Reflective Teaching and the Attitude and Performance of Students

Teaching is complex and so should be done with thoughtfulness. However, students in a tertiary institution in Nigeria have not been performing up to an expected standard. This perhaps may be due to their entry behaviour or previous knowledge before getting into the system. Therefore, Reflective Teaching (RT) which involves thinking on one’s teaching before, during and after the process would enhance the system This study is a quasi-experimental study which involves two hundred and ten (210) students randomly selected from the School of Science, College of Education, Ikere-Ekiti. The samples were assigned randomly to two groups which are experimental and control groups making one hundred and five (105) in each group. The groups were together subjected to pre-test before the experiment. The experimental groups were taught with reflective teaching while the control groups were taught with the conventional method of teaching. Both groups were given post-test at the end of the eleventh week (11th week). The data collected were subjected to inferential statistics of ANCOVA. The results of the analysis showed that no significant differences existed between the performance of students in experimental and control groups involved in the study at pre-test indicating initial academic homogeneity of the groups. However, the student’s achievement in the experimental group in the post-test was found to be significantly better than that of the control group. Hence, Reflective Teaching (RT) strategy was better than the conventional method of teaching since reflective teaching produced better achievement.

Teaching, Reflective Teaching, Higher Institution, Entry Behaviour, Performance, Attitude

Learning in Higher Education

Paper Presentation in a Themed Session