EFFECT OF DISCUSSION AND DEMONSTRATION METHODS OF TEACHING

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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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