Teaching methods and teachers’ effectiveness in selected secondary schools In Adjumani district Uganda
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Date
2013-05
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Publisher
Kampala International University. College of Education, Open and Distance Learning
Abstract
The study investigated the relationship between the level of teaching methods and the level of teachers’ effectiveness in selected secondary schools in Adjumani District Uganda. The problem in this study was teachers’ effectiveness which needed to be solved for improvement of standards of teaching, students’ academic performance and growth of human capital as well as achievement of broader aims and goals of education. The objectives of the study: to establish the level of teaching methods; to establish the level of teachers’ effectiveness and to establish the relationship between teaching methods and teachers’ effectiveness. Methodology: descriptive correlational survey research design was used with quantitative approach. Population used in this study was 951 students in senior four class. The sample size was 273 determined by using Slovin’s formula. Sampling was done at schools level and students level by purposive and simple random sampling. Data analysis: frequency and percentage distribution were used to determine the profile of the respondents; the mean and standard deviation were computed for the level of teaching methods and the level of teachers’ effectiveness. An item analysis based on the mean scores and ranks was done. Interpretation of data was based on set numerical values and interpretations. Pearson moment correlation and coefficient of determination were used to test the hypothesis at 0.05 level of significance for 95% certainty of prediction. Findings: field work was ranked the best teaching method; time management was ranked best indicator of teachers’ effectiveness; level of teaching methods (overall mean = 3.10) and level of teachers’ effectiveness (overall mean = 3.05) were high; there was positive significant correlation of level of teaching methods on level of teachers’ effectiveness (r= 0.676, Sig = 0.000); and forty six percent (46%) of the differences on teachers’ effectiveness was attributable to differences in the dimensions of teaching methods under study. Conclusions: field work was not emphasized in schools for exploiting the riches of their environment; time was not managed very strictly for achieving teaching effectiveness; levels of teaching methods and teachers’ effectiveness were not very high; there was significant relationship between level of teaching methods and level of teachers effectiveness; and the level of teaching methods had significant influence on the level of teachers’ effectiveness. Recommendations: field work should be emphasized in schools for exploiting the riches of their environment; time should be managed very strictly in order to achieve teaching effectiveness; Ministry of Education and Sports should regularly organise seminars, workshops and training programmes to help teachers improve their teaching knowledge; the use of teacher-centered methods should be decisively reduced in favour of activity-based methods.
Description
A Thesis Presented to the College of Higher Degrees and Research Kampala International University Kampala Uganda
In partial Fulfillment of the Requirements for the Degree Master of Education in Educational Management & Administration
Keywords
Teaching methods, Teachers’ effectiveness, Adjumani District Uganda