Assessment of Teaching Techniques on Learners’ Participation in Federal Low-cost Day Junior Secondary School, Maiduguri, Borno State, Nigeria

Abstract

Creating enabling environment for class participation is a technique with no right or wrong approach as long as the learners are participating. Teacher’s role is not only presenting concept with good illustrations but pushing for active class interaction which gingers motivation and improved performance. However, not many teachers are good at making learners participate. To this effect, Thornton (2013) proposes the taxonomy of teaching technique with three teaching techniques from lower to higher level of participation, which include: directing technique involving activities of learning through listening and directions; discussing technique which makes interaction possible; and, delegating techniques which involve learning through task-base. This study examined the application of these techniques to assess the learners’ level of classroom participation at junior secondary school using four lesson periods of one intake class with one teacher and forty-two learners. The study is observational design where check list was employ to collect data. Frequency counts was employed as method of analysis. The finding indicated that the lessons observed employed the lower level learning task experience which did not expose learners to interact during the lesson. The study recommended that teachers should employ all the learning task experience according to the learning content and purpose. Teachers should gradually transcend from lower learning task to the higher learning task make teaching engaging and inviting, thereby creating a participatory classroom situation.