Pedagogical Research

2021, 6(3), em0102

e-ISSN: 2468-4929
https://www.pedagogicalresearch.com Research Article OPEN ACCESS

Impact of Teacher’s Training on Interest and Academic Achievements

of Students by Multiple Teaching Methods
Muhammad Hafeez 1*

1
Research Scholar, Allama Iqbal Open University, Islamabad, PAKISTAN
*Corresponding Author: [email protected]

Citation: Hafeez, M. (2021). Impact of Teacher’s Training on Interest and Academic Achievements of Students by Multiple Teaching Methods.
Pedagogical Research, 6(3), em0102. https://doi.org/10.29333/pr/11088

ARTICLE INFO ABSTRACT

Received: 27 Mar. 2021 The aim of this research was to check the effects of teacher’s training and teaching methods on academic
Accepted: 1 Jun. 2021 achievements and interests of students at secondary schools in computer course. The population was divided into
four groups; - lecture teaching method (control group), discussion teaching method (experimental method),
inquiry teaching method (experimental group) and demonstration teaching method (experimental group). Each
group has a sample size of 20 students. A pre-test before training of teachers and post-test after training of
teachers for academic achievement and interests of students taught by four teaching methods were conducted.
The results of pre and post-tests were then analysed by statistical tools of descriptive statistics and ANOVA test.
The results of the study indicated that students’ academic achievements and interests were increased before and
after the training of the teachers taught by lecture, discussion, inquiry and demonstration teaching methods. The
demonstration teaching method was ranked 1st and lecture teaching method was ranked last. So, it can be
concluded that training of the teacher’s plays an important role for choosing the best method for teaching and
improves the academic achievements and interests of students.

Keywords: instructor, learning styles, school, teaching methods, thinking skills

INTRODUCTION

A training is a process to get the required skills for a particular subject. The training is a valuable practice for the teachers to
enhanced their teaching skills. A trained teacher has more skills and techniques to be applied for the better academic
achievements of learners (Ulla, 2018). A teacher having better teaching skills can also produce students’ interest in a particular
subject (Giovazolias et al., 2019). Many researchers including (Oliveira et al., 2019; Supriatna, 2015; Ulla, 2017) stated the
importance of teachers training. The teacher’s training provides the solutions of educational problems (Schütze et al., 2017).
In this modern age, the teacher’s training is an important requirement and essential component for all the educational
activites including conducive learning environment, curriculum development and implementation and assessment (Zulfiqar,
2016). A trained and skilful teacher has more ability to teach the students and implement the various teaching methods
successfully (Saira et al., 2021). When teachers apply the various teaching methods and techniques according to the acquired skills
then students achieved higher academic results and the interest of the student is also increased (Wuryaningsih et al., 2019).
Education is necessary element of humanity and crucial for the development of a nation (Hafeez et al., 2020). To educate most
of the population in a country, it is necessary to impart free education up to the secondary level. In Pakistan, education is almost
free up to secondary level (Ahmad, 2014). The secondary education is the education given to children of aged 13-16 years (Ahmed,
2016). The primarily aims of secondary education are to train students for the sound abilities in reflective, scientific and critical
thinking (van & Janssen, 2019). Teaching is the learning process in which knowledge and information’s are transferred to the
children to understand the scientific process (Sivarajah et al 2019). A teacher is the facilitator to provide the guidance in the
teaching-learning process (Obidike, 2017).
The teaching method represents the different stratigies by which an instructor delivers lecture to the pupils based on
predefined instructional objectives (Buseri & Dorgu, 2011). Omar et al. (2020) stated that the main objectives of teaching are to
support learners for getting, retain and utilization of information, establishment of habits and development of attitudes and
increased store of information and understanding of basic rules and principles of subject matter.
To achieve the cognitive domain of learning of the learners, the psychologists developed various teaching methods and
stratigies according to the cognitive domain of learners and learning situations (Mahasneh, 2020). Teaching and learning methods

Copyright © 2021 by Author/s and Licensed by Modestum. This is an open access article distributed under the Creative Commons Attribution License which permits
unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
2 / 10 Hafeez / Pedagogical Research, 6(3), em0102

Figure 1. Basic components of effective teaching

Figure 2. Training components for professional development of teachers

are key factors for the development of different educational fields (Al-Otaibi, 2015). The Training components for professional
development of Teachers are shown in Figure 1.
The methods of teaching that stimulate active learning are based on the cognitive domain of learning (Saira et al., 2021). The
learners must actively engage with the leaner’s activities. The active learning activities are also called as student-centre activities
or student-centre teaching. Some of the teaching methods that promote active learning are discussion method, inquiry method
and demonstration method (Asmawati & Malkan, 2020).

LITERATURE REVIEW

Teaching Methods
The various teaching methods are listed below:
Lecture teaching method
A lecture teaching method is stated as the instructor continuously speaks before a group of students on a particular subject or
topic (Hafeez et al., 2021). The group size may vary from 20 to 1000. The instructor is responsible for delivering whole of the content
of subject matter. It is one of the oldest teaching methods used in schools, colleges and universities (Carson et al., 2001). The
lecture method of teaching is based on the transfer of knowledge from instructor to the learners. The lecture method of teaching
is also called traditional lecture or teaching method (White & Kern, 2018). Many instructors believe that traditional lecture method
is not more successful in the cognitive development of learners as traditional lecture method is a passive method of learning. It
does not involve the learners to contribute in the educational process. Usually, instructor presents the whole lecture before the
learners. The learners get the notes of the lecture and prepare them for the examination (Jungst et al., 2003). The major reason for
adopting the lecture method of teaching is its ability to handle with large number of learners at a time (Marmah, 2014). The
important characteristics of lecture teaching method are highlighted in Figure 3.
In the current age, the lecture teaching method is considered as the bored method because it does not active the students.
However, it can be made effective by blending the information technology tools (Fulford & Mahon, 2018). Gooblar (2019) argued
that telling (lecture method of teaching) is an excellent method for the learners as in lecture method the instructor delivers all the
contents with details.
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Figure 3. Characteristics of Lecture Method of Teaching

Figure 4. Characteristics of discussion teaching method

Figure 5. Characteristics of demonstration teaching method

Discussion teaching method

The discussion teaching method is a strategy which is used by groups for cooperative learning to get the desired educational
objectives (Omoro & Nato, 2014). The discussion is an activity in which the instructor divides the class and makes small groups of
learners for active and cooperative learning on a specific topic or real-life problem. it is the process in which the learners are free
to talk with each other’s and also with the instructor. The discussion teaching method is a learner-centred method in which the
learners contribute their ideas actively (Yusuf, 2016). Rahman et al. (2011) proposed in a study that discussion teaching method is
the most valuable and applied teaching method all over the world in various fields of education. They also concluded that
discussion teaching method improves the critical thinking skills, cognitive learning abilities, attitudes and speaking skills. The
main characteristics of discussion teaching method are highlighted in Figure 4.
Among available teaching methods, the discussion method appears to be the effective and most advanced teaching method.
The discussion method of teaching is a type of strategy in which instructors and learners share their thoughts and ideas on a
particular course content. The learning objectives are achieved by utilizing shared ideas among students and teachers (Eggen &
Kauchak, 2012). Paul et al. (2019) concluded in a study that discussion teaching method gives opportunity to the learners to
interact with the instructor without any hesitation for clearly understanding the learning activites. The learners use their voices
and listen other students respectfully and carefully to increase their learning abilities. It is an effective strategy to be used during
the lecture.
Role of instructor in discussion teaching method: Leading the learners in constructive discussions in complex issues is a
very difficult question in teaching (Sivarajah et al., 2019). The role of instructor is very important in discussion teaching method.
An instructor must be good leader to lead the discussion and learners in the classroom. The learners may ask questions or
comments during the discussion. A good leader has the ability to answers for all the questions raised by the learners. For all these
challenges, the instructor must have a proper plan before the discussion session (Su et al., 2016). The instructor must be prepared
for the bad comments in the discussion method (Abdulbaki et al., 2018). In discussion teaching method, the instructor may use
different tools to conduct the discussion session. The tools may be projector, computer laptop for presentation and learning
materials (Amalia, 2017).
Demonstration teaching method
In demonstration teaching method, the instructor acts as a principal and the learners watch the lecture with attention. It is
also called as display or exhibition method of teaching. The demonstration teaching method includes the steps that how different
things work (Ameh & Dantani, 2012). The researchers (Teodora -Mihaela & Laurentiu-Gabriel, 2014; Vrbik & Vrbik, 2017) concluded
in their studies that demonstration teaching method is the most suitable teaching method to improve and train the students
learning and motor skills. Some researchers (Basheer et al., 2017; Polizzotto & Tamari, 2015) also concluded that the
demonstration teaching method has a positive effect on the learners and it also improves the cooperative learning level of the
students. This teaching method is combined with other teaching methods to activate the learners and learning process.
Anwar and Zulkifli (2020) stated that the key objective of demonstration learning method is to exhibit and display the models
and activites according to the learning materials through instructional media. In demonstration teaching method the instructor is
the main character to display the activities. The main characteristics of demonstration teaching method are highlighted in Figure
5.
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Table 1. Advantages and disadvantages of multiple teaching methods

Teaching Method Advantages Disadvantages
Lecture • Widely used and accepted • May not be useful to develop their cognitive and higher
• Facts and figures are told before the in a logical manner order thinking skills
• Useful for introducing new concepts • Stress on the creativity and thinking skills of learners
• Used to deliver the new learning materials not yet • Learners become passive
accessible in the form of books or print • No assessment for learners
• Effective to transfer knowledge to a large group • Information acquired forgotten quickly
• Useful for learners who learn and understand by listening • Instructor learns more than the learners
Discussion • Increases the interest for learning by discussing the topic • May go into another direction rather than the topic
of interest chosen for discussion
• Develop critical thinking skills by discussion on a • Time consuming process
particular topic • Course outlines may not cover
• Gives an opportunity to all the learners to express their • Discussion session may be led by few and active
views and transfer the knowledge participants and the remaining participants may be no
• Provides the platform for new thoughts and ideas advantage of discussion session
Inquiry • Increases the critical thinking skills of the learners by • Does not work well for all the scientific topics
thinking about the solution of problems • It requires more planning
• The leaners take the ownership of learning process • More skills are required to implement the inquiry teaching
• Increases engagement of the learners method
Demonstration • Helps to concentrate more efficiently towards learning • Requires a proper place and equipment to perform the
• The learners understand the concept in a best way to demonstration
solve the real-life problems • It may prove costly.
• Improves the comprehension skills of the learners • May require some special skills that are not locally
available

Figure 6. Characteristics of inquiry teaching method

There are number of studies found in the literature to show the effectiveness of demonstration teaching method on learner’s
academic achievement in various disciplines. Furo et al. (2014) conducted a quantitative study to examine the various teaching
methods including lecture, discussion, demonstration and inquiry methods on the students of primary and secondary schools.
The conclusion of the research showed that the demonstration teaching method was the most appropriate method for the
learners of primary and secondary schools. This method increases the critical thinking skills and cognitive domains of the learners.
The authors also concluded that the lecture teaching method was the least accurate method.

Inquiry teaching method

The inquiry teaching method is also called the discovery method. An inquiry is a procedure to understand the basic principles
and concepts through the practice of observations, experiments and investigation (Shamsudin et al., 2013). The students learn by
doing in the inquiry teaching method. The instructor guides the learners and also observes the activities of the students (Dorgu,
2016). The learners are engaged actively in the learning activities by following the scientific method to build their knowledge and
to achieve their objectives (Dagnew & Mekonnen, 2020). The learners try to discover new knowledge by finding the answers of
questions by minimum guidance of the instructor in inquiry teaching method (Farah & Ayoubi, 2020).
Sylvanus and Eke (2017) categorized inquiry method of teaching into three types. (i) Open Inquiry method (ii) Structured
Inquiry method (iii) Guided Inquiry method. In Open inquiry method, the learners find the problem, method to solve the problem
and synthesis results. In Structured Inquiry method, the instructor guides for identified problem and provide materials as well as
procedure related to the problem. In Guided inquiry method, the instructor only provides the problem and materials related to
the problem. The learners their-selves identify the procedure to solve the problem and compile the results. The main characteristic
of Inquiry teaching method are highlighted in Figure 6.
Many researchers conducted researches to evaluate the inquiry teaching method. Suryanti et al. (2018) directed a research to
investigate usefulness of inquiry teaching method on the critical thinking skills of a primary school leaners. The results of the study
showed that the inquiry teaching method is an effective way to increase the critical thinking skills of the learners. Sandika and
Fitrihidayah (2018) led a research to examine the effect of inquiry learning method on scientific attitude and creative thinking of
the learners in a secondary school. The study concluded that the inquiry teaching method enhanced the creative thinking and
improved the attitudes of learners towards scientific knowledge. The main activities involved in inquiry teaching method are
illustrated in Figure 7.
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Figure 7. Activities involved in inquiry teaching method

Teacher’s Training, Multiple Teaching Methods and Students’ Academic Achievement

There is a close relation between the teacher’s training, teaching methods and students’ academic achievements. A trained
teacher can apply multiple teaching methods and techniques in better way. Nzarirwehi et al. (2019) conducted a study to compare
the academic achievements of students learnt from trained and untrained teachers. The outcomes of the research indicated that
the pupils who learnt from the trained teachers got high academic achievements and the other students learnt from the untrained
teachers got low academic achievements.
Behroz-Sarcheshmeh et al. (2017) investigated in a study that the trained teachers have better communication, teaching and
critical thinking skills. They also concluded that students’ academic achievement and interest improve when a trained teacher
apply the teaching methods according to the classroom environment and situations.
Özüdogru (2020) conducted a research to check the responses to the questions raised by students from trained and untrained
teachers. The conclusion of the study indicated that the teachers who have done trainings responded the students in a better way
as compared to the untrained teachers.

PURPOSE OF THE STUDY

Many studies found in the literature in which accuracy of various teaching methods for the learners under various learning
situation have been performed. But there has been no study found in which impacts of teacher’s training on students academic
achievements and interest by multiple teaching methods have been assessed for academic achievement and interest of secondary
school students. So, the objectives of current study are to review the various teaching methods, to assess the impact of teacher’s
training on academic achievements and interests of students in computer course of secondary school students.
Hypothesis
Ho 1: No significance difference found between pre and post-test scores in academic achievements of pupils educated with
four teaching methods in computer course.
Ho 2: No significance difference found between pre and post-test interest scores in computer course educated with four
teaching methods.

METHODOLOGY

Sample Size
The research study followed the Quasi-experimental design and was done in Government Schools in Dera Ghazi Khan, Punjab
Pakistan. A total of 300 learners for population were selected from twenty Government secondary schools for the research. As the
number of schools were large, the multi stages sampling strategy was utilized to choose the sample for the research. By using the
simple random sampling technique, a sample size of 100 learners were chosen from population. The sample size was divided into
four groups namely; Control group (Lecture teaching method) 20 students, Experimental group I (Discussion teaching method) 20
students, Experimental group II (Demonstration teaching method) 20 students and Experimental group III (Inquiry teaching
method) 20 students to assess the pre and post-test academic achievement scores and interest scores of pupils.
Instruments
The instruments used for collection of data were Computer Course Achievement Test (CCAT) and computer course Interest
Scale (CCIS) which were authorized and validated by four experts from the Computer Science Department, Ghazi University, Dera
Ghazi Khan. The comments and inputs from the experts enabled the researcher to produce final version of instruments. The
reliability of instrument was constructed by using Cronbach alpha for CCAT and Kudder-Richardson-20 for CCIS. CCAT produced a
value of 0.91 and CCIS produced a value of 0.87.
Data Collection
The control and experimental groups were assigned to four class teachers. A pre-test for academic achievement and interest
about subject was taken after assigning the groups. The teachers were trained for one week about how to teach the groups. After
four weeks teaching, post-test was taken for academic achievement and interest about subject matter of control and experimental
groups of learners. The data was collected from the results of pre and post-test of control groups and experimental groups. The
data obtained from pre-test and post-test results were then analysed by statistical tools.
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Statistical Analysis
The results of pre and post-test were analysed by using various statistical tools and ANOVA test. The ANOVA was applied to
test the hypothesis. After using the ANOVA, if p value obtained less that 0.05 (p<0.05), then hypothesis will be accepted (Ho
accepted) and if the p value obtained more than 0.05, then hypothesis will be rejected (Ho rejected).

RESULTS

Research Question 1: What are the impacts of Lecture, Discussion, Inquiry and Demonstration teaching methods on academic
achievement of students in computer course.
Ho 1: No significance difference found between pre and post-test scores in academic achievement of students educated with
four teaching methods in computer course.
The statistical outcomes are illustrated in Table 2. The outcomes indicate that mean academic achievement scores of students
in pre- and post- test taught by lecture teaching method ranges from 7.31-7.49 with standard deviation ranges from 2.39-2.56. The
mean pre and post-test scores for academic achievements taught by discussion teaching method ranged from 8.21-9.91 and
standard deviation ranges from 1.89-1.86. The mean pre and post-test scores for academic achievements taught by inquiry
teaching method ranged from 6.89-10.19 and standard deviation ranges from 2.78-2.92. The mean pre and post-test scores for
academic achievements taught by demonstration teaching method ranged from 7.96-14.20 and standard deviation ranges from
2.48-2.67. According to the statistical results, the mean gain values for lecture teaching method were 0.32, 1.81 for discussion
teaching method, 3.29 for inquiry teaching method and 6.19 for demonstration teaching method. According to the gain value it
can be concluded that the demonstration teaching method was ranked first in academic achievements of students in computer
course and lecture teaching method was ranked last.
Table 2. Statistical investigation of pre and post-test scores of academic achievements by multiple teaching methods
Pre-test Post-test
Method N � � Mean Gain Rank
𝑿𝑿 SD 𝑿𝑿 SD
Lecture (control) 20 7.31 2.39 7.49 2.56 0.32 4th
Discussion (exp) 20 8.21 1.89 9.91 1.86 1.81 3rd
Demonstration (exp) 20 7.96 2.48 14.20 2.67 6.19 1st
Inquiry (exp) 20 6.89 2.78 10.19 2.92 3.29 2nd
𝑋𝑋̄= Mean; SD = Standard Deviation; N = Sample size

Figure 8. Mean gain and rank for academic achievements scores by using multiple teaching methods
The results of testing hypothesis that no significance difference found between the pre and post-test scores in academic
achievement of students taught with four teaching methods in computer course are shown in Table 3. According to the statistical
results, the F value was 0.718 and p value was 0.591. As the significance value is greater than the significance level of 0.05 so, the
hypothesis that no significance difference found between pre and post-test scores in academic achievements of students taught
with four teaching approaches in computer course is rejected.
Table 3. ANOVA for pre and post-test scores of students in academic achievements using multiple teaching methods
Source Sum of Squares Df F Sig
Between the groups 14.2 3
Within the groups 26.374 4 0.718 0.591
Total 40.574 7
Significance level=0.05
 Hafeez / Pedagogical Research, 6(3), em0102 7 / 10

Research Question 2: What are the impacts of Lecture, Discussion, Inquiry and Demonstration teaching methods on interest
of students in computer course.
Ho 2: No significance difference found between the pre and post-test scores in interest of students educated with four teaching
methods in computer course.
The statistical results are illustrated in Table 4. The results indicate that mean interests scores of students in pre- and post-
test taught by lecture teaching method ranges from 1.89-1.77 with standard deviation ranges from 0.78-0.82. The mean pre and
post-test scores of interests taught by discussion teaching method ranged from 2.10-2.35 and standard deviation ranges from
0.89-0.91. The mean pre and post-test scores of interests taught by inquiry teaching method ranged from 2.05-2.31 and standard
deviation ranges from 0.95-0.94. The mean pre and post-test scores of interests taught by demonstration teaching method ranged
from 1.92-3.52 and standard deviation ranges from 0.64-0.83. According to the statistical results, the mean gain values for lecture
teaching method were -0.13, 0.41 for discussion teaching method, 0.65 for inquiry teaching method and 1.49 for demonstration
teaching method. According to the gain value it can be concluded that the demonstration teaching method was ranked first in
interests of students in computer course and lecture teaching method was ranked last.
Table 4. Statistical investigation of pre and post-test scores of interests in computer course by multiple teaching methods
Pre-test Post-test
Method N � � Mean Gain Rank
𝑿𝑿 SD 𝑿𝑿 SD
Lecture (control) 20 1.89 0.78 1.77 0.82 -0.13 4th
Discussion (exp) 20 2.10 0.89 2.35 0.91 0.41 2nd
Demonstration (exp) 20 1.92 0.64 3.52 0.83 1.49 1st
Inquiry (exp) 20 2.05 0.95 2.31 0.94 0.65 3rd
𝑋𝑋̄= Mean; SD = Standard Deviation; N = Sample size

Figure 9. Graph between mean gain and rank for interests scores by using multiple teaching methods
The results of testing hypothesis that no significant difference have been found between the pre and post-test scores in interest
of students in computer science taught with four teaching methods in computer course are shown in Table 5. According to the
statistical results, the F value was 0.793 and significance value was 0.558. As the significance value is greater than the significance
level of 0.05 so, the hypothesis that no significance difference has been found between the pre and post-test scores in interest of
pupils taught with four teaching approaches in computer course is rejected.
Table 5. ANOVA for pre and post-test scores of students in interests using multiple teaching methods
Source Sum of Squares Df F Sig
Between the groups 0.804 3
Within the groups 1.352 4 0.793 0.558
Total 2.157 7
Significance value=0.05

DISCUSSION

Multiple teaching methods have been presented in the literature (Folounrunso & Sunday, 2017; Kiker et al., 2020; Sivarajah et
al., 2019). Each teaching methods has its own requirements for implementation. A teaching method best at one place may be not
fit for another place. To evaluate the impacts of teacher’s training on students academic achievements and interest by multiple
teaching methods a study has been conducted. The lecture, discussion, inquiry and demonstration teaching methods have been
used to assess the academic achievements in a computer course of secondary school students for pre- and post- scores against
8 / 10 Hafeez / Pedagogical Research, 6(3), em0102

each teaching method. The student’s interests in computer course for pre- and post- test scores are also assessed taught by four
teaching methods. The scores of pre and post-test obtained by each teaching methods are statistically analysed.
The statistical results of impacts of lecture. Discussion, inquiry and demonstration on students’ academic achievement
showed that there was a significant increment in the post-test scores of the students by each teaching methods after one-week
training of the teachers. The lecture teaching method was ranked last and the demonstration teaching method was ranked first
for students’ academic achievement in computer course in secondary schools. A research conducted by (Anthony & Garner, 2016)
resulted that the discussion, inquiry and demonstration teaching methods are better than the lecture teaching method where
situations are favourable for applying these teaching methods.
The student’s interest towards computer course taught by lecture, discussion, inquiry and teaching methods are also
assessed. The results indicated that after the training of teachers, the scores were better than before the traing. After traing the
teachers taught the students in a better way and increased the interest of students towards the computer course in computer
course. The statistical analysis of pre and post-test scores of student’s interests in computer course were better in post-test. The
demonstration teaching method was ranked first and lecture teaching method was ranked last for increasing the interests of
students towards computer course in secondary schools.

CONCLUSION

A research was conducted to statistically assess the academic achievements and interest of students in computer course
taught by four (Lecture, discussion, inquiry and demonstration) teaching methods before and after the training of the teachers. A
pre- and post- test is conducted to analyse the results. Pre-test is taken after assigning the control and experimental groups to
each teacher. After the pre-test, one-week traing is conducted for the teachers on how to teach the group by four teaching
methods. After the traing, post-test has been taken. The statistical results of the study showed that academic achievements and
interest of students towards computer course were better after the traing of teachers and demonstration method was ranked at
first and lecture method was ranked at last.

RECOMMENDATIONS

1) The teachers must have trained to achieve the higher academic achievements.
2) There should be continuously refresher courses for teacher’s training.

LIMITATIONS OF THE STUDY AND FUTURE RESEARCH

This research has been applied on the Government secondary school’s students by selecting government school teachers on
a small scale. The research can be done on a large scale for the province or for the whole country. The researcher can also be done
on the primary school’s students and teachers.
Funding: No funding source is reported for this study.
Declaration of interest: No conflict of interest is declared by the author.

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