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Jul
15
IMPACT OF TEACHING METHODS ON ACADEMIC PERFORMANCE AMONG STUDENTS OF COLLEGE OF NURSING STUDENTS
ABSTRACT
The primary issue in the field of education is how different methods of instruction affect the overall performance of pupils. This study investigated the effects of different teaching strategies on the academic performance of nursing students.
The study aimed to accomplish the following three particular goals: To determine the level of relationship between teaching methods and nursing students’ performance in nursing schools in Nigeria; to identify teaching methods used in the instruction of scientific subjects; to evaluate nursing students’ perceptions of the appropriateness of teaching methods used in teaching in public secondary schools; and to identify teaching methods used in the instruction of scientific subjects.
The study utilized descriptive research that was designed using a strategy that combined qualitative and quantitative methodology. An in-depth interview and questionnaire were used to survey a sample population consisting of 78 teachers, 129 nursing students, and 9 inspectors. Descriptive analysis was performed on qualitative data using SPSS, and thematic analysis was utilized in the process of analyzing qualitative data.
The findings of the study showed that the teaching methods that were the most effective were demonstration, followed by question and answer sessions, and then brainstorming.
The study also found that teachers should be aware of the value and impact of various teaching methods, and that they should participate in regular training or workshops on teaching methods. According to the findings of the study, conventional approaches such as lectures should be avoided.Download Full Material-N5000
An analysis of effect of student industrial work experience scheme on Nd2 academic program
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Dec
09
The Impact of Differentiated Instruction In Enhancing The Academic of Secondary School Students
The Impact of Differentiated Instruction In Enhancing The Academic of Secondary School Students
Introduction
Students come to class bringing with them their diverse cultural background, learning styles, interests, abilities and multiple intelligences. The diversity of students in the classroom can result in a significant challenge for teachers when it comes to meeting the needs of all students. Some students may find the lesson too easy while some find it too hard; some may find the topic interesting while some find it boring. It is the goal of differentiated instruction (DI) to reach out to each student and approach the lesson in a way that fits their learning styles, interests, abilities or multiple intelligences.
Differentiated instruction has a strong theoretical basis that includes constructivist theory, brain-based research and multiple intelligences (Felder & Soloman, 2004; Gardner, 1993; Vygotsky, 1978). However, the philosophy of differentiation is lacking empirical validation (Ducey, 2011; Subban, 2006; Tulbure, 2011). Many of the studies are qualitative in nature indicating positive emotional outcomes in terms of motivation, task commitment, and excitement about learning (Burkett, 2013; Maeng, 2011). On the quantitative studies determining the effectiveness of differentiated instruction, some studies revealed the effectiveness of differentiated instruction over traditional instruction (Aliakbari & Haghigi, 2014; 2010; Dosch & Zidon, 2014; Joseph, et al., 2013; Stavroula, et al., 2011), but some showed no significant difference with the traditional instruction (Ducey, 2011; McCoach, et al., 2013; Maxey, 2013; Vincent, 2012). Studies on differentiated instruction are mostly focused on the elementary and middle-school level and are very rare on the high school level (Maeng, 2011). Furthermore, differentiated instruction occurs most often in reading, writing and math classrooms and is seldom applied to other subject areas including science (Eady, 2008; Tobin & Tippett, 2014).
The limited literature on the use of differentiated instruction in secondary school science classes and the conflicting results of previous quantitative research calls for more studies to be conducted. The gap in the literature has motivated the researchers to conduct this study.
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