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THE EFFECTS
OF TWO TEACHING METHODS ON SECONDARY SCHOOL STUDENTS PERFORMANCE IN BIOLOGY
ABSTRACT
“The Effect
Of Two Teaching Methods On Secondary School Students Performance In Biology In
Enugu Educational Zone” is a very vital factor in school decision since it
influences their returns, affect their values in educational sector. The
research was carried out to ascertain and test the application and
relevance of two teaching method, of some School in Enugu State, factor
affecting the two teaching method, the effect of the application and relevance of two teaching method, and its
impact on the selected organization. The study came out the following.
a) The teachers are not using the appropriate
method in teaching biology.
b) The facilities are not available in
teaching process. The researchers therefore concluded that two teaching method
are not preplanned from the research
study and should be enhanced upon to
make a good head way and clear future.
CHAPTER ONE
INTRODUCTION
1.1. Background of the Study:
There has
been a consistent poor achievement in Biology as shown by the West African
Examination Council (WAEC) annual reports of (1990-1995). Many scholars have
therefore tried to find the ways and means of improving students achievements
in Biology. They have, therefore, looked at many factors and carried out some
emperical studies on the effect of these factors on performance of students.
The factor
considered in the present study is the effects of two teaching methods on
secondary school students performances in Biology. The methods being considered
are the discussion and the demonstration methods. These two methods encourages co-operative learning
between the teacher and the learners.
Johnson and Johnson (1997) were of the opinion that co-operative learning
experiences promoted higher achievement among the students. Although most
studies have stressed on students’ participation and interaction as being very
important factors of achievement, there may, however, be other alternative
contributing factors and teacher’s method of teaching is definitely one of
them.
Jonassen
DH(2006) states that pedagogy is a different way by which a teacher can teach.
Teaching method therefore, is the act or science of being a teacher, generally
referring to strategies of instruction or style of instruction. Science is an
activity oriented subject. The way it is thought is important in helping the
students acquire basic scientific knowledge, skills and attitude to solving
different problem in life. Biology being a science subject, therefore involve
the teacher using methods that will give the students opportunity to be
actively involved.
It is a
well-known fact that no skilled teacher ever uses just one method of teaching
Shield (2002) pointed out that good teachers
follow no one method, instead he/she uses whatever methods and materials
that seems to be best for the particular combination of individual situations.
This
research work is focused mainly on discussion and demonstration methods of
teaching. Discussion method involves the discussion of a biology topic, issue
or concept by groups of students or the entire classroom.
Trusted
(1997) asserts that the discussion method could be teacher centered, task
centered or student centered. The teacher opens the discussion by asking one of
the prepared questions and the students go on to discuss while he moderates.
Walker
(2003) says that in discussion method, students are given chance to react while
the teacher who has the answer in mind allows the students to think about the
question.
According to
Wirschner (2006), discussion method is a teaching method that includes
questioning which is similar to testing. A teacher may ask a series of question
to collect information of what students have learned and what needs to be
taught. Testing is another application
of questioning. A teacher tests the student on what was previously taught in
order to identify if a student has learned in order to identify if a student
has learned in the material.
According to
Mayer (2004), demonstration are done to provide an opportunity to learn new
exploration and visual learning tasks from a different perspective. A teacher
may use experimentation to demonstrate ideas in a science class. Demonstration
may be used in the circumstance of proving conclusively a fact, as by reasoning
or showing evidence.
Over the
past years, these have been an unsteady progress rate in biology for secondary
school students as regards internal and external examinations. Measuring
academic performance can occur at multiple levels and serves multiple purposes.
For
instance, the classroom teachers after conduct formative and summative tests,
to evaluate students mastering of course content and provide grades for
students and parents. This relative achievement of secondary school students is
an example that has internal and external impact depending on the method
adopted by the teacher. It is in the light of the above that the need to
examine the effect of two teaching methods on secondary school student
performance in biology in Enugu Education Zone can not be over emphasized.
1.2 Statement of the Problem.
The popular opinion in Nigeria today
is that the standard of Education has fallen short of what it should be. This
fall in the standard of education is perceived by many as the inability of the
teachers to impact knowledge to the learners, the way they will understand and
write well in examinations. Reports by examination councils in Nigeria have
disclosed the recurrent and endemic failure of students in both internal and
external examinations especially in Biology (WAEC) annual reports; (1990-1995).
Agbo (2010) says that teachers no more show commitment as they see themselves
as most “measure up”. Also Layi (2004)
found out that teacher’s lateness to work, absenteeism and poor attitude to
work encourage indolence and contribute to poor performance among students. The
problem of this study is therefore to investigate the effect of two teaching
methods- Discussion and demonstration, on secondary school students performance
in Biology.
1.2. Purpose of the Study:
The main
purpose of this study is to investigate into the effects of two teaching
methods on secondary school students performance in Biology in Enugu Education
Zone.
Specifically,
the study will examine:-
1) Whether teachers posses the skills of using
the two methods in teaching.
2) If there is any significance difference in
students performance in using the two teaching methods in biology.
3) Whether the facilities are available for
the two teaching methods.
1.3. Significance of the Study
The finding
of this study will be of benefit to the teachers, students and curriculum
planners. The study critically discusses extensively the effect of two teaching
methods on secondary school students in biology, the consideration of academic
performance of students in biology.
This findings
will help the students who have lost hope in doing well in biology that all
hope is not lost as they can still understand the subject by improvement in
teaching methods used by their teachers.
The teachers
will benefit since the study will help them to understand the appropriate
methods of teaching to be employed in carrying out their duties. The curriculum
planners will get used information that will enable them improve in their
planning of curriculum.
The overall
significance is that when all the stake holders in this study benefit from the findings, the learning
of biology will be very enjoyable and the students will perform better in both
internal and external examinations.
1.4 Scope of the Study:
The study will concern itself with the
effect of two teaching methods on secondary school students performance in
biology which will be carried out in Enugu Education zone of Enugu state. Biology teachers in the public secondary
schools in the zone will be used for the
study. A multiplicity of variables come under the topic, but the researchers
have decided to focus on the following
variables:- These includes, the use of demonstration and discussion methods in
teaching biology. The skills involved in the use of the two teaching methods,
the facilities available for the two teaching methods.
1.5 Research questions:
The following research questions have
been formulated to guide this study:-
1) What are the skills involved in the use of
discussion and demonstration methods in teaching biology?
2) Is there any significance difference in
students performance in using the two teaching methods in biology?
3) Are the facilities available for the two
teaching methods?
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