INSTRUCTIONAL METHODS AND THEIR APPLICATIONS
METHOD USES
THE LECTURE METHOD 1. To orient students.
A formal or semi-formal discourse is 2. To introduce a subject.
which the instructor presents a series 3. To give directions on
of events, facts, or principles, explores procedures.
a problem or explains relationships 4. To present basic material.
5. To introduce a
demonstration, discussion,
or performance.
6. To illustrate application of
rules, principles, or
concepts.
7. To review, clarify,
emphasise or summarise.
THE DISCUSSION METHOD 1. To develop imaginative
A method in which group discussion solutions to problems.
techniques are used to reach 2. To stimulate thinking and
instructional objectives. interest and to secure
student participation.
3. To emphasise main
teaching points.
4. To supplement lectures,
reading, or laboratory
exercises.
5. To determine how well
student understands
concepts and principles.
6. To prepare students for
application of theory of
procedure.
7. To summarise, clarify
points or review.
THE PROGRAMMED INSTRUCTION 1. To provide remedial
METHOD instruction.
A method of self-instruction 2. To provide make-up
instruction for late arrivals,
absentees, or translents.
3. To maintain previously
learned skills which are not
performed frequently
enough.
4. To provide retraining on
equipment and procedures
which have become
obsolete.
5. To upgrade production.
6. To accelerate capable
students.
ADVANTAGES DISADVANTAGES
1. Saves time. 1. Involves one way
2. Permits flexibility. communication.
3. Requires less rigid 2. Poses problems in
space requirement. skill teaching.
4. Permits 3. Encourages student
adaptability. passiveness.
5. Permits versatility. 4. Poses difficulty in
6. Permits better gauging student
centre over contact reaction.
and sequence. 5. Require highly
skilled instructors.
1. Increase students 1. Require highly
interest skilled instructor.
2. Increases students 2. Requires
acceptance and preparation by
commitments. student.
3. Utilises student 3. Limits content.
knowledge and 4. Consumes time.
experience. 5. Restricts size of
4. Results in more groups.
permanent learning
because of high
degree of student
participation.
1. Reduce failure rate. 1. Require local or
2. Improves end-of- commercial
course proficiency. preparation.
3. Saves time. 2. Requires lengthy
4. Provides for self programmer training.
instruction. 3. Increases expenses.
4. Requires
considerable lead
time.
 7. To provide enough
common background among
students.
8. To provide the review and
practice of knowledge and
skills.

THE STUDY ASSIGNMENT METHOD 1. To orient students to a 1. Increase coverage 1. Require careful
A method in which the instructor topic prior to classroom or of material. planning and follow
assigns reading to books, periodicals, Laboratory work. 2. Reduce classroom up.
project or research papers or exercises 2. To set the stage for a time. 2. Poses evaluation
for the practice. lecture demonstration or 3. Permits individual problem.
discussion. attention. 3. Produce non-
3. To provide for or standard results.
capitalise on individual
differences in ability,
background, or experience
through differentiated
assignments.
4. To provide for the review
of material covered in class
or to give practice.
5. To provide enrichment
material.

THE TUTORIAL METHOD 1. To reach highly 1. Permits adaptive 1. Requires highly

A method of instruction in which an complicated skills
instructor works directly with an operations or operations
individual student. involving danger or
expensive equipment.
2. To provide individualised
remedial assistance.
instruction. competent instructor.
2. Stimulates active 2. Demands time and
participation. money.
3. Promotes safety.

THE SEMINAR METHOD 1. To provide general 1. Provides 1. Requires highly

A tutorial arrangement involving the guidance for a group motivation and competent instructor.
instructor and groups, rather than working on an advanced report. 2. Poses evaluation
instructor and individual. study or research project. 2. Stimulates active problems.
2. To exchange information participation. 3. Is more costly than
on techniques and 3. Permits adaptive most other methods.
approaches being explored instruction.
by members of a study or
research group.
3. To develop new and
imaginative solutions to
problems under study by
the group.

THE DEMONSTRATION METHOD 1. To teach manipulative 1. Minimise damage 1. Require careful

A method of instruction where the operations or procedures. and waste preparation and
instructor by actually performing an 2. To teach troubleshooting. 2. Saves time rehearsal.
operation or doing a job shows the 3. To illustrate principles. 3. Can be presented 2. Requires special
students what to do, how to do it, and 4. To teach operation or to large groups.
functioning of equipment.
through explanations brings out why, 5. To teach teamwork. classroom
where, and when it is done. 6. To set standards of arrangements.
workmanship.
7. To teach safety
procedures.

THE DEMONSTRATION METHOD 1. To teach manipulative
A method of instruction is required to operations or procedures.
perform under controlled conditions 2. To teach operation or
the operations, skills or movement functioning of equipment.
being taught. 3. To teach team skills
4. To teach safety
procedures.
1. Builds confidence. 1. Requires tools and
2. Enable learning equipment.
evaluation. 2. Requires large
3. Reduces damages block.
and waste. 3. Requires more
4. Promotes safety. instructors.

THE BUZZ GROUP 1. To develop and express 1. Help trainers to 1. Unfamiliarity in use.
imaginative ideas, opinions. draw breath. 2. Time required.
2. Stimulate thinking. 2. Gauge the mood by 3. Need for group
listening to some leaders.
discussion.
3. Change pace of
discussion.
4. Encourage
participants to reflect
what was learnt.

BRAINSTORMING 1. Discover new ideas, 1. Leads to a very 1. It takes time

thoughts and responses very animated and
quickly. energising session.
2. More reserved
participants feel free
to contribute.
particularly if it is a
large group.
2. May consume a lot
of material e.g.
flipcharts or writing
materials.
3. Requires high level
facilitation skills.

ROLE PLAYS 1. Exploring and improving 1. Good energizers. 1. Participants might

interviewing techniques and
examining complexities and
potential conflicts of groups.
2. To consolidate different
lessons in one setting.
2. Promotes empathy be reluctant.
of trainees for other 2. May not work with
situation. trainees who do not
3. Encourrages know each other well.
creativity in learning.