Teaching materials and instruments that assist teaching and learning in schools are referred to as teaching techniques (Agunet et al., 1977). Visual aids, auditory aids, actual objects, and a variety of additional instructional approaches are examples of teaching methods. Visual aids are items that may be made at home or in a professional setting. They take the shape of wall maps, visual pictures, images, and other two-dimensional items, for example. There's also audiovisual material to consider. These are audio-equipped instructional equipment such as radios, televisions, and various projectors. Another effective technique of teaching geography is through television and radio broadcasts. The use of movies as a teaching tool is also common. Teaching methods provide additional benefits in addition to assisting students in remembering important information. When used correctly, they can aid in attracting and retaining pupils' attention. Audio or visual media can be very helpful in assisting a subject, and combining audio and visual stimuli is especially effective because it engages both of the most important senses (Burrow, 1986). Teachers must realize that they are similar to idea salespeople, and that many of the finest sales methods for attracting potential clients should be considered. One of the primary goals of any courses is for students to get as much information as possible about the subject, particularly about the most essential elements. Many research have been conducted to see how effective teaching approaches are in achieving this goal. The findings reported in the trials range from moderate increases in retention of 10 to 15 percent to more hopeful results of up to 80 percent retention (Burrow, 1986).
The efficiency of the tools and the simplicity with which they may be prepared can both be improved by planning them out beforehand as a draft. It's easier to make adjustments and revisions now than it is after the project is finished. Technical accuracy, accurate terminology, grammar, spelling, fundamental balance, clarity, and simplicity must all be thoroughly reviewed in the first draft. Teaching materials should also be examined to determine if they are practicable and acceptable for students to utilize in a training setting. However, the status of Nigeria's education system is not encouraging, with inadequate classrooms, instructional materials, labs, and libraries, as well as instructor credentials. Poor school curricula and teaching methods are a result of this. The goal of this study is to evaluate the condition of teaching in Nigeria and to investigate teaching techniques, with a focus on the Ovum Aba Secondary School.
Research has been done in Nigeriano for a long time, as has been done in Nigerian schools. The majority of the material provided focuses on the importance of teaching aids rather than whether these teachers possess the necessary pedagogical abilities and how well they are used by teachers. The lack of such a research left the key actors in education with no knowledge with which to interact. This research was conducted under the assumption that a beautiful book or globe, for example, is worthless if it is not used. When effective teaching approaches are accessible but aren't employed, they aren't helping students learn (Joy et al., 2002). The researcher also wants to see how well instructors at Ovom Girls Secondary School in Aba employ these approaches to promote learning.
EDITOR'S SOURCE: Projectclue
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