Evaluation of Methods Teachers Use in Teaching Shakespearean Drama in Senior Secondary Schools in Edo State

Danner, Regina B.; Musa, Roselyn Jummai

doi:10.12785/jtte/070206

Cited by 2 publications

(6 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Teachers are not doing enough to actively engage their students. This agrees with the results of earlier studies which reported that Literature-in-English teachers use poor and ineffective teaching strategies (Kateregga, 2014;Ezeokoli, 2016;Danner & Musa, 2019;Mubita & Mwanza, 2020).…”

Section: Discussion Of Findingssupporting

confidence: 92%

“…Studies have shown that teachers' use of poor teaching strategies that do not actively engage students is prevalent in Nigeria (Ugwu, 2019a). Many teachers use the lecture method of teaching which is teacher-centred, does not create much opportunity for students to be actively involved, and therefore, is ineffective (Anyanwu, 2015;Busari, 2007;Danner and Musa, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Classroom Process and Causes of Worsening High School Students' Failure of Literature-in-English in Nigeria

Ugwu

2021

AJOTE

View full text Add to dashboard Cite

Current theories of teaching favour students-centred classrooms. In Literature-in-English lessons, active participation of students is essential for optimal learning. This study examined the level of students' active participation in Literature-in-English classrooms as the major reason for the high failure rates of Nigerian students who take this subject in the yearly senior secondary school examinations. The study was carried out in Ibadan metropolis, Oyo State. The mixed method research design was adopted. Class Observation Schedule (r=0.9) and Interview Guide for Teachers were used to gather the data. Random sampling technique was used to select three Local Government Areas (LGAs), 27 public senior secondary schools (9 from each LGA) and one Literature-in-English teacher from each school. All the teachers were observed twice during lessons while 12 of them were interviewed. Results from the quantitative data showed that the classroom process was teacher-dominated, and students' level of participation was very low. Students hardly asked questions and teachers did not use teaching techniques that encouraged active participation. Teachers identified students' inability to buy the prescribed literary texts, lack of interest in reading and poor language proficiency as some of the factors that contribute to students' failure. Several recommendations were made to enhance the teaching-learning process and maximize learning.

show abstract

Section: Discussion Of Findingssupporting

confidence: 92%

Section: Literature Reviewmentioning

confidence: 99%

Classroom Process and Causes of Worsening High School Students' Failure of Literature-in-English in Nigeria

Ugwu

2021

AJOTE

View full text Add to dashboard Cite

show abstract

“…Not all lecturers behave in the same way when using the discussion method, the findings indicate a different behavioral pattern when dividing the sample according to the lecturer's teaching duration. It seems that the analysis of the use of the method allows the combination of different competencies including oracy skills (Chukwurah, et al 2020;Danner and Musa, 2019;. In the case of the analysis of method suitability with the material and the worst implementation in the classroom from the perspective of lecturers who have taught for more than 30 years, the use of their discussion method is systematically higher than with lesser experience.…”

Section: Discussionmentioning

confidence: 99%

“…The accuracy of the steps can also be used to measure the level of competence using the lecturer discussion method. They describe, before carrying out activities, the variables to be assessed and the level of performance or completion for each (Chen, Wu & Wu, 2018;Danner & Musa, 2019;Adib-Hajbaghery & Rafiee, 2016;Ramezankhani, Pooresmaeili & Rakhshandehrou, 2016). Implementation of the accuracy of the steps in using the method in the class reduces the weaknesses of the use of the method and, therefore, leads to a higher level of lecturer success using the discussion method (Mosher, et.…”

Section: Introductionmentioning

confidence: 99%

“…al. 2017;Danner & Musa, 2019;Sudirman, 2018). Third, giving lecturers and students training and experience in the use of the discussion method, in this case, the accuracy of the method steps must also contribute to increasing the successful use of the discussion method by those who have long taught (Sukenti, Tambak, & Siregar, 2021;Abdulbaki, et al 2018;Ndie, et al 2016).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Discussion method accuracy in Islamic higher education: the influence of gender and teaching duration

Tambak

Hamzah²,

Ahmad³

et al. 2022

View full text Add to dashboard Cite

Discussion method are increasingly popular in the learning, but in terms of its accuracy, mixed results are reported without clear reasons. This research aims to explore the impact of gender and teaching duration on discussion method accuracy in Islamic higher education. To evaluate the accuracy of the use of the discussion method, lecturer's teaching duration and gender, a quantitative study with a correlation approach was used. A research project, which deals with the use of discussion methods in lectures using questionnaires, was carried out in two faculties at two universities. Data were collected from 175 lecturers involved in this research. The analysis is differentiated based on the gender and level of teaching duration of lecturers in the competencies being assessed. The results show that the accuracy of the use of the discussion method is low and is related to the gender of the lecturer, that males perceive themselves to be higher in the use of the discussion method than females, and that even using method analysis with methods and implementation in the classroom. Lecturers who teach more than 30 years tend to have higher accuracy in using the discussion method than those with lesser tenure. The findings of this study have implications for the development of "the use of discussion methods in higher education" and it is necessary to examine the reasons behind this difference and to look for steps to improve the accuracy of the use of the discussion method.

show abstract

Evaluation of Methods Teachers Use in Teaching Shakespearean Drama in Senior Secondary Schools in Edo State

Cited by 2 publications

References 6 publications

Classroom Process and Causes of Worsening High School Students' Failure of Literature-in-English in Nigeria

Classroom Process and Causes of Worsening High School Students' Failure of Literature-in-English in Nigeria

Discussion method accuracy in Islamic higher education: the influence of gender and teaching duration

Contact Info

Product

Resources

About