children were taught how to carry out hunting, fishing and farmer which is holistic.

Conceptually, the evolution trend of the formal method of teaching in the pre-colonial period has evolve the use of modern method introduced by the Western World normal method are use which is the discussion method to transfer knowledge from a more knowledgeable to a less introduced like evolvement like the used of drill and practice, lecture illustration, lecture demonstration and discussion method. These different methods of teaching have greatly influenced the performance of history student. This is supported by Tambo (2003). Santrock (2004) supported the fact that demonstration is one of the best method used to teach.

According to Benson and Donval (2002) lecture illustration is a modern method used to teach and that the main tax of the teacher is to explain and illustrate process and relationship and to test and find out if students have learned. Another modern technique used to teach history is the corporative learning strategy which is supported by in corporative worked in small group of two, three four or five. These educational it say that when students are shared into small groups of four and five they turned to share ideas easily without any difficulty and thus performed very well.

Previous studies have been carried out to investigate on teaching method and it effects on History Student’s Academic Performance. Some of these published are “teaching method on high school history teacher” by Ashley (2008) who said most history teacher still use tradition and objective method in their classroom. Another study titled “effect of teaching method on academic performance of secondary schools in Nigeria” by Isa et al (2020) who reveals that most of the teaching method has great effects on student academic performance. Elvis (2013) also carried out a similar study titled “teaching method and student academic performance” and found out that teacher student interaction was the most effective teaching method followed by student centered method and the teacher centered which was the least.

One of the best modern methods of teaching history is the discussion method which involves verbal exchange of idea among the students and the teachers. This has been supported by Kellought (1988) and Tambo (2003). These authors accepted that fact that discussion method promotes communication and thinking skill of the students. This lead to interaction between students and teachers and this has promoted positive questioning techniques between students all these modern method used to teach history has a great influence on students’ performance positively as it improves human relations.

Theoretically, According to Albert Bandural (1960s), in his theory the Social Learning theory he performed a bobo doll experiment and observed children’s behavior after watching and adult violently treating a doll like a toy he documented the children’s reaction when the aggressive adult was punished, regarded or faced no out comes after attacking the doll. Again, Burrhus Frederick Skinner 1869 theory of behaviorism beliefs that to learn, a student must engage in behaviour and not just passively receive information skinner believed that effective teaching must be based on positive reinforcement which is he argued more effective at changing and establishing behavior than punishment more so, the Social Constructivist Theory by Vygotsky (1928) the basic premise of this theory is that learning will occur by the educator acting as a facilitators that is by establishing an atmosphere in which learners feel comfortable to consider new ideas and are not threatened by external factors. The social constructivist theory believes that learning instruction and development are the only positive form of instruction.

Statement of the Problem  

There are different teaching methods that can be used in teaching history in Secondary School. If appropriate teaching methods are used, it is likely that Secondary School Students will perform better in history.

If inappropriate teaching methods are used in teaching history in Secondary School, Student may not have a good understanding of the content taught, leading to poor performance in history. This may lead to wastage when students fail and repeat classes. It may also lead to school dropout and increase in the rate of juvenile delinquency. It is for this reason that this study seeks to find out the effect of teaching methods on the academic performance of history students in secondary schools in Buea Municipality.

General Objective

To find out the effect of teaching method on the Academic Performance of History Students in Secondary School within the Buea Municipality.

Specific Objectives

1. To find out the effect of pure lecture methods on the academic performance of history students in secondary school within the Buea Municipality.
2. To find out the effect of discussion method on the academic performance of history students in secondary school within the Buea Municipality.
3. To find out the effect of lecture illustration method on the academic importance of history students in secondary schools in Buea Municipality.

General Research Question

1. What are the effects of teaching methods on the academic performance of history students in secondary school within the Buea Municipality?

Specific Research Questions

1. What are the effects of pure lecture method on the academic performance of history students in secondary school within Buea Municipality?
2. What are the effects of discussion method on the academic performance of history students in secondary school within the Buea Municipality?
3. What are the effects of lecture illustration method on the academic performance of history students in secondary schools in Buea Municipality?