Skip to main content

EFFECT OF DISCUSSION AND DEMONSTRATION METHODS OF TEACHING

ATTENTION:

BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!

 

INFORMATION:

YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420

 

 

 

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

HOW TO GET THE FULL PROJECT WORK

 

PLEASE, print the following instructions and information if you will like to order/buy our complete written material(s).

 

HOW TO RECEIVE PROJECT MATERIAL(S)

After paying the appropriate amount (#5,000) into our bank Account below, send the following information to

08068231953 or 08168759420

 

(1)    Your project topics

(2)     Email Address

(3)     Payment Name

(4)    Teller Number              

We will send your material(s) after we receive bank alert

 

BANK ACCOUNTS

Account Name: AMUTAH DANIEL CHUKWUDI

Account Number: 0046579864

Bank: GTBank.

 

OR

Account Name: AMUTAH DANIEL CHUKWUDI

Account Number: 2023350498

Bank: UBA.

 

 

 

FOR MORE INFORMATION, CALL:

08068231953 or 08168759420

 

 

AFFILIATE LINKS:

myeasyproject.com.ng

easyprojectmaterials.com

easyprojectmaterials.net.ng

easyprojectsmaterials.net.ng

easyprojectsmaterial.net.ng

easyprojectmaterial.net.ng

projectmaterials.com.ng

googleprojectsng.blogspot.com

myprojectsng.blogspot.com.ng

https://projectmaterialsng.blogspot.com.ng/

https://foreasyprojectmaterials.blogspot.com.ng/

https://mypostumes.blogspot.com.ng/

https://myeasymaterials.blogspot.com.ng/

https://eazyprojectsmaterial.blogspot.com.ng/

https://easzprojectmaterial.blogspot.com.ng/

 

 

 


Comments

Popular posts from this blog

ENTREPRENEURSHIP PROJECT TOPICS AND MATERIALS

  ENTREPRENEURSHIP PROJECT TOPICS AND MATERIALS       ATTENTION: BEFORE YOU READ THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!   NOTE: WE WILL SEND YOU THE ABSTRACT, TABLE OF CONTENT AND CHAPTER ONE OF YOUR APPROVED TOPIC FOR FREE. CHOOSE FROM THE LIST OF TOPICS BELOW. SEND YOUR EMAIL ADDRESS AND THE APPROVED PROJECT TOPIC TO ANY OF THESE NUMBERS-08068231953, 08168759420   WE WILL THEN SEND THE ABSTRACT, TABLE OF CONTENT AND CHAPTER ONE FOR FREE   NOTE ALSO: WE CAN ALSO DEVELOP THE FULL PROJECT WORK CALL: 08068231953, 08168759420      ENTREPRENEURSHIP PROJECT TOPICS AND MATERIALS     1.     EFFECTS OF SKILL ACQUISITION ON ENTREPRENEURSHIP DEVELOPMENT AMONG NASARAWA STATE UNIVERSITY 2.     SKILL ACQUISITION AMONG YOUTHS: A PANACEA TO UNEMPLOYMENT AND ECONOMY GROWTH IN NIGERIA (A CASE STUDY OF AKWA IBOM EMPLOYMENT AND ENTERPRISE SCH...

THE STATE OF THE ART ASSESSMENT OF EDUCATIONAL RESOURCE PROVISION AND CONTROL

ATTENTION: BEFORE YOU READ THE CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU! INFORMATION: YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420 THE STATE OF THE ART ASSESSMENT OF EDUCATIONAL RESOURCE PROVISION AND CONTROL ABSTRACT The study investigates and assesses the provision and control of educational resources and its effect on students’ academic performance in Lagos education district II. The study was a descriptive survey of correlation type. The sample of respondents for the study comprised of male and female principals and teachers in all the sampled schools for the study. However, simple random sampling procedure was adopted to select twenty-five (25) respondents (principals and teachers) from each school, making a total of One Hundred and ...

SKILL ACQUISITION PROGRAMS AS A TOOL FOR ECONOMIC GROWTH OF NIGERIA

ATTENTION: BEFORE YOU READ THE CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU! INFORMATION:        YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420 SKILL ACQUISITION PROGRAMS AS A TOOL FOR ECONOMIC GROWTH OF NIGERIA CHAPTER ONE INTRODUCTION 1.1   Background to the Study Skill is very important in the life of every human being. The reason why many technicians earns more than some university graduates is because the technicians acquire more practical skills than the theories, unlike the graduates who were fed with theoretical experiences while in the universities. It can take you to places you do not expect you will find yourself. Skill acquisition is the ability to be trained on a particular task or function ...