CHAPTER ONE
INTRODUCTION
1.1 Background to the study
In education, a teacher is a person who teaches students. The role of the teacher is often formal and permanent. It is practiced as a profession or profession in a school or other place of formal education. Learning is the acquisition of new or changing knowledge, attitudes, skills, or preferences, and may involve the synthesis of various types of information (Adeyanju, 1997).
Learning and teaching is the concern of a trained teacher. Learning is a complex process. This can be defined as a schedule change; a relatively permanent behavior change over time, which is partly caused by the experience. Learning can be the result of newly acquired skills, knowledge, perceptions, facts, principles and new information (Adeyanju, 1997). Learning can be reinforced by a variety of teaching methods that stimulate, motivate and focus learners' attention during the lesson.
Teaching methods are teaching materials and tools that facilitate teaching and learning in schools (Agunet et al., 1977). Examples of teaching methods include visual aids, audio aids, real objects and many others. Visual aids are certain materials that can be manufactured locally or commercially. They come, for example, in the form of wall maps, pictorial images, images and other two-dimensional objects. There are also audiovisual media. These are educational devices such as radio, television and all kinds of projectors with audio functions. Television and radio programs are another useful method of teaching geography. Movies are also a popular teaching method. In addition to helping students remember important information, teaching methods offer additional benefits. Used properly, they help attract and retain students' attention. Audio or visual media can be very useful for supporting a subject and the combination of audio and visual stimuli is particularly effective because the two most important senses are involved (Burrow, 1986). Teachers need to remember that they are like idea sellers and that it is worth considering many of the best sales techniques that attract the attention of potential customers. It is clear that one of the main objectives of all courses is that students have as much knowledge as possible on the subject, especially on the most important points. Many studies have attempted to determine the extent to which teaching methods serve this purpose. Values reported in the studies vary considerably, ranging from modest results, which show an increase in retention of 10 to 15%, to more optimistic results in which retention is increased up to 80% (Burrow, 1986).
The efficiency of the tools and the ease of preparation can be increased by planning them first as a draft. Revisions and changes are easier to accomplish now than after completion. The basic draft must be carefully checked for technical accuracy, correct terminology, grammar, spelling, basic balance, clarity and simplicity. Teaching materials should also be reviewed to see if their use in the training environment is feasible and appropriate for students.
However, the state of the education system in Nigeria is not encouraging, as classrooms, teaching materials, laboratories and libraries, and teacher qualifications are inadequate.
This contributes to poor school curricula and teaching methods. The purpose of this research is to assess the state of teaching practice in Nigeria and to examine teaching methods, particularly with regard to the Ovum Aba Secondary School.
1.2. Statement of the problem
In Nigeriano, research has been carried out for a long time, as in Nigerian schools. Most of the information available concerns the importance of teaching aids rather than whether these teachers have the required pedagogical skills and these skills are used effectively by teachers and teachers. The absence of such a study left no information to the main actors of education with whom they can collaborate. This study was done assuming that, for example, a beautiful book or a globe is worthless if it is not used. When good teaching methods are available but not used, they do not serve a learning purpose (Joy et al., 2002). The researcher also wants to know how effectively teachers use these methods to improve learning at Ovom Girls Secondary School in Aba.