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An Evaluation Of Teachers' Problem-solving Skills And Their Impact On Students' Academic Achievement
[A CASE STUDY OF LAGOS STATE]
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Recent research have demonstrated that there is a tremendous influence
of teachers’ problem solving abilities on students’ learning styles
which in turn impacts their performance. For example Rockoff (2004),
Hanushek (1998, 2005) revealed that teachers’ problem solving abilities
and competency in terms of quality contributes for at least seven
percent and one standard deviation rise in students’ academic success.
The low performance of pupils in the subject has been a serious issue to
many stakeholders in the topic. Like any other science topic, the
curriculum of this activity-based course stress the use of the
activity-based style of learning. Unfortunately, as reported by
researchers such as Lakpini (2006) and Lawal, (2009) teachers shy away
from activity-based teaching method and rely mostly on easy go lecture
method which in most cases are often inadequate and inappropriate for
meaningful learning to take place. It is on this point that the study
explored the teachers' problem-solving skills and their impact on
students' academic achievement.
1.3 Objective of the Study
The
broad objective of this study is to examine teachers' problem-solving
skills and their impact on students' academic achievement using Lagos
State as case study.
Specifically, the study seeks to:
Determine if problem-solving method can enhance critical thinking among secondary school student.
Ascertain
if brainstorming as a problem-based technique has the capacity of
inculcating problem solving skill into secondary school student.
Investigate if problem-based teaching method is more innovative and preferable that the traditional lecture method.
Examine if teacher’s problem-solving skill as a student centred method is capable of influencing student academic achievement.
1.4 Research Hypothesis
HO1:
Brainstorming as a problem-based technique is not capable of
inculcating problem solving skill into secondary school student.
HO2: Teacher’s problem-solving skill as a student centred method is not capable of influencing student academic achievement.
1.5 Significance of the Study
This
study is built on the framework that the findings will have both
practical and theoretical significance. The study will benefit teachers,
students’ curriculum planners and educational administrators. The study
might be deemed theoretically significant because it will provide
insights into the current existing theories which could influence
problem solving. Curriculum planners would utilize the information from
the findings of the study in curriculum planning. The information could
help the curriculum planners to determine the adequacy of
problem-solving aspect of senior secondary biology curriculum. Finally,
the study would contribute empirically to the body of existing
literature and it would serve as a reference source to students or other
researchers who might want to carry out their research on the similar
topic.
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