Teaching Methods and Students’ Academic Performance in Some Selected Secondary

Schools in Yaounde 6

Chapter One
Introduction
Despite research showing the significance of teaching methods, many schools struggle with poor
academic performance. This study aims to investigate the relationship between teaching methods
and student academic performance in selected schools to identify effective methods for
improvement.
This chapter describes the background of the study, statement of the problem, Research
objectives, Research questions, significance of the study, Justification of the study, Delimitation
of the study and operational definition of terms
Background of the study
The background of Teaching Methods can further be divided into, Historical Background,
Theoretical Background, Conceptual Background and Contextual Background.
Historical background
In the past, parents were teaching their children at home through informal education. children
used to learn through observation, imitation and practice. The European came to Cameroon to
spread Christianity which was to be accomplished through education. Education became the
product of Christianity. Education became indispensable in the hands of the early Christian
missionary for it became a tool that they used to accomplish their goal of spreading
[Link] early educators used the teacher centered methods of teaching which made
education not to be effective. The system of education back then did not consider the interest
view and contributions of the learners. Today curriculum planner’s educationist and educational
theorist are emphasizing the use of the students centered and the teachers’ interactive methods of
teaching. It therefore means that the educators to use teaching methods that will make the
learners to actively participate in the classroom or learning activities during the pre-colonial
period European missionaries with the goal of spreading the word of God became very dominant
in cameroon. Through evangelism therefore, early missionaries in cameroon used education as
the main instrument to evangelize. By 1884, the first primary school was openediin Bimbia, with
most missionaries coming from Britain. This, by the time Germany annexed Cameron 1884,
there were already about 15 primary schools with an enrolment of 368 pupils, run by London
Baptist missionary society. The colonial era could be classified between 1884-1960. With three
colonial masters, Cameroonians’ educational system was greatly shaped by these colonial
masters. Germany, Britain and French when the Germans annexed Cameron in 1884, hey left
education in the hands of missionaries. This was because the Germans administration was very
unconcerned about the expansion of education in Cameroon
Teaching methods have evolved significantly over the decades, from traditional teacher-centered
approaches to more modern, student-centered pedagogies. Globally, the 20th century witnessed a
shift towards constructivist theories of learning, which emphasize active student participation
(Vygotsky, 1978). In Cameroon, teacher training colleges were established to equip educators
with effective teaching strategies that align with these global trends (Fonkeng & Tamajong,
2009). Despite reforms, many institutions in Yaoundé still struggle to fully implement
contemporary methods due to limited resources and outdated practices.

Conceptual Context
Teaching methods refer to the techniques and strategies teachers use to deliver content, engage
students, and facilitate learning. Effective methods, such as cooperative learning, inquiry-based
learning, and problem-solving, are associated with better academic outcomes (Slavin, 1995).
Academic performance, on the other hand, is the measurable achievement of students in
academic tasks, often influenced by the quality of teaching methods used (Darling-Hammond,
2010).

Theoretical Context
Social Cognitive Theory (Bandura, 1977): This theory posits that learning is a result of
observing, imitating, and reinforcing behaviors. Effective teaching methods can enhance student
learning by providing opportunities for observation, imitation, and reinforcement.
Experiential Learning Theory (Kolb, 1984): This theory suggests that learning occurs through
direct experience and reflection. Teaching methods that incorporate hands-on activities,
discussions, and reflections can enhance student learning and academic performance.
Self-Determination Theory (Deci & Ryan, 2000): This theory proposes that intrinsic motivation,
autonomy, and competence are essential for optimal learning. Teaching methods that promote
student autonomy, provide choices, and offer feedback can enhance student motivation and
academic performance.
Constructivist Theory (Piaget, 1954): This theory suggests that learners construct their own
knowledge through experience and social interaction. Teaching methods that encourage active
learning, collaboration, and problem-solving can enhance student learning and academic
performance.

Contextual Background
In Yaoundé, teacher training colleges aim to prepare educators who can employ diverse teaching
methods to meet the needs of learners. However, studies (Ndille, 2020) reveal that many trainee
teachers lack practical experience with modern pedagogies, leading to a reliance on traditional
lecture methods. This has raised concerns about the preparedness of teacher trainees to meet the
demands of 21st-century classrooms.
Also, teaching methods refer to the strategies, techniques, and approaches used by educators to
convey knowledge, skills, and values to students. Student academic performance, on the other
hand, refers to the outcome of the learning process, typically measured by grades, test scores,
and other assessments (Adeyemi, 2017).

Statement of the Problem

Despite the importance of effective teaching methods in enhancing student academic
performance, many students in selected schools continue to perform poorly in their academic
endeavors. This poor performance can be attributed to the use of ineffective teaching methods,
which fail to engage students, promote critical thinking, and foster a love for learning. Therefore,
this study aims to investigate the relationship between teaching methods and student academic
performance in selected schools, with a view to identifying effective teaching methods that can
enhance student academic performance. Likewise, during my internship as a student teacher, I
observed that the allocated time for instruction was insufficient, and the teaching materials
provided were inadequate. This striking observation motivated me to conduct a research study on
the topic "Teaching Methods and Student Academic Performance in Selected Schools."

General Objective
To examine the relationship between teaching methods and student academic performance in
selected schools in Yaoundé 6,

Specific Objectives
This study seeks:
To identify the teaching methods used in selected schools.
To assess the impact of teaching methods on student academic performance.
To determine the challenges faced by teachers in implementing effective teaching methods.

Research questions
The research questions are divided into two main parts, the general research questions, and the
specific research questions.

General Research questions

What is the relationship between teaching methods and student academic performance in
selected schools?
Specific Research Questions
What teaching methods are currently used in selected schools, and how do they align with the
curriculum requirements?
To what extent do teaching methods influence student academic performance in selected
schools?
What challenges do teachers face in implementing effective teaching methods, and how do these
challenges impact student academic performance?

Significance Of the Study

significance can be looked at as the importance or meaning of something; The significance of the
reacrch work refers to how beneficial this research work will be looked at. The significance of
this research work is to the following groups of people:

The Teacher
The study will improve teachers’ level of awareness and understanding of the use of some
instructional methods. These findings may also provide the teacher with a feedback on the
teaching competences applied in most commonly used teaching methods as a basis for
instructional practice So as to enhance performance.

To the Student
The study is meant to reveal the effect of teaching methods on students’ academic performance
in secondary schools. It will expose the students to different teaching methods used by teachers
during [Link] will be able to identify the best teaching methods that will be suitable for
use in a lesson

Curriculum Planners
This study is important to them as they need empirical information on the overall teaching
methods and teaching skills to facilitate the development of proper curriculum policies and
programs for effective teaching, motivation, and learning

The Government
This study is important to the government because it will help the government officials to gain
the necessary knowledge about the educational system that will help them establish good
educational laws and policies to be used in the educational system.

School Administrator
The study will benefit the school administrators as they will set rules and regulations that will
guide students and teachers on how to use different teaching methods. It will help them to
organize working sessions in school to teach teachers on how they can use teaching methods
during teaching-learning process or during instruction in the schools.

The Researchers
The results of the finding will serve as a guide for further research in this topic and as a based
line data for further research on this topic or relative ones.

Justification of the Study

The relevance of teaching methods to student academic performance cannot be overemphasized,
especially in teacher training institutions where future educators are shaped. Previous studies
have primarily focused on secondary and primary education, leaving a gap in understanding the
specific challenges and opportunities within teacher training colleges (Ndille, 2020). Moreover,
with Cameroon striving to achieve Sustainable Development Goal 4 (quality education), there is
an urgent need to evaluate and improve the pedagogical practices in these institutions. This study
is justified as it seeks to address these gaps and contribute to the improvement of teacher training
in Yaoundé 6.

Thematic Scope:
This study was carried out to observe the teaching methods on students’ academic performance
in selected schools in Yaoundé

Geographical Scope:
The study is limited to schools around Mfoundi, Yaoundé 6 sub-division. Precisely at ABISCOM
and ELGRA

Time Scope:
The research was carried out and reported taking into account a time frame of two months
running from January to March 2025. Which also corresponds with the time of Internship.

Operational Definition of Terms

Teaching Methods
Traditional Teaching Method: An approach to teaching that emphasizes lecturing, textbook-
based instruction, and minimal student participation.
Student-Centered Teaching Method: An approach to teaching that emphasizes active learning,
problem-solving, and collaboration, and prioritizes students' needs and interests.
Technology-Enhanced Teaching Method: An approach to teaching that incorporates digital
technologies, such as educational software, online resources, and multimedia presentations, to
support student learning.
Project-Based Learning: An approach to teaching that involves students working on real-world
projects to develop problem-solving skills, critical thinking, and collaboration.
Flipped Classroom: An approach to teaching that reverses the traditional lecture-homework
format, where students learn concepts at home through pre-recorded lectures and work on
activities in the classroom.

Student Academic Performance

Academic Achievement: Students' grades and test scores in core subjects, such as mathematics,
English, science, and social studies.
Academic Motivation: Students' attitudes towards learning, including their interest, enthusiasm,
and self-confidence.
Academic Engagement: Students' participation, interest, and enthusiasm in learning activities.

Educational Theories
Social Cognitive Theory: A theory that posits learning is influenced by observing and imitating
others, including teachers, peers, and media.
Constructivist Theory: A theory that suggests learners construct their own knowledge and
understanding through active engagement with the learning environment.
Self-Determination Theory: A theory that proposes students' motivation and engagement are
influenced by autonomy, competence, and relatedness.

Teaching and Learning

Teaching Efficacy: Teachers' beliefs in their ability to teach and promote student learning.
Learning Style: Students' preferred way of learning, including visual, auditory, and kinesthetic.
Differentiated Instruction: An approach to teaching that tailor’s instruction to meet the diverse
needs and abilities of students.
Formative Assessment: An approach to assessment that provides ongoing feedback to students
and teachers to inform instruction and adjust teaching strategies.

Educational Context
Socio-Economic Status (SES): Students' family background, including their parents' education
level, occupation, and income.
Prior Academic Performance: Students' previous academic achievement, including their grades
and test scores.
School Climate: The social and physical environment of the school, including factors such as
safety, support, and resources.