A CRITICAL EXAMINATION OF THE IMPACT OF LECTURE AND DEMONSTRATION METHOD OF TEACHING ON CHEMISTRY STUDENTS A ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1 Background Of Study
Science subjects now make up a significant portion of the curriculum in the majority of Nigeria’s post-primary institutions. These subjects are so important that the National Policy on Education mandates that they be included in the core curriculum at both the junior and senior secondary levels (NPE, 2004). The Federal Government’s emphasis on science may reflect a widespread belief that science can improve and modify students’ abilities, attitudes, and cognition by increasing students’ knowledge of themselves, their surroundings, and their world.
Similarly, the importance of chemistry as a science subject in terms of a nation’s growth cannot be overstated, particularly in Nigeria, where the national economy is based on the petroleum and petrochemical sectors (Jimoh, 2009). Chemistry, on the other hand
Students’ secondary and tertiary performance has been consistently dismal and awful over the years (Agbadinuno, 2013). The method of instruction has been identified as a significant factor in the poor performance of students.
Methodology is essential in any teaching-learning setting. The teacher’s method can either help or hinder learning. It can either sharpen mental skills, which are the foundation of social power, or it can suppress initiative and curiosity, complicating self-sufficiency and survival. There are a variety of effective and efficient teaching methods. Lectures, demonstrations, laboratories, field trips, assignments, and peer-teaching are examples of these methods.
The majority of professors employ the lecture method to complete the lengthy chemistry syllabus prior to the SSCE. has an impact on student performance. The researchers claim that because theory is taught as absolute knowledge in the lecture method, pupil-centered activities for developing scientific reasoning abilities and processes are insufficient. According to Njoku (2007), the lecture method is also linked to a lack of interest in and performance in science. According to Aghadinano (2009), science education that focuses solely on telling, reciting, and testing material is sterile because it fails to communicate the purpose or goal of science. According to Akpan (2005), this is the dominant method of science instruction in Nigerian secondary schools. Mari (1994) and Okebukola (1997) argued that the lecture method should be abandoned in chemistry education. This is due to its deficiencies in science classes.
when it comes to science education. The demonstration method has the advantage of motivating students to learn while also demonstrating how to avoid breakages and mishaps. However, it does not allow pupils or students to acquire manipulation needs for self-directed activities. Furthermore, when the features of the things being displayed are visible, demonstrations cover a smaller area.
Furthermore, science instructors’ use of ineffective teaching and instructional methods has been blamed for students’ persistently low performance (Derekm, 2008). Erickson (2011) emphasized the seriousness of secondary school students’ poor performance in science subjects, citing the continued use of the traditional style of instruction as one of the primary impediments to learning and greater achievement in science subjects.
Chemistry is a broad science subject. Professors of the subject
In order to cover the syllabus in the allotted time, teachers frequently use the lecture method of teaching, which leaves little room for good subject comprehension. According to Kelinger (2013), the students’ poor performance in chemistry may be due to their haste in covering subjects. In light of the foregoing, this study will investigate the impact of the lecture and demonstration method of teaching on the academic performance of secondary school chemistry students.
1.2 Problem Statement
Science instructors’ use of ineffective teaching and instructional methods has been blamed for students’ persistently poor performance (Erickson, 2008). Derek (2009) emphasized the significance of secondary school students’ poor performance in science subjects, as well as the continued use of traditional methods of instruction.
one of the primary impediments to learning and higher accomplishment in science subjects.
Chemistry is a broad science subject. Subject professors frequently use the lecture method of teaching to cover the syllabus in the allotted time, leaving little room for good subject comprehension. According to Aghadinano (2009), the haste with which subjects are covered may be a factor in students’ poor performance in chemistry.
In light of the foregoing, this study investigated the acquisition of chemistry knowledge in the classroom using lecture and demonstration teaching methods in order to determine the influence of lecture and demonstration teaching methods on the academic performance of secondary school chemistry students.
1.3 The Study’s Objectives
The overall goal of this research is to examine the impact
of lecture and demonstration method of teaching on chemistry students an academic performance in secondary schools. As a result, the research will be focused on the following specific goals:
1. Determine the factors that contribute to chemistry students’ poor performance.
2. Determine whether there is a link between the teaching method and student academic performance in chemistry.
3. Determine whether there is a difference in academic performance between students taught using the demonstration method and those taught using the lecture method.
1.4 Hypotheses for Research
During the course of this study, the following statements will be validated:
H01: There is no relationship between teaching method and chemistry student academic performance.
H02: There is a difference in academic performance between students taught using the demonstration method and those taught using the lecture method.
method.
1.5 The Study’s Importance
The study is significant because it will elicit information on the effect of lecture and demonstration methods in teaching on student achievement in learning chemistry. The study will also discuss the causes of students’ poor academic performance in learning chemistry. The study will investigate the roles of teachers in students’ choice of learning chemistry, and it will also investigate the effect of learning on students’ academic achievement in learning chemistry.
1.6 Field of Study
This study is designed to investigate the impact of the lecture and demonstration methods of teaching on the academic performance of chemistry students in secondary schools. However, the study will go on to identify the factors that contribute to chemistry students’ poor performance.
Determine whether there is a relationship between teaching method and student academic performance in chemistry, and whether there is a difference in academic performance between students taught using the demonstration method and those taught using the lecture method.
The research will be conducted in a few Ogun State secondary schools.
1.8 Study Limitations
The researcher encountered some constraints while conducting this study, including time constraints, financial constraints, language barriers, and the respondents’ attitudes.
There was also the issue of researcher bias. In this case, the researcher had some biases that may have been reflected in the way the data was collected, the type of people interviewed or sampled, and how the data gathered was subsequently interpreted. The
The potential for all of this to influence the findings and conclusions cannot be overstated.
Furthermore, because the findings of this study are limited to the sample population in the study area, they may not be applicable to other schools, local governments, states, or countries around the world.
1.8 Terms Definition
According to the study, a demonstration is an act of demonstrating that something exists.
A lecture is simply an educational talk given to an audience, usually university students.
Academic achievement refers to a student’s success in meeting short- or long-term educational goals. In the grand scheme of things, academic achievement entails finishing high school or earning a college degree.
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