Assessing the efficiency of three teaching methods: An action research

Abstract: Appropriateness of teaching methods is a widely discussed and intensely concerned topic in the arena of teaching and learning activities. It still remains arguable despite diverse research studies on the aptness and efficacy of teaching methods. An action research is a popular research study applied in the field of education. It is directed towards solving a practicable problem. The problem in this study was the inefficacy of teaching through the lecture method. The prime objective of this article is to assess the efficiency of three teaching methods: lecture, discussion and lecture along with discussion. The sampling design was purposive and the sample size of this study consisted of entire 36 first-year bachelor of education students studying English education as a major subject at Makawanpur Multiple Campus, Hetauda, Nepal in the academic year 2023. They were taught eight lessons from their text book entitled “New Directions: Reading, Writing and Critical Thinking” for each method and 25 test items were asked to them after teaching each time. The study was carried out by adopting one-shot case study research design. This article winds up with the findings ( lecture method: Mean = 9.64, observed t-value =1.233, and critical t-value =2.030 ( discussion method: Mean = 13.78, observed t-value = 9.854 and critical t-value = 2.030, and ( lecture with discussion method: Mean = 19.19, observed t-value = 26.278 and critical t-value = 2.030) with df= 35 clearly depict that the lecture along with discussion method of teaching was the most effective one of these three methods with potential chances of carrying out action researches on the efficiency of other teaching methods. Keywords: Action research, discussion, lecture, method, teaching