International Journal of Secondary Education

2015; 3(6-1): 77-87

Published online February 1, 2016 (http://www.sciencepublishinggroup.com/j/ijsedu)
doi: 10.11648/j.ijsedu.s.2015030601.13
ISSN:2376-7464 (Print); ISSN: 2376-7472 (Online)

Different Teaching Methods: A Panacea for Effective

Curriculum Implementation in the Classroom
Theresa Ebiere Dorgu
Department of Teacher Education, Faculty of Education, Niger Delta University, Wilberforce Island, Bayelsa State, Nigeria

Email address:
[email protected] (T. E. Dorgu)

To cite this article:

Theresa Ebiere Dorgu. Different Teaching Methods: A Panacea for Effective Curriculum Implementation in the Classroom. International
Journal of Secondary Education. Special Issue: Teaching Methods and Learning Styles in Education. Vol. 3, No. 6-1, 2015, pp. 77-87.
doi: 10.11648/j.ijsedu.s.2015030601.13

Abstract: The paper focused on the teaching methods as a panacea for effective curriculum implementation in the classroom in
Nigeria. Teaching methods denote various strategies that the teacher uses to deliver his/her subject matter to the students in the
classroom based on the instructional objectives to bring about learning. Teaching methods aids learning and help to communicate
ideas and skills to the students. There are several teaching methods to use in the classrooms, it is left for the teacher to use the
ones most appropriate for the lesson. These methods if properly used will enhance teaching and learning and bring about desired
changes in the students. While the teacher’s task is to ensure that learning is effective, one major way to achieve this is the use of
appropriate teaching methods. This paper examines the concept of teaching, the teacher, learning, and discussed various teaching
methods that can be used in the classrooms. The paper further discussed curriculum implementation and its implication for
teaching methods and proffered the way forward for an effective use of teaching methods for better results in the classroom
teaching and learning process.
Keywords: Teaching Methods, Curriculum Implementation, Teacher, Classrooms

1. Introduction
To educate is to impact knowledge, positive judgment and a and productive in the discharge of his/her duties. Teachers
well developed wisdom to the learner through a learning challenge the 3 domains of cognitive, affective and the
process. Formal education is the application of pedagogy, a psychomotor domain of learners. The teacher’s task is not
body of theoretical and applied research relating to teaching complete until he/she evaluates to determine if the set
and learning. Imparting of knowledge lately comprises a objectives have been achieved.
complex mingling of factors as political, social, economic and Method of teaching denotes the strategy by which a teacher
cultural, due to the fact that the logistics of education are delivers his/her subject matter to the learners based on some
constantly changing, and education presently engages predetermined instructional objectives in order to promote
creatively with the transformation of the society, and partakes learning in the students. For a teacher to effectively adopt any
in it. Therefore, it is necessary that this aspect of modern teaching method, some factors must be considered. The
education be reflected in the models of teaching with its effective implementation of any curriculum depends to a large
constant evolving needs. extent on the availability of various methods of teaching. Thus
Teaching is a deliberate activity done in a professional to teach is to impact knowledge, an attempt to help the learner
manner to bring a positive change on the learner; in order to have a change of attitude and acquire skills through a series of
teach well. Teachers are guided by certain principles of planned activities (Buseri & Dorgu, 2011).
teaching and learning which have great implication for This paper presents the reader with some methods of
teaching. The role of the teacher is very essential in the teaching and how these methods of teaching can be
effective implementation of the curriculum. The teacher incorporated within the framework of changing patterns of
amongst other things must be abreast with the fundamental education. It is hoped that the content of this paper fosters a
principles of teaching that will enable him/her to be efficient better understanding of teaching for the teachers and other
78 Theresa Ebiere Dorgu: Different Teaching Methods: A Panacea for Effective Curriculum Implementation in the Classroom

readers. b. An acquisition of psychomotor skills, abilities and

habits.
1.1. The Concept of Teaching c. Possession of desirable attitudes and ideas, such as
Teaching is an attempt to bring about desirable changes in developing satisfaction about learning outcomes.
human learning, abilities and behaviour in order to contribute 1.2. Components of Teaching
to better living. Teaching helps people to gain the knowledge,
skills and attitudes they need to be responsible citizens. It is In order to come up with an effective teaching approach,
also a means of passing knowledge to the next generation. three major components of teaching have been identified
Awotua-Efebo (2001) sees teaching as an interaction between namely:-
a teacher and a student under the teacher’s responsibility, in 1. Preparation - Here the teacher plans the lessons he/she
order to bring about the expected change in the students intends to teach including all the activities needed to put
behaviour. According to Gagne & Briggs, 1989 in the lesson together.
Awotua-Efebo (2001), the purpose of teaching, are to help 2. Execution – Here the teacher is involved in
students to communicating the lesson to the students as prepared in
Acquire, retain and be able to use knowledge the lesson notes using the designed teaching
Understand, analyse, synthesize and evaluate skills model/strategies. The classroom management is also
Establish habits and involved here.
Develop attitudes 3. Evaluation – Here the teacher does all it takes to ensure
Omieibi-Davies (2011) sees the changes in behaviour that that the lesson is effective considering the teaching
occurs as a result of teaching as follows: model used for a particular class. Students are evaluated
a. An increased store of useful information and the here through tests, and other quizzes, etc
understanding of basic principles in the subject matter.

Fig. 1. Components of Effective Teaching – Awotua- Efebo 2001.

1.3. Teaching Principles

1.4. The Teacher
In order to carry out an effective teaching task below is a list
of helpful guide for a successful teaching. A teacher is expected to have a total commitment in giving
1. Planned teaching results in more learning. The teacher the children the type of education that trains them to growth
must be clear in his/her mind right from the start on what and development. A teacher is a person who is qualified in
he/she intend to do. Teachers are encouraged to plan every way as a professional teacher to teach in schools
their lessons extensively; such defined goals helps the especially in his/her area of specialization. A teacher’s
teacher to determine the methodology appropriate to the personality type should be divergent, enduring and stable
subject matter to aid teaching and learning. enough to help learners solve their problems. No educational
2. Teachers should be able to guide students effectively to system can be stronger than the caliber of the teaching staff. In
achieve the objectives of lessons taught. recognition of this fact, the Federal Republic of Nigeria
3. Students tend to achieve in ways they are tested, teachers National Policy on Education (2004) stated, “All teachers in
are encouraged to test students in different ways to our educational institutions, from pre-primary o university,
enhance their achievement rates in various domains. will be professionally trained. The teacher is the sole
4. Students learn from one another. Encourage students to implementer of the curriculum in the classroom. The main
work in groups while solving problems as this goes a focus of the implementation of the curriculum is the learner,
long way to enhance learning. while the most important person in curriculum
implementation is the teacher. (Obasi, Adaobi & Ajeka, 2007).
 International Journal of Secondary Education 2015; 3(6-1): 77-87 79

The teacher is the prime mover of the educational system. conversion of raw materials particularly students into finished
Aghanta (1991) conceptualizes that as an input operator into products e.g. graduates.
the educational system, the teacher plays a major role in the

Fig. 2. Qualities of a Good Teacher Vikoo (2003).

The Characteristics of a good teacher can be grouped under succeed in the varied task he/she must perform.
two broad standards Academics of Humanistic standards Finally, success in the discharge of the duty of a teacher
Academic Standards – A teacher due to his training is depends to a large extent on the degree to which teachers
grounded in his area of specialization. Vikoo (2003) opines possess the necessary cognitive, affective & psychomotor
that the knowledge required of a teacher can be condensed into skills. Therefore, the teacher should have the appropriate
three main types namely. knowledge, attitude & physical skills to carry out whatever
1. Knowledge of educational aims and contexts. The aims activities he/she is expected to engage in, to help learners
and objectives of education vary from societies based on acquire desired knowledge and skills to bring about changes.
the problems and needs of the society. The teacher needs
to be grounded in the historical, philosophical, 2. What is Learning
sociological and other issues the society is experiencing
and how education can be used in solving them. Learning has been defined in various ways based on various
2. Knowledge and characteristics of the learner: A good theories explaining the process of learning. Learning involves
teacher should understand how children learn and changes in the behaviour patterns of an individual. Simply put,
develop. He/she should be able to provide learning learning is the process of acquiring knowledge or skills and
opportunities that supports their intellectual, social and attitudes. This can be illustrated thus:
personal development. Education revolves around the
learner; a learner who has acquired a sound education
should be able to contribute to the solutions of problems
in society.
3. Knowledge of curriculum: The teacher here should
understand and have the knowledge of the subject matter,
delivery methods and knowledge of evaluation methods.
The Humanistic standards of a teacher deals with his/her
personality traits, such as: his/her sense of responsibility,
amiability, initiative, sincerity, self-control, loyalty, physical
strength, leadership qualities and be good personality,
decisiveness, likes fun and a sense of humour, punctual,
co-operates with colleagues and be committed to self Fig. 3. Definition of Learning.
improvement amongst others. All these will help the teacher to
80 Theresa Ebiere Dorgu: Different Teaching Methods: A Panacea for Effective Curriculum Implementation in the Classroom

Some learning principles that can be used to facilitate develop intellectual skills in learners, then the cognitive
teaching of learning in the classroom are:- development methods of teaching are recommended. This
1. Students learn best by being actively involved in method helps learners to comprehend, analyse, synthesize and
learning activities. evaluate information. It helps learners develop good cognitive
2. Positive or reward reinforcement is more likely to result abilities. Though the cognitive development methods are
in students’ learning than negative reinforcement. essentially didactic. Some of the teaching methods in this
3. A situation which offers fresh and stimulating category includes:
experiences is a kind of reward that enhances learning. Discussion Method
4. Meaningful material is easiest learnt and best retained Questioning/Socratic Method
5. Learning is increased when provided in a rich and varied Team Teaching Method
environment. Talk Chalk/Recitation Method
6. Detail must be placed into a structured pattern or it is Field Trip/Escortion Method
forgotten. Team Teaching Method
7. Learning is enhanced by a wide variety of experiences 2. Affective Development Method:
which are organized around purposes accepted by the This domain includes objectives which describe changes in
students. interest, attitudes and values. It further deals with the
8. Learning is transferred to the extent the learner sees development of appreciation and adequate adjustment.
possibilities for transfer and has opportunities to apply Education has a lot to give the learner in order to assist
his knowledge. (Gbamaja, 1991). him/her develop in these areas, hence teachers are encouraged
It is important to understand the primary objective of to include learning experiences that are worthwhile, teach in
teaching which is to bring about good education. Prospective ways that arouse interest and develop proper attitude in
teachers are encouraged to know the operation and approaches learners. This mode of teaching are basically Philetic, here
to learning in order to develop better teaching methodologies. students feelings or opinion are aroused. Some teaching
In using these teaching methods, teachers should consider methods under this category includes:
every learner’s unique attribute. Teaching calls for an active Modelling Method
participation of the learner, thus for teaching & learning to be Simulation Method
effective, it has to ensure a joint teacher-learner-class activity Dramatic Method
based on variety of methods which creates room for effective Simulation Games
and efficient mastery of the subject matter on the part of the Role-Playing Method
learner. 3. Psychomotor Development Methods
These are activity based methods of teaching that aim at
2.1. Teaching Methods motor skills development in learners. This method requires
Simply put, teaching method is any teaching maneuver that that learners are able to illustrate, demonstrate, or perform
can be used to facilitate students learning and satisfaction. certain skills using their manual dexterity. It is a heuristic
Different teaching methods may elicit different types of method of teaching that involves inquiry and discovery
changes in learning outcomes. Teaching methods are many methods of teaching. It is a more student activity based
and varied and could be used in different ways, considering method. This method includes:
among others the age of the learners, body configuration or Inquiry Method
physique of learners, (able or disabled learners). Academic Discovery Method
ability/intelligence of the learners, number of learners and of Process Approach Method
course the type of curriculum discipline which recognizes the Demonstration Method
fact that certain teaching methods are much more suitable to Laboratory/Experimentation Method
some disciplines than others. Programmed Learning Method
Vikoo (2003) is discussing types of teaching methods Dalton Plan/Assignment Method
explained that teaching methods could be presented under Project Method
three main categories: Microteaching Method
Cognitive development methods Mastery Learning
Affective development methods Over the century, a great number of teaching methods have
Psychomotor development methods been developed, modified and even combined. Below is a list
1. Cognitive Development Methods of some teaching methods that can be used to facilitate
Here, if the focus of the instructional objectives is to learning generally.
 International Journal of Secondary Education 2015; 3(6-1): 77-87 81

Adapted From Cruickshank, D.R., Bairer, D. & Metcalf, K.

“The Act of Teaching”. 1995 pg. 197

The Wheel of Instructional Choice showing Various Teaching Methods

1. Academ ic games
g
am r ni n

i ng
-t e le a

to r m
e

r ing

st
de n a t iv

e re
s
on

r ai ns
St u op er

In t
t

29 . Tu t
i

s
la t

se

of
2 8 Co
u

Ca
2. B
S im

rs
s n

n te
me latio
.

3.
.

uia
a
27

G mu Ce
i
lloq
4.
.S
26 y ing Co
5.
le Pla
Ro s
25. ntract
citation
s 6 . Co
2 4. Re
Wheel of 7 . De ba te
s
23. Protocols
Me th
Instructional 8. Demonstrations
2 2. Pro od 9. D i
ject/Ac Choice rect
Instru
ity ti v
10. cti on
21. I nst r s
Pro uct io Di s
20 g ra n
mm 11 c ove
.P
rob ed/
CA .D ry
is
19

lem
b re

1
cu
12 . F iel d er vat
y
.P

ss
Te se n

So
18

1 3 Obs
.D

lvi
io n
a ta

.O
c

ng
1 4 . In d d y

rill
17 .
1 6.
h e tio

15. I nd ivi du al
r
r s ns

al

of
L e a te r y

S tu
Re

Ma

Pr
e

I nstruc t ion
a

ep e nd

ac
p

r
rn in
or

nin g M

tic
ts

e
g

ent

i on
ize d
o du le
s

Fig. 4. Wheel of Instructional Choice showing various Teaching Methods.

As already mentioned, there are several methods of

teaching; the following methods will be discussed in this 2.2. Discussion Methods
paper: Discussion is usually at a higher cognitive level and it
1. Discussion method develops critical thinking. Student’s participation is necessary
2. Questioning method for a successful classroom discussion. It is a student centered
3. Role Playing Method teaching technique but requires careful planning by the
4. Stimulation Method teacher to guide discussion. Successful discussions are guided
5. Demonstration Method by specific teaching goals. It involves a process of free guided
6. Inquiry/Discovery Method
82 Theresa Ebiere Dorgu: Different Teaching Methods: A Panacea for Effective Curriculum Implementation in the Classroom

discussion and expression of views and ideas on a given topic, Factual: These require straight forward answers based on
question or problem by the teacher. In the students attempt to obvious facts or awareness. Answers are either right or
solve the problem or answer the question, students pair up in wrong-yes or no.
smaller groups for about 5 minutes or more,, discuss the issue Convergent – Answers to questions of this nature are
on ground and then they are brought back for a full group usually within a finite range of acceptable accuracy.
discussion. Various students are able to participate and are They allow for only one right response; they are
exposed to other student’s ideas. In small group students can questions about concrete facts.
discuss a complex issue and when they are brought back to the Divergent: These questions allow for many right
larger groups, these students can discuss their reactions, share responses. These questions give students the room to
ideas and build on each other’s suggestions. This method explore various avenues, creates alternative answers.
encourages student’s participation, develops critical thinking, Correct answers here could be based on logical
develops student’s ability to communicate, and problem projections or imagination. Questions here deal with
solving skills. It allows all to participate. opinions, hypotheses & evaluation and they predict
Trouble Shooting: Atimes, in the process of critical different outcomes.
discussion, it turns out into emotional charged unproductive Evaluative: Evaluative questions are open-ended & more
debates, here the teacher should get other students involved to difficult to answer, because some criteria must be
identify the issue of conflict and encourage them to analyse established for making any judgment. Basically,
the discussion with less emotional charge. Discussion method evaluative questions require students to make judgments
can be tedious to co-ordinate and not practical with a lot of on something. Responses to these questions are limited
students at once. to a number of choices.
Finally, discussions are characterized by multiple Combination: These are questions that blend and can be
interactions, with the teacher as the facilitator. Discussions are combined as a question example.
basically small groups in nature and these groups vary in size i. What are the differences and similarities between
and composition. Participant interactions are encouraged to be the death of late General Sanni Abacha when
arranged face-to-face. compared to that of General Muritala Mohammed
(all of Nigeria).
2.3. Questioning Method
2.4. Characteristics of Good Questions
Questioning method of teaching aids learners in connecting
concepts, increasing awareness, encouraging creative and 1. Good questions should be clear, brief, concise and direct
imaginative thought, making inferences etc. Questioning to the point. They should be free from ambiguity.
generally helps learners to explore deeper level of thinking, 2. Good questions should be thought-provoking.
knowing and understanding. Questioning, though it is more of 3. They should suit the age, abilities, interest and
a technique than a method of teaching, it is used during characteristics of the particular learners or audience at
various methods of teaching. Questioning aids in sensitizing hand. (Gbamanja, 1991)
the inquisitive mind of the learner. This method is credited to
Socrates, a Greek Philosopher. Questioning methods may be 2.5. Guidelines for Questioning
used for the following purposes: Ask clear questions
1. To arouse interest & curiosity: At the beginning of a Call students by their names
lesson, questions can be used to secure interest, and Ask questions that match lesson objectives.
focus the attention of the group on the subject. Distribute questions fairly among students
2. To stimulate discussion: Question that are Frame questions in ways that one act leads logically to
thought-provoking can get the group to start reactions. the next.
3. To channel thinking: By skillful questioning, the teacher Avoid too much questions within a lesson.
can steer the group to the objective he has established, Give students time to think after a question is asked
keep them on the right track and guide their thinking. Teacher gives a final comment to the answer
The teacher can also help the group to move from the
known to the unknown by a series of well-prepared 2.6. Role Playing
questions.
4. To determine how well the group understand the material: This method of teaching can be used for solving real life
By the response given to a question, the teacher can situational problems. The technique of role lay develops
determine if the group has absorbed what is being practical professional skills and functioning knowledge. It
presented, and provides opportunity to correct any enables students in the classroom to act as stakeholders in an
misconceptions or to elaborate on points. imagined scene. In a play role, the teacher selects an event that
5. To get the attention of an individual: To help a timid illuminates the topic of study and students are assigned roles,
person to express his or her thoughts (Achuonye & which will be played out, the role play will be concluded, with
Ajoku, 2003). a reflection stage that reinforces the concepts introduced by
There are five basic types of questions namely: the role play. This method gives students the opportunity to
 International Journal of Secondary Education 2015; 3(6-1): 77-87 83

explore together their feelings, attitudes, values and problem observers and generate their interest; students see immediate
solving strategies. Role play also creates a stimulating progress as a result of a correct effort and it enables the teacher
environment that brings reality to life and intensify learners to teach manipulative and operational skills. The problems
understanding of the event being played. This method encountered in this method amongst others include the fact
intensifies and accelerates learning, it can be described as a that students loose interest and confidence when they fail to
hands-on approach to learning & students learn through active repeat accurately; creativity and originality by students are
involvement in role-play. The problem with role playing hindered as students try to do it exactly the same way as their
method amongst others is that directing a role playing is teacher did it and students have a limited opportunity to be
complex. Also, some students may be too self-conscious and familiar with learning materials.
may not be able to play the role for other students to observe.
2.9. Inquiry/Discovery Method
2.7. Games/Simulation Method
This is a teaching learning situation whereby students are
This method entails a real life activity in a simple manner given the opportunity to discover and find out things for
that communicates the idea to the learners. Example, If the themselves. Inquiry/discovery methods have been known to
“use of money” is the topic in class; the teacher gets two provide meaningful learning to students when compared to
students to act a trader and a customer scene, where the other methods. This method is rooted in the heuristic teaching
customer buys the items from the trader with the money, in activity and problem solving; these are basically the major
this scene, the use of money is depicted in real life situation. ingredients of modern science. It is a learner centered method,
This kind of simulation is better than mere verbal description. whereby the learner discovers & explores some problem
Omieibi-David (2001) conceptualizes simulations as an solving experiences with a view to draw conclusions from
imitation of real life situations that requires participants to data gathered through the process of observing, predicting,
play a role that involves them in interaction with other people measuring and formulating relevant questions. Learning
or with elements of the environment concerned. acquired through inquiry/discovery method is mostly accepted
The use of stimulation methods in classroom situations is as more meaningful and authentic than learning imposed by
devised to help students learn how things operate in reality. external forces. This method can be used with students at any
Students are encouraged to act out the same roles and make acadmic level though more effective with students at the
decisions likened to real life situations. Therefore, simulation secondary and tertiary levels.
helps students to practice and understand adult roles and also Two types of discovery methods can be used by the teacher
develop the skills necessary for a successful adult life. namely the structured method and the open discovery method.
Simulation and games are used at all levels of education and Structured Method: Here the teacher gives a clear set of
creates both intrinsic and extrinsic motivation in the learner. instructions that learners are to follow to discover a fact, idea
While simulation methods present the students realities of life or skill for themselves.
in concrete and simple forms, they are innovative and a Open Discovery Method: The teacher in this method
welcome change in the learning experiences as compared to presents a problem, gives some questions and directions that
the routine classroom learning. Simulation problems shooting requires learners to find answers to. Here, the teacher gives the
areas lies in the fact that it is time consuming, very expensive, learner the freedom to explore different perspectives, views,
especially in an attempt to purchase a reasonable number for possibilities, and solutions to the problem.
class use. It also requires great classroom management. There are no stereo type answers as the learners arrive at
different solutions to a problem, especially in the case of the
2.8. Demonstration Method open discovery method. In both situations, they are expected
A demonstration involves showing, doing or telling the to find the solution within a specific time frame.
students the point of emphasis. It is mostly used as a technique The gains of inquiry/discovery methods includes
within a method of teaching and a times as a method of It demonstrates students proficiency
teaching itself. Here the role of the teacher is to illustrate how It encourages curiosity
to do something or illustrate a principle first by explaining the It encourages students to develop coding system which
nature of the act verbally, followed by demonstrating the act in helps them to make connection among objects and
a systematic manner and later the students repeats the act. phenomena.
Here students are involved in dong things that will influence Fosters intuitive thinking in the classroom
their behaviour patterns, through demonstrations, students are Develops good communication skills as science requires
exposed to physical materials that will illustrate some distinct communication for accurate sharing of methods
meaning to their cognitive framework. Direct experiences like and findings and
this go a long way to enrich learning. Demonstration is useful Finally, students become independent thinkers.
mostly in imparting psychomotor skills and lessons that Below are some problems experienced in using the
require practical knowledge. The gains of using demonstration inquiry/discovery method of teaching.
method in teaching lies in the fact that it bridges the gap It is not cost effective
between theory and practice, enables learners to become good It requires a lot of planning before it can be implemented
It is time consuming
84 Theresa Ebiere Dorgu: Different Teaching Methods: A Panacea for Effective Curriculum Implementation in the Classroom

Unsuccessful attempts at arriving at needed solution may students with different physical and mental
have negative impact on students. abilities/disabilities, interest, students at the primary,
secondary or higher institutions. Example- a method used with
the physically challenged cannot be used with the normal
3. Criteria for Selecting Teaching students.
Methods
3.4. The Teacher
In selecting teaching method, the teacher’s analytical ability
comes to play considering the situation at hand. There are The teacher is the person that has to initiate the particular
some factors that will guide the teacher’s choice of method to teaching method or methods he/she intends to use in a given
use in teaching a particular lesson; such factors include: lesson. He/she should be familiar with such methods and be
The subject matter prepared in every way. The teacher should endeavour to vary
Instructional objectives the methods he/she uses in teaching and should not be known
The learner to using a particular method always.
The teacher 3.5. Time
The time
Instructional materials The time allotted to a subject on the school time-table
The environment should be considered when determining the choice of teaching
These factors are discussed below: method. Methods like role-playing, simulations can be done
within double periods. When there is little time to cover large
3.1. The Subject Matter scheme of work, then, the lecture method can be used, but the
The content of a subject determines what method to be used learners must be considered in every way.
to achieve effectiveness in the teaching and learning process. 3.6. Instructional Materials
Subjects could be science or arts oriented, and as such, they
definitely require different teaching methods that suit such These go a long way to determine what teaching methods to
disciplines. Science subjects are better taught with the inquiry use in a given lesson e.g. a teacher that wants to teach a
or discovery methods while the lecture method can be used in practical class in biology needs an equipped biology
some art subjects depending in the content of the subject. laboratory to demonstrate effectively, but where there is none;
will end up with just a lecture method which does not
3.2. Instructional Objectives completely suit that topic.
The instructional objectives a teacher intends to achieve at 3.7. The Classroom Environment
the end of a lesson, determines the choice of teaching method
to use in teaching the subject. Example from the objectives of Classroom environment set a tone for learning and causes
a lesson, the teacher will know if the lesson intends to acquire learners to behave in certain ways. It is important to consider
new skills or illicit an emotional or aesthetic reaction from the the classroom environment in selecting an appropriate
students; knowledge of these will go a long way in teaching method for a lesson. The space available in a class,
determining which teaching method to use. ventilation, illumination and other teaching devices in a
classroom, etc all these affects the choice of teaching methods
3.3. The Learner to be used.
The learner is the pivot of teaching a teacher will have to A Programme Chart for Selecting Appropriate Teaching
know the student’s prior knowledge. The age, ability and the Method
number of learners needs to be considered in some teaching (Ellington & Earl, 1998)
method suitable for students within a given age group;
 International Journal of Secondary Education 2015; 3(6-1): 77-87 85

Fig. 5. A Chat for Selection of Appropriate Teaching Methods.

Curriculum Implementation & Its Implication for Teaching the learners.

Methods The ability to put curriculum content and other instructional
Curriculum is the planned and guided learning experiences guidelines into practice inside the classroom can be referred to
and intended learning outcomes formulated through as curriculum implementation. Oforma (2005) stated that
systematic reconstruction of knowledge and experiences for curriculum implementation is the transmission of the planned
learners under the auspices of a school. (Tanner and Tanner curriculum into the operational curriculum. On the other hand,
(1975). Curriculum to Offorma (2005) is a structural series of Ivowi (2004) viewed curriculum implementation as the
learning experiences intended for the education of the learners process of putting all that have been planned as a curriculum
under the guidance of the teacher. Nnachi (2009) process into practice in the classroom through the combined
conceptualizes curriculum as a programme of education made efforts of the teacher, learner, school administrator as well as
as a guide to the teacher and learner in respect of procedure, the interaction with the physical facilities, instructional
content an context of the course of study under the guidance of materials, psychological and social environment.
the school for effective teaching and learning. In summary of Therefore, curriculum implementation is the sole concern
all the definitions above, curriculum is the totality of the of the teacher, and the interaction of learners and other
systematically planned experiences which the school offers to education administrators geared towards achieving the
86 Theresa Ebiere Dorgu: Different Teaching Methods: A Panacea for Effective Curriculum Implementation in the Classroom

objectives of education. Teachers carry out the task of 4. Conclusion

providing learning experiences by providing instruction; these
instructions can be achieved through the use of various The teacher is a vital factor in the success of an educational
teaching methods that are made available. Fundamentally, system in a nation. Teaching is an attempt to bring about
teaching is concerned with the attainment of maximum desirable changes in human learning, abilities and behaviour.
beneficiary learning for the learner. The teacher’s major task Effective implementation of the curriculum is dependant in
among others is to ensure that learning is effective and the effective use of appropriate teaching methods in the
efficient. Teaching methods known as patterns of interaction classroom. Teaching methods are used to facilitate students
between the learners and the teachers are intended to lead to a learning and satisfaction. A variety of the use of teaching
change in the learner’s behaviour. methods is a must for teachers if learning is to be effective and
There are a variety of teaching methods, and it is through efficient. There is need for a good teacher to be multi-talented
the use of such teaching methods that teachers are able to in other to be conversant with the use of various teaching
implement the school curriculum. In situations where teachers methods in the teaching and learning process. The teacher is a
fail to use appropriate teaching methods, a good curriculum vital factor in the success of an educational system of a nation;
plan could turn out to be damaged. The main purpose of therefore, teachers should be familiar with the principles
curriculum implementation is to translate the ideas into a underlying the choice of teaching methods. A combination of
workable blueprint, and this can be achieved basically by teaching methods is encouraged for effective teaching.
using appropriate teaching methods in class. The secondary
school curriculum as planned learning experiences provided
to assist the learners in attaining the designated learning References
outcomes can be attained by the use of effective teaching [1] Achionye, K.A and Ajoku, L.I. (2003). Foundations of
methods. The teacher through his teaching methods makes curriculum development and implementation. Port –Harcourt:
direct use of the curriculum, thereby implementing it. The Pearl Publishers.
teacher uses the appropriate teaching methods and resources
[2] Aghanta, J.A. (1991). Teacher effectiveness in the Nigerian
to achieve learning. Whenever a teacher is teaching a lesson
educational system. Edited by Emenogu, B.C. and Okoro,
through the means of various teaching methods, he is O.V.N. Onitsha: Orient Publishers Ltd.
implementing the curriculum.
[3] Awotua-Efebo, E.B. (2001). Effective teaching: principles and
3.8. The Way Forward practice. Port-Harcourt: Paragraphics.

The following suggestions are made for effective use of [4] Buseri, J.C. and Dorgu, T.E. (2011). The relevance of
teaching methods in the teaching and learning process. instructional materials for effective Curriculum delivery n
Nigeria. Journal of issues in professional Teacher Education
1. Teachers should know the nature of the subject matter to
(JTIPTE). 2 (2) P 9.
be taught and be conversant with it to enable him/her
determine the most suitable teaching method/methods to [5] Cruickshank, D.R., Bainer, D. and Metcalf, K. (1995). The act
use in a given lesson. of teaching. U.SA: Mcgraw- Hill Inc.
2. The instructional objectives a teacher intends to achieve
[6] Ellington, H. and Earl, S.C. (1998). Facilitating student
by the end of the lesson determines to an extent the type learning: a practical guide for tertiary- level teachers. London:
of teaching methods. Teachers should try to match the Kongan Press.
instructional objectives to suit the teaching methods to
be chosen for a lesson. [7] Federal Republic of Nigeria (2004). National Policy on
education. Lagos: NERDC Press.
3. The teacher must be very familiar with the type of
teaching methods he/she wants to use at any given time; [8] Gbamanja, S.P.T. (1991). Essentials of curriculum and
and must ensure it is most appropriate for the success of instruction: theory and practice. Port-Harcourt: Pam Unique
the lesson. Publishers.
4. The teacher must consider the age, interest, etc of the [9] Ivowi, U.M.O. (2004). Curriculum implementation and school
learner and ensures the right teaching methods and administration in A.O.R. Noah, D.O. Shonibare, A.A. Ojo .T.
materials that will suit the learners are in place. and Olajuwon, T. (eds). Curriculum implementation and
5. In choosing appropriate teaching methods, the teacher is professionalizing teaching in Nigeria, Lagos: Central
encouraged to consider the time to be used for a lesson, Education Services.
as this will go a long way to determine also the type of [10] Nnachi, R.O. (2009). Curriculum implementation at the tertiary
teaching methods to use. level of Nigerian education: curriculum theory and practice.
6. The teacher should put into consideration the population Abuja: CON Publishers.
of the class, the environment and the size of the class.
[11] Obasi, E. Adaobi, .A. & Ajeka, P.I. (2007) Implementation of
This will help to determine a most suitable teaching social studies curriculum in the junior secondary schools in
method to use for a lesson and make it worthwhile. Owerri educational zone. Journal of Curriculum And
Instruction. 6 (3) 1-14
 International Journal of Secondary Education 2015; 3(6-1): 77-87 87

[12] Offorma, G.C. (2005). Curriculum implementation for [14] Tanner, D. and Tanner, L. (1975). Curriculum development:
functionality. In Oraifor, S.O. Edozie, G.C and Eze, D.N. (Eds). theory into practice. New York: Macmillian Co. Inc.
Curriculum issues in contemporary education (pp. 107-203).
Benin-City: Da-Silva Press. [15] Vikoo, B. (2003). Learning theories and instructional process.
Owerri. Springfield Publishers Ltd.
[13] Omiebi-Davids, .I. (2011). Skills in effective teaching.
Port-Harcourt: Minson Publishers Ltd.