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EFFECT OF DISCUSSION
AND DEMONSTRATION METHODS OF TEACHING
CHAPTER ONE
INTRODUCTION
1.1
Background of the study
Science
subjects constitute a major part of the subjects being offered in most
post-primary institutions in Nigeria today. These subjects are so important
that the Federal Government National
Policy
on Education [1], Section 5, Item 22(c) states in specific terms that “The
Secondary School Education shall provide trained manpower in the applied
science and technology. The National Policy on Education [1] further states
that science subjects constitute part of the core subjects at both Junior and
Senior Secondary School levels. The importance attached to science by the
Federal Government could be due to the general belief that science is capable
of improving and changing skills, attitudes and cognition by increasing pupils,
store of knowledge’s about themselves, their environment and their world.
The
importance of chemistry in the development of any nation cannot be underrated
especially in Nigeria where the national income rests on petroleum and
petrochemical industries. The performance of chemistry students at the
secondary and tertiary levels has been poor and deplorable over the years
[2-4]. Analysis of students’ performance in the science at SSCE level as noted
by Njoku [4] revealed that between 1980 and 1991, the annual average pass rate
at credit level (grade 1-6) in chemistry was 15.41%, while the absolute failure
rate (grade 9) was 61.82%.
Methodology
is very vital in any teaching-learning situation. The method adopted by the
teacher may promote or hinder learning. It may sharpen mental activities which
are the bases of social power or may discourage initiatives and curiosity thus
making self-reliance and survival difficult. There are different types of
methods for efficient and effective teaching. These methods include: Discussion,
demonstration, laboratory, field trip, assignment, peer-teaching method, etc.
The
adoption of discussion method by most teachers in order to overcome the bulky
chemistry syllabus before the SSCE affects students’ performance. Researchers
believe that in the discussion method, theory is taught as an absolute
knowledge; hence pupil-centered activities for developing scientific reasoning
skills and processes are lacking. The discussion method is also known to cause
lack of interest and poor performance in science as opined by Njoku [4].
Aghadinano [2] contended that science teaching limited exclusively to telling,
reciting and testing of information is sterile as it does not convey either the
meaning or intent of science. Akpan [5] specifically stated that this is the
method dominating science teaching in Nigerian Secondary Schools. Mari [6] and
Okebukola [7] have called for a change from discussion method in teaching
Chemistry. This is because of its disadvantages in the learning of science in
science classrooms. The demonstration method has the advantage of being a good
way of motivating students to learn and also believed to save time and
materials as well as shows how to avoid breakages and accidents. However, it
does not allow pupils/students to develop manipulation demands for carrying out
activities on their own. Also, less scope is covered in demonstration seeing
details of objects being demonstration.
1.2
Statement of the Problem
Students’
persistent poor performance has been partly ascribed to inadequate teaching and
instructional methods adopted by science teachers [8]. Derek [9] in supporting
this view reported the seriousness of the deplorable performance of secondary
school students in science subjects and identified persistent use of the
traditional mode of instruction as one of the major short-coming affecting the
learning and higher achievement in science subjects.
Chemistry
as a science subject is bulky in nature. The subject teachers usually adopt discussion
method in teaching in order to cover the syllabus within the stipulated time
and this do not give room for proper understanding of the subject. The Chief
WAEC Examiner Report [10] noted that the rush over the topics to cover could be
responsible for the poor performance in chemistry.
In
view of the foregoing, this study examined the acquisition of chemistry
knowledge in the classroom using two instructional strategies: discussion and
demonstration methods with the aim of determining the effect of each method on
the academic achievement of students in Senior Secondary School Year one (SS1).
1.3 Research Question
The
following research questions were formulated to guide the study:
i. Is there any difference in the academic
achievement of students exposed to discussion method and those exposed to
demonstration method?
ii. Is there any difference in the academic
achievement of male students taught using discussion method and those taught
using demonstration method?
iii. Is there any difference in the academic
achievement of female students taught by demonstration method and those taught
by discussion method?
iv. Is there any difference in the academic
achievement between male and female students taught using demonstration method?
1.4 Significance of the Study
The
search for innovations in industrial strategy is a continuous process in an
educational system. The need to choose suitable instructional strategies in the
teaching and learning of science has been of great importance.
Akpan
[5] and Akinleye [11] in separate findings have stated that the prevailing
teaching method in most Nigerian schools is discussion method. This method
according to them does not allow active student’s participation in science
lessons. Student memorizes and regurgitates facts and concepts.
Recent
researches in science education have been geared towards improving the method
of teaching science so as to improve students’ performance in science subject.
This research work aims at finding out the effects of discussion and demonstration
methods on the academic performance of students in Chemistry as a way of
searching for more effective methods for teaching the subject and enhancing
meaningful learning.
The
findings might also influence the curriculum innovation programmes in Chemistry.
Of importance in this study is the effect of discussion and demonstration
method on the performance of male and female students taught using the
strategies. The findings from this study would therefore shed light on the
instructional strategy that as suitable for both sexes.
The
findings from this research work is also hoped to provide a teaching/learning
strategy that teachers’ of Chemistry could adopt so that students in their
classes will benefit maximally, thereby meeting the needs of individual
students in the class.
1.5 Basic Assumptions
• The schools used for the study were
representative of secondary schools in the Nassarawa Local Government where the
study was carried out.
• The discussion and
demonstration method of
teaching are appropriate
for teaching the
topic selected.
• The selected topic is appropriate for the
class (SS1) used in the study as it is stated in the scheme of work.
1.6 Research hypothesis
H0: There is no relationship between discussions
and demonstration methods and students’ academic performance in chemistry
H1:
There is no relationship between discussions and demonstration methods and
students’ academic performance in chemistry
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