Methods of teaching and their implications for quality of student learning at Samara University
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Date
2012-02
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Addis Ababa Universty
Abstract
The main purpose of this study was to assess methods of teaching and their implications for quality of student
learning. In order to meet the objectives of the study, a descriptive survey design was employed. From the
total population of 256 teachers and 2579 students, 128 teachers and 516 students were randomly selected
for this study. Four faculty deans were also selected using availability sampling. Questionnaires and
interview were used for collecting data. The questionnaires were piloted and checked for their reliability.
Documents were also analyzed to supplement the data. The data obtained through the questionnaires were
analyzed using frequency, percentages, mean, standard deviations, t-tests, and rank correlation. The
information obtained through open-ended questionnaires and the interview were qualitatively analyzed to
q supplement the quantitative data.
The findings revealed that teachers were highly arranging consultation hours, using examples,
illustrations and demonstrations to explain and clarify the lessons or contents they teach, and
informing the lesson objectives. They were also giving summary at the end of the lesson and using
attention gaining activities, ideas, concepts, and devices while teaching. Furthermore, the study
revealed that teachers used rewards and reinforcers to motivate students who were peliorming well
and creating situations in which appropriate learning was taking place. It was also noted that
teachers were not allowing their students to give constructive feedback on each others ' work.
Teachers were also highly considering the age and maturity level of their students, their students'
background knowledge and existing skills, the content of the subject matter or the instruction, and
the learning objectives or outcomes to be achieved, their teaching characteristics such as their
knowledge, competencies, skills and experiences, and the time, space/class size, facilities and
a resources for their students' learning before choosing teaching methods. With regard to teaching
methods, teachers ' creation of learners ' interest, enthusiasm and appreciation, encouragement of
students ' participation or involvement and success in their learning, provision of students with
demonstrations which make them good observers, and enhancing critical thinking and skills of
scientific investigation, supporting their students to learn how to discover and organize things,
using textbooks, handouts and other printed materials to teach their students, providing or giving
individual assignments and projects to them, and encouragement of them to develop group learning
skills were high. Teachers also encouraged students to interact with each other in the learning
activities and were not using mediated materials and multimedia. Lecture method was found to be
the most commonly employed method of teaching followed by discussion, individualized and
demonstration methods. Regarding quality indicators, teachers ' use of various teaching methods,
the existence of academic staff-to-student ratio and the relevance of the curricula to students'
learning were moderate. The existence of good leadership and management system that faCilitate
student learning and the integration of learning with the use of technologies were very low.
Teachers were assessing the performances of their students using continuous and summative
assessment methods. This implies that there is good quality of student learning even though there
are some problems to be solved. Therefore, it is recommended that mediated materials and
multimedia, and various teaching methods should be used for the betterment o.l students' learning.
Learning should also be integrated with the use of technologies. Students should be allowed the
chance of giving feedback on each others' work. Good system of leadership and management that
facilitate student learning should also be adopted. Thus, all stakeholders of the teaching learning
process (management bodies, teachers and students) should play their part as each of them has distinctive
roles.
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Keywords
Methods of teaching