| Published: December 25, 2016
Effects of Teachers’ Lecturing Style, Students’ Seating Position and Students’ Seating Preference on Recall
In response to the decline of students’ academic performance in non-western climes, this study investigated the effects of teachers’ lecturing style (interactive and non-interactive lecturing style), students’ seating position (front seat, middle seat and back seat) and students’ seating preference (front seat, middle seat and back seat) on recall, using Secondary School students of a College in Ibadan. The study adopted a 2 x 3 x 3 Factorial between subjects design. Data was collected from one hundred and eight participants (108) who were selected randomly for the study and randomly assigned to groups. The result shows a significant difference in recall for lecturing style at F (1, 90) = 14.127; P < .01, (interactive lecturing style having a mean of 9.65 and the non-interactive lecturing style with a mean of 7.96). This shows that the interactive lecturing style has a more positive effect on recall. Students’ seating position and seating preference shows no significant difference in recall at F (2, 90) = 1.981; P >.05 and F (2, 90) = 0.000; P > .05 respectively. It was also found that there was no significant interaction effect of the three variables on recall at F (4, 90) = 1.138; P > .05. This study therefore recommends that teachers and instructors should employ an interactive lecturing style to help students have better recall and therefore perform better academically. Also further research should be carried out with a more representative sample in non-western climes.
This is an Open Access Research distributed under the terms of the Creative Commons Attribution License (www.creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any Medium, provided the original work is properly cited.
© 2016 R Oginyi, A Chris, O Mbam, B Ehigie, C Joseph
Received: October 15, 2016; Revision Received: November 14, 2016; Accepted: December 25, 2016
Published in Volume 04, Issue 1, October-December, 2016