CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Over the years, several methodologies, tactics, and strategies have been applied to the teaching in Nigerian classrooms in order to more effectively convey the subject's contents, concepts, principles, and philosophies. The majority of activities are teacher-centered (lecture technique) rather than student-centered (directed discovery approach), which impacts how well students comprehend the material and their overall achievement (King & Kitchener 2022). Although previous research has revealed that the majority of the methods, techniques, and strategies used by Nigerian teachers to teach in the classroom are insufficiently stimulating to arouse students' inquisitiveness and curiosity to ask why, how, where, and when a particular answer or solution is attained, this study aims to examine the effectiveness of these methods, techniques, and strategies. During the course of the lesson, the students are primarily passive listeners, which will in no way inspire confidence or the capacity to engage in logical thought, thought-provoking conversations, or argument on the entire process of arriving at a solution to the problem (Tonye, 2022). In order for students to be self-reliant and self-confident, it is necessary to assign duties to each and every one of them so that they may appreciate the significance of every decision and option made to arrive at a workable solution to a problem. Teachers may facilitate this by offering assignments that stimulate students' interest to participate in critical and rational thought in order to arrive at a solution, while simultaneously fostering their scientific mentality.

John Dewey established the notion of "reflective thought" in his 1910 book How We Think, which was written for teachers. Dewey acknowledged a debt to both of his philosophical contemporaries, William James and Charles S. Peirce. Dewey's most fundamental premise was that learning improves to the extent that it results through reflection (King & Kitchener 2022). With the passage of time, a plethora of synonyms for contemplation emerged, including "critical thinking," "problem solving," and "higher level cognition."

Reflective practice is a systematic investigation into the goals, strategies, resources, and outcomes of educational activity. It allows practitioners to analyze carefully the variables and attitudes that hinder or promote student progress. Reflective teachers are of many things amongst which are

(1) Are receptive to the specific educational and emotional requirements of each student;

(2) Question personal objectives and actions; and

(3) Constantly assess teaching goals, techniques, and materials are a few characteristics of reflective instructors (Pollard & Tann, 2022).

The reflective practice paradigm is not a novel concept. John Dewey articulated the principles of reflective thinking and teaching in his 1909 landmark book, "How We Think." (Must analyze alternative solutions to the issue in light of current knowledge, which may be insufficient or unverifiable? Reflective thinking necessitates the ongoing comparison of beliefs, hypotheses, and assumptions to available evidence and various possible interpretations of the data. The resulting evaluations are plausible integration or synthesis of competing viewpoints. Because they entail ongoing verification and review, judgement based on reflective thinking are more likely to be accurate and insightful than those based on authority, emotional commitment, or limited reasoning (Dewey, 2022). King & Kitchener (2022) believe that when humans meet difficulties with unknown solutions, they should engage in introspection. When no authoritative figure has an answer, when they feel that no one response is valid, and when formal logic cannot be used to deduce a solution. In this instance, uncertainty or the belief in uncertainty is required for reflective thought to occur. A person must realize that certain issues may not be resolvable by a single absolute truth.

1.2 STATEMENT OF THE PROBLEM

According to Tonye, (2022), over the years, the general performance of Nigerian students has been subpar, mostly because the methods, tactics, and strategies employed to teach the subject are insufficiently exciting and scientific; hence, students have performed poorly in the subject. In Nigerian classrooms, the aforementioned problems impede the performance of students. The majority of these techniques just provide students with answers and solutions to issues without teaching them the processes that lead to the answers and solutions. Additionally, the majority of class activities are teacher-centered rather than student-centered (King & Kitchener 2022). This will result in the students becoming shadows of their professors rather than pure reflections of knowledge. To increase the students' confidence in the knowledge they wish to gain, it is necessary to provide them tasks that promote rational thought and introspection.

1.3 OBJECTIVES OF THE STUDY

The main objective of this study is to examine teacher’s instructional procedure for reflective thinking method. Specifically but not limited to, other objectives of this study are:

i.          To determine whether the use of reflective thinking method by students affects academic performance.

ii.        To assess if there is a difference between the academic performance of students who are exposed to the reflective practice method and those who are not.

iii.      To find out the types of reflective thinking methods available.

iv.      To examine the effects of reflective thinking method on students.

1.4 RESEARCH QUESTIONS

These research questions will be answered in this study:

i.          Does the use of reflective thinking method by students affects academic performance?

ii.        Is there a difference between the academic performance of students who are exposed to the reflective practice method and those who are not?

iii.      What are the types of reflective thinking methods available?

iv.      What are the effects of reflective thinking method on students?

1.5 SIGNIFICANCE OF THE STUDY

This study aims to determine the significance of the 'Reflective thinking strategy' to students' academic performance and the advantages they stand to gain if exposed to reflective thinking practice.

This research will also aid the Education Ministry, schools, and teachers by providing a teaching technique that has been found to incorporate all levels of Bloom's taxonomy, and by highlighting the advantages of a reflective practitioner over a non-reflective practitioner.

Overall, this study effort will inform the public that the teaching of basic science is required to establish a solid foundation for scientific and reflective thinking in order to produce a dramatic shift from chalk-and-talk science instruction to inquiry-based learning.

1.6 SCOPE OF THE STUDY

Generally, this study is focused on teacher’s instructional procedure for reflective thinking method. Specifically, this study is focused on determining whether the use of reflective thinking method by students affects academic performance, assessing if there is a difference between the academic performance of students who are exposed to the reflective practice method and those who are not, finding out the types of reflective thinking methods available and examining the effects of reflective thinking method on students and examining the effects of reflective thinking method on students.

Teachers and students of selected secondary schools in Ikeja, Lagos State will be the enrolled participants for the survey of this study.

1.7 LIMITATIONS OF THE STUDY

Generally, this study is limited to teacher’s instructional procedure for reflective thinking method. Specifically, this study is limited to determining whether the use of reflective thinking method by students affects academic performance, assessing if there is a difference between the academic performance of students who are exposed to the reflective practice method and those who are not, finding out the types of reflective thinking methods available and examining the effects of reflective thinking method on students and examining the effects of reflective thinking method on students.

Teachers and students of selected secondary schools in Ikeja, Lagos State will be the enrolled participants for the survey of this study, hence further studies needs to be carried out before the findings of this study can be used elsewhere in the world.

1. 1. This material content is developed to serve as a GUIDE for students to conduct academic research work
2. 2. As a source for additional understanding of the subject.
3. 3. As a source for ideas for your own research work (if properly referenced).
4. 4. For PROPER paraphrasing (see your university definition of plagiarism and acceptable paraphrase)
5. 5. Direct citing (if referenced properly)
Thank you so much for your respect to the authors copyright.