Encouraging Representation and Involvement of Learners on Discussion Method’s Features towards Ensuring Effective Teaching

Abstract

Aim: To investigate degrees to which classroom teachers presented features of discussion method in their lesson presentations and how they involved learners on the features, namely, questioning, listening, and responding in classrooms. Study Design: Lesson/Class Observation. Place and Duration of Study: West, Central and Southern sections of Akure, capital of Ondo State of Nigeria between October 2011 and February 2012. Methodology: Thirty two (32) classroom teachers, 16 in junior and 16 in senior secondary schools participated in the research. Teachers in junior secondary schools taught social science related subjects including English Language and Mathematics while teachers in senior secondary schools taught social science subjects only. A ‘Use of Discussion Method by Classroom Teachers’ (UDMCT) developed by the researcher formed the major instrument. Its validity and reliability were ensured through appropriate professional procedures before use. Two other instruments, namely, Form to obtain demographic data from the participating teachers and Tape Recorder to record each interaction in class served as support. All three instruments were used to observe each participating teacher by the researcher to ensure uniformity in recording. Results: Features of discussion method were identifiable with classroom teachers in junior secondary schools (JSS) more than with classroom teachers in senior secondary schools (SSS) (15 out 16 in JSS and 9 out of 16 in SSS). The features were significantly not available in lesson notes/plans of the teachers in both JSS and SSS (2 out 16 in either type of school). In practical presentation of objectives, the features were significantly available in JSS but not in SSS (13 out of 16 in JSS but 5 out of 16 in SSS). The features were significantly not represented under methodology in lesson notes/plans in both JSS and SSS (3 out of 16 in JSS and 2 out of 16 in SSS). Finally the learners were significantly not involved in discussion (5 out of 16 in JSS and 1 out of 16 in SSS). Conclusion: The observed teachers performed adequately well on identification of the features of discussion method; a group of them (JSS) performed considerably well in practical presentation of objectives but both types of school performed inadequately in representing the features in paper-work preparation and involving their learners in discussion.