BUKIDNON STATE UNIVERSITY

Malaybalay City, Bukidnon, 8700,

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COLLEGE OF EDUCATION

REVIEW RELATED
LITERATURE
IN
LECTURE METHOD
PRINCIPLES AND STRATEGIES IN TEACHING
MATHEMATICS

Submitted to:
Mary Joy T. Peligrino

Submitted by:
John Vergel Pensilga
BSEd Mathematics 3A
I. Definition and Concept of Lecture Method

1.1 Definition of Lecture Method

One of the first techniques teachers use in the classroom to

impart information is the lecture method; Students with knowledge.
Thus, it is becoming necessary to explain the significance, benefits,
and potential pitfalls. provide tips for using this method effectively
when using the lecture format. instructing in imparting knowledge in
the most basic sense. It carries an experience-based connotation.
This experience can be made up of doctrines, ideas, facts, or ideals, or
it can be made up of the techniques or artistic skills. The educational
material is sent by or comes from the teacher. (McCarthy, P. 1992)

II. Key Features of Lecture Method

2.1 Concept of Lecture Method

Communication is the act of sending and receiving in this

manner. There are several communication methods. It may be taught
using words, signs, objects, or any combination of these. The
systematic presentation of knowledge is what is meant by lectures. It
is regarded as effective methods of instruction. It is the earliest
teaching strategy advocated by idealist philosophy. As the lecture
method is a term used in education to describe the teaching method
used in providing students with clarification or explanation of a key
concept. This approach emphasizes the students' ability to internalize
information. (The Lecture Method, 2014)

Due to the lack of specialized teaching tools, the lecture method is

significantly less expensive to implement. There is minimal planning
necessary. As the "influential figure" in the class, the teacher feels
secure thanks to its expository nature. Despite how simple this
technique might seem,to cover the material to be presented and the
method in which it will be presented, teachers must make an effort to
plan and organize their lecture.The lecture's topic should be identified
by the teacher, who should also relate it to earlier lessons and make
an effort to pique students' interest. The lecture's main points should
be delivered in a logical sequence,building on the knowledge that the
students already possess to help them learn new material. Knowledge
is imparted in manageable portions at a pace that allows students to
comprehend it.The pace however should not be too slow to make The
students disinterested. Both the level of vocabulary used and the
technical nature of the subject must correspond to the capability of
the students.Teacher is more active and students are passive but he
also uses question answers to keep them attentive in the class. It is
used to motivate, clarify, expand and review the information. By
changing his Voice, by impersonating characters, by shifting his
posing, by using simple devices, a teacher can deliver lessons
effectively, while delivering his lecture; a teacher can indicate by his
facial expressions, gestures and tones the exact soul of meaning that
he wishes to convey. Thus we can say that when teacher takes help of
a lengthy or short explanation in order to clarify his ideas or some fact
that explanation is termed as lecture or lecture method.The ability to
cover a lot of information in a short amount of time during a lecture is
its main benefit, but it is essential that the students accept and
comprehend the material being covered. Less time is required of the
teacher when using the lecture method. It is a convenient and
appealing teaching strategy because it allows for planning and
preparation. It is excellent for introducing new topics and delivering
factual information. .(Lynne Taylor, March 2012)

Advantage and Disadvantage of Lecture Method

2.2 Advantages of Lecture Method

 The teacher controls the topic, aims, content, organization,

sequence, and rate. Emphasis can be placed where the teacher
desires.
 The lecture can be used to motivate and increase interest, to
clarify and explain, to expand and bring in information not
available to the students, and to review.
 The number of students listening to the lecturer is not important.
 Students can interrupt for clarification or more detail.
 The lecture can be taped, filmed, or printed for future use.
 Other media and demonstrations can be easily combined with the
lecture.
 The lecture can be easily revised and updated.
 The teacher can serve as a model in showing how to deal with
issues and problems.
 Students are familiar to the lecture method.
 It is relatively less expensive as no special apparatus is needed
(Regmi & Regmi, 2008)

One of the best teaching techniques for presenting a lot of information

in a short amount of time is the lecture. Sensibly organized content
can be presented quickly and in quick succession. The lecture is
especially useful for delving into a topic. To guarantee that all
students are prepared to learn a subject, we can give a lecture that
covers the essentials. By employing the lecture in this way, we can
provide students from different backgrounds with a shared
understanding. A brief introductory lecture can set the stage and
explain the significance of a demonstration or help students get ready
for a discussion.The lecture is a convenient method for instructing
large groups. If necessary, we can use a public address system to
ensure that all students can hear us. The lecture is sometimes the
only efficient method to be used if student-to-faculty ratio is high. The
lecture is often useful to supplement material from other sources or
for information difficult to obtain in other ways. If students do not
have time for research or if they do not have access to reference
material, the lecture can be a good help. (Bonwell,1996
and Cashin, 1985 stated as the author of the book)

2.3 Disadvantages of Lecture Method

 Some of the students may already know the content of the lecture
while some may not be ready for the lecture. Those who now may
not be interested those who are not ready may be restless. This
may not give the possible effect to the teaching.
 Lectures are group based. In India their huge gathering is before
the teacher. Some of the classes have more than one hundred
students. It is possible that the teacher may not be able to pay
attention to an individual. Hence it will become an address to the
gathering rather than teaching.
 It is difficult to maintain student interest and attention for a full
hour of lecture. The teacher may fail to keep the same tone,
volume of voice and the contents of his/ her lecture must be
interesting. This may not be possible in some serious subjects like
Jurisprudence, or The code of civil procedure etc.
 The communication is mostly one-way from the teacher to the
students. Usually there is little student participation. The students
who do participate are few in number and tend to be the same
students each class. The teacher dominates the class and hence
the students just have to listen.
 Most of the students are not habituated of taking notes. They sit in
the class as if it is some story-telling session. Students either want
dictation or simply purchase tailor made notes from market
without understanding the gravity of the subject.
 Lecture information is forgotten quickly, during and after the
lecture. As the student is neither attentive nor taking note they
cannot revise what has been taught and happen to forget.
 There is no immediate and direct check of whether learning has
taken place. If the teacher simply delivers a lecture and walks out
of the class he/she is not aware about the learning habits of the
student. Also if the teacher avoids asking questions about the
topic lectured on the day before he/ she does not get the feed-back
whether the student really followed what he is been taught. Nor
the teacher comes to know about his teaching. All this is
understood only when the examinations are conducted and the
results are declared. But most of the time it’s too late.
 Lectures are not effective when teaching objectives are not clear.
 The lecture method encourages student dependence on the
teacher.
 Students are not very active when only listening.
(Bonwell,1996 and Cashin, 1985 stated as the author of the
book)

2.4 Guidelines for Effective Use of Lecture Method

To accomplish his goals while using the lecture method, the

teacher should use enough teaching aids, effective illustration, and
demonstration. A lecture's maximum length or duration becomes
crucial for a college. Young, immature minds have short attention
spans and limited capacity for remembering lecture points. Adults can
typically sit through an hour-long lecture.
To make a lecture effective and achieve the desired effect that can be
achieved through other participatory methods such as discussion,
project, role play, mock-up methods, etc. The guidelines below must
be strictly followed.

 The students must sit on comfortable chairs / benches, facing

away from windows to avoid light rays in their eyes.
 The teachers should keep distracting noise to a minimum. This is
because outside noise prevents the students from hearing the
teacher and distracts their attention.
 The room should neither be too cool nor hot. If the students are
uncomfortable they will be irritated and will not be able to
concentrate on what the teacher is saying.
 The teacher should avoid many movements because it attracts
students’ attention. He should ensure that every students sees
and hears him from any angle. If aids are being used, he must not
get between the aids and the students otherwise he will block
visibility of the students.
 Teachers should avoid coverage of too many concepts for this may
tend to confuse the students, rather the lesson should be
summarized to help students review and understand the major
concepts and retention will be increased.
 Teachers must encourage students to ask questions and make
comments, as this may reduce boredom.
 Finally, no single teaching method should be used. To maximize
learning therefore, a lecture should be followed by discussion,
questioning, practice or some other methods. Very rarely can a
lecture, by itself, accomplish a teaching activity.

Despite the fact that lecturing is generally regarded as a bad teaching

strategy, it is sometimes used as a last resort. A lecturer needs to
know how to effectively impart knowledge or pique interest. He fails if
the lecture is poorly delivered, disorganized, boring, and uninteresting.
Even when lectures are beautifully organized and presented, and the
lecturers have a charismatic personality, lecturing is still a bad
teaching strategy because it keeps students passive. Since teaching is
all about getting students to think, it necessitates that they engage in
personal activity.The majority of the time, professors must impart
knowledge to a sizable Students and some subjects require a
foundation to be built and introductions performed. Starting
somewhere is necessary, and for that subject, a lecture may be the
best place to start. When conveying fundamental information,
fundamental terminology, or the lecture can be a very effective
teaching strategy if students have some background knowledge in our
field.The key, of course, is to do it well and understand how to start.
(McCarthy, P. 1992 and (Lynne Taylor, March 2012)

III. Conclusion

In summary, the lecture method is still a popular and effective

pedagogical tool in education. Lectures can be a useful tool for
disseminating knowledge, introducing fresh ideas, and offering a clear
framework for learning. However, how they are administered and
supplemented has a significant impact on how effective they are.
Teachers should think about implementing active learning techniques,
encouraging student engagement, and encouraging interaction within
the classroom to maximize the advantages of the lecture method.
Additionally, given that no two people learn in the same way, lectures
should be created to accommodate different learning preferences and
styles. The lecture method should be viewed as one element of a
comprehensive and varied teaching strategy that is complemented by
group discussions, hands-on activities, and technology-driven
learning to give students a comprehensive and interesting educational
experience.
References:

The Lecture Method. (2014). Instructional Development and Distance

Education. Retrieved October 28, 2020 from uq.edu.au

McCarthy, P. (1992). Common Teaching Methods. Retrieved July 24,

2008, From
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guide
bk/teachti p/comteach.htm.

Lynne Taylor, et.el. Improving The Effectiveness Of Large Class

Teaching In Law Degrees University of Canterbury March 2012

Regmi, K. (2009). Reflection - a preferred method of teaching in higher

education. A probationer teacher's experience. Reflective Practice,
10(4), 559-565.

Bonwell, C. C. (1996). "Enhancing the lecture: Revitalizing a

traditional format" In Sutherland, T. E., and;

Bonwell, C. C. (Eds.), Using active learning in college classes: A range

of options for faculty, New Directions for Teaching and Learning No. 67.

Cashin, W. E. (1985). "Improving lectures" Idea Paper No. 14.

Manhattan: Kansas State University, Center for Faculty Evaluation
and Development.