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A STUDY OF EFFECT OF LECTURE AND DEMONSTRATION METHOD ON SS1 STUDENTS’ PERFORMANCE IN CHEMISTRY
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: Lecture, demonstration, laboratory, field trip, assignment, peer-teaching method, etc.
The adoption of lecture method by most teachers in order to overcome the bulky chemistry syllabus before the SSCE affects students’ performance. Researchers believe that in the lecture method, theory is taught as an absolute knowledge; hence pupil-centered activities for developing scientific reasoning skills and processes are lacking. The lecture 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 lecture 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 lecture 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: lecture 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 lecture method and those exposed to demonstration method?
ii. Is there any difference in the academic achievement of male students taught using lecture 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 lecture 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 lecture 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 lecture 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 lecture 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 lecture 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 lectures and demonstration methods and students’ academic performance in chemistry
H1: There is no relationship between lectures and demonstration methods and students’ academic performance in chemistry
CHAPTER TWO
Literature review
The demonstration methods on teaching and learning chemistry in senior secondary school in some selected schools in Enugu urban, Enugu state.
The performances of chemistry students in senior school chemistry examinations is of great concern to many people in Enugu urban. Olaitan et al quoted in Aigbomian (1997) on this issue of chemistry students performance in senior school examination. The performance of secondary school students at the external examination in the science like chemistry has been causing some concern to parents, teachers as well as the government. He said that this has been particularly disturbing as it is believe that the much talked about technological take-off cannot be realized without a considerable improvement on the present students’ performance in school certificate examinations in the sciences like chemistry. Many scholars have studied some of the factors that could affect student’s performance in examinations and have made some useful discoveries.
Some of such discoveries are that:
“That achievement in public and teacher-made
examinations in chemistry have not been
encouraging-various factors have been
identified for the negative attitude and
apparent lack of interest among senior
Secondary school students in chemistry.
One of these factors is the inability of teachers to put across chemical concepts, idea, et ecetera, to the chemistry students”. Olaitan et al (1991-98). Other scholars have suggested that the teacher is the main determinant of students performance in examination. Okpara (1987) stated that teachers play important roles in teaching and learning. Hill drug (1982) made it clear that the personality of the teacher determines to a large extent, the students’ performance. This was well explained in his statement that teachers who do not know what they are supposed to be teaching rather obviously cannot teach it, no matter what the quality of the children placed under their care. Ali (1984) in his own view said that:
“Certain science teachers behaviours affect
the efficiency and effectiveness of his
science teaching. If the teacher possesses
And uses a behaviour which fosters a certain
secondary school science objectives then
such an objective will most likely be achieved when he
teaches science to his students”.
Okoro (1990) in his own observation said that the teacher is directly connected with every educational programme and plays an important part in its implementation.
We now wants to find out if the degree of learning of the chemistry students in senior secondary certificate chemistry examinations in most schools in Enugu urban is as a result of what the teachers are or what they do.
One of the objectives of science education is to develop students’ interest in science and technology, as today’s society depends largely on development in science and technology. Teachers are expected to devise ways of making their students to develop positive attitudes tow- ards science and science-related disciplines.
Chemistry, in particular, is central to many of the scien- tific fields of human endeavors; therefore, the teaching of chemistry should be given serious attention. Science tea- chers have always recognized the importance of practical work as a means of introducing learners to the scientific process of experimentation. To this end, the United Nat- ions Educational Scientific and Cultural Organization (UNESCO) and the International Union of Pure and App- lied Chemistry (IUPAC) have participated in numerous international meetings to promote inexpensive experi- mental-based teaching in Chemistry. Effective teaching of practical chemistry, which laid emphasis on bench-work, in Nigerian secondary schools, is of outmost importance to teachers, parents and the government (N.P.E., 1998). Chemistry teaching should develop in the students mani- pulative and experimental skills to make him or her com- petent and confident in conducting experiments and/or researches. Students should do practical work of con- ducting experiments, reporting their observations and making inferences or conclusions, thus, developing their scientific knowledge and experimental skills and at the same time arousing and maintaining interest of the stu- dents in the subject.
The poor performance of students in science subjects has assumed a dangerous dimension. In the light of this, science educators need to seek suitable ways of tackling the current mass failure if they are to halt the drifts of students to arts and social science subjects (WAEC Rep- orts, 1999). The relevance and importance of chemistry amongst the science subjects is formidable, hence the need for proper teaching of the subject in the secondary schools so that students’ scores in internal and external examinations will be high, thereby making the candidates’ entrance into higher schools easier. According to Onwu (1981) teachers of chemistry are expected to make chemistry more relevant, enjoyable, easy and meaningful to students. Teaching methods need to be improved and appropriate teaching strategies employed as the teac- hing-learning situation may demand. Teaching methods such as inquiry, project, lecture-demonstration, lecture- performance, problem-solving, field trips, cooperative or group learning, excursion, remedial, laboratory and gui- ded discussion and the use of audio-visual materials have been recommended for the teaching of science in schools (Mcdonald and Nelson, 1954; Webb, 1982; Rogus, 1985; Adedoyin, 1990; Ajewole, 1991, Newcomb et al., 1993; Ohio 4-H Program, 1994). There is however the need to understand that for different topics in science, the teaching approaches may differ depending on the complexity and structure of the topics. Teachers should be concerned with the use of variety of methods and procedures. The most enjoyable aspect of teaching and learning can occur when a variety of teaching methods are used.
In classroom around the world, teachers lecture, stud- ents take notes, and then students are tested on what they have learned. Today, experiential or “hands-on” lea- rning is fast replacing or supplementing the traditional “chalk-talks”. Through experiments, simulations, debate, and other participatory activities, students discover con- cepts on their own. Experiential learning increases reten- tion, motivates students to learn and encourages group cooperation.
The Project method of teaching involves assigning a particular work to student or group of students to work on and complete at his/her/their spare time and report back to the teacher as when demanded. The project method provides an excellent opportunity for the complete act of
thinking by the students. Rogus (1985) saw it as a means of teaching the students self-discipline. In project method students have occasion to define the problem, plan his work, find appropriate resources, carry out his plan and draw conclusion. Inquiry is a style or method of teaching where the learner with minimum guidance from the teac- her seeks to discover and create answers to a recogni- zed problem through procedure of making a diligent sea- rch (Callahan and Clark, 1977; Adedoyin, 1990). Inquiry is a term used in science teaching that refers to a way of questioning, seeking knowledge or information, or finding out about phenomena. It involves investigation, search- ing, defining a problem, formulating hypothesis, gathering and interpreting data and arriving at a conclusion. In inquiry situation, students learn not only concepts and principles but self-direction, responsibility and social com- munication. It also permits students to assimilate and accommodate information. Inquiry is the way people learn when they’re left alone. The lecture method is used primarily to introduce students to a new subject, but it is also a valuable method for summarizing ideas, showing relationships between theory and practice, and re-emp- hasizing main points. A lecture-demonstration method is a teaching technique that combines oral explanation with “doing” to communicate processes, concepts, and facts. It is particularly effective in teaching a skill that can be observed. A skilled educator may wish to both tell and show what steps to take in an educational process. A demonstration is usually accompanied by a thorough explanation, which is essentially a lecture. On the other hand, the demonstration-performance method of teaching is based on the simple but sound principle that we learn by “doing”. Students learn physical or mental skills by actually performing those skills under supervision. In con- trast to the lecture method, where the instructor provides information, the guided discussion method relies on the students to provide ideas, experiences, opinions, and information. Through the skillful use of “lead-off’ type questions, the instructor “draws out” what the student knows, rather than spending the class period telling them. The cooperative or group learning method is an instruct- tional strategy which organizes students into small groups so that they can work together to maximize their own and each other’s learning (4-H Program, 1994).
The main purpose of this study is to assess the effect- iveness of using project, inquiry and lecture-demon- stration methods of teaching experimental aspects of chemistry in the senior secondary schools using separa- tion of mixtures as a model.
Research hypotheses
The following research hypotheses were generated for the study:
1) There is no significant difference in the performance of students taught separation of mixtures using lecture-demonstration method (LDM) and those students taught separation of mixtures using project method (PRM).
2) There is no significant difference in the performance of students taught separation of mixtures using Inquiry method (IQM) and those students taught separation of mixtures using LDM.
3) There is no significant difference in the performance of students taught separation of mixtures using PRM and
those students taught separation of mixtures using IQM.
4) There is no significant difference in the performance of students taught separation of mixtures using LDM, IQM, PRM and students in the control group (CG).
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