PERCEIVED INFLUENCE OF TEACHING METHODS ON STUDENTS’ ACADEMIC PERFORMANCE IN SHORTHAND IN COLLEGES OF EDUCATION

Abstract

The study investigated perceived influence of teaching methods on students’ academic performance in Shorthand in Colleges of Education in Kwara State, Nigeria. Three Objectives, questions and hypothesis guide the study. Descriptive survey research design was used for the study. The target population of the study was made up of 767 NCE III students of Colleges of Education in Kwara State. The sample size for the study consisted of 200 NCE III. The instrument tagged Perceived Influence of Teaching Methods on Students’ academic Performance in Shorthand in Colleges of Education in Kwara State, Nigeria (PITMSAPS) was used for the purpose of data collection. Research questions were analysed using descriptive statistics of mean and standard deviation while independent sample t-test and Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The result of the data collected and analyzed indicated that lecture method, demonstration method and project method has positive influence on students’ academic performance in shorthand in Colleges of Education. The result of the null hypothesis showed no significant difference between the perception of male and female students regarding the influence of lecture method, demonstration and project method on students’ academic performance in shorthand in Colleges of Education. It was concluded that students taught Shorthand using project method, demonstration method was not different from those taught using lecture method in Colleges of Education in Kwara State, though the methods can be effective when combined together in teaching Shorthand. It was recommended among others that teachers should promote demonstration method of teaching Shorthand as it will encourage and motivate students to participate actively in class.