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Vol. 4 No 2. Social Science Education Journal (SOSCED-J)
Effects of Demonstration Teaching Method on Senior
Secondary School Students' Academic Performance in
Biology in Ekiti State, Nigeria.
1 2
Prof. (Mrs). Omotayo K.A & Adedeji Florence Taiwo
Dept of Science Education, Faculty of Education, Ekiti State University,
Ado-Ekiti.
1 2
kenomotayo@yahoo.com, adedejifloxyt@gmail.com.
Abstract
The study investigated the effects of demonstration teaching method on senior
secondary school students' academic performance in Biology in Ekiti State, Nigeria.
One null hypothesis was generated and tested at 0.05 level of significance. The study
adopted quasi - experimental design of pre - test, post-test, control group type; Ninety
seven (97) Biology students selected through multistage sampling technique were
involved in the study. Biology performance Test (BPT) was the instrument used. The
objective was to find out differences in academic performance of students taught with
demonstration teaching method and conventional method. Data collected were
analyzed using mean, standard deviation. Inferential statistics of Analysis of
Variance (ANOVA) and T-test were used to test the hypotheses. The findings of the
study revealed that there was a significant difference in the post - test mean scores of
students taught with demonstration teaching method and conventional method.
Based on the findings, it was recommended that during Biology lessons, teachers
should adopt the use of demonstration teaching method to enhance student's
academic performance.
Keywords: Demonstration method, Academic performance, Public school,
Conventional method, Biology.
Introduction Teaching is an act of impacting
knowledge to a learner (Okenze,
Biology is the study of plants and
2016).In the teaching and learning of
animals (Michael, 2015). It is one of
Biology, there are different types of
the science subjects studied at the
teaching methods which can be used to
senior secondary school level in
impact knowledge to students
Nigeria up to certificate class. It paves
effectively. Appropriate teaching
way for scientific investigation, It
methods give rise to an enriched
helps to understand the benefits of
learning and environment and hence
nature to man, and contributes a great
better learning outcome (Uche and
deal to research. Biology is a very
Awujo 2014). Some of which are
important science subject and a pre-
cooperative method, discussion
requite to many field of learning like
method, problem solving method,
Pharmacy, Medicine, Agriculture and
demonstration method among others.
Nursing.
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Vol. 4 No 2. Social Science Education Journal (SOSCED-J)
Demonstration teaching method is an demonstration teaching method may
approach which involves showing a be applied to precede or to follow a
particular procedure or skills to the discussion, or it may be used to
students who after careful teaching and illustrate the application of a principle.
learning and interaction repeat and As a rule, demonstration teaching
practice the same process shown to method is jointly used with other skills
them, this can be used when the such as explaining, discussing and
available resources or equipment performing. It can be used to introduce
cannot go round for each individual in a lesson and to climax a lesson, it is an
the class. The teacher or some group of attention inducers and a powerful
students usually carries it out. The motivator when it is employed to start a
approach teaches certain techniques or lesson, saves time, where materials and
skills, theory, practice. Demonstration time are very important. The teacher
teaching method is a teaching method also shows the correct use of
which involves experimentation equipment and apparatus through
(Igboegwu, 2012). It involves the demonstration teaching method. It
teacher or the student showing allows the teacher to handle activities
activities in front of a class and that ordinarily would be too dangerous
explaining it as he proceeds. Though for students to carry out themselves
demonstration activities are often e.g. an activity involving dangerous
defined to embrace laboratory chemicals. However, if Biology
experiments, the mode of teachers are equipped with appropriate
communication prevalent in teaching method, teaching and
demonstration teaching method is a learning will be effective.
two way communication in which the
teacher communicates with the It has been observed that teachers
students and the students also maximally stick to conventional
communicate with the teacher. The method while few occasionally use
purpose is to ask students to acquire the demonstration method which makes
requisite skills or to procure related science students view Biology
knowledge. In the discipline of
concepts as a wide and difficult subject
science, demonstration teaching to understand. It has also been noted
method has a long history of usage and that conventional teaching method is
it basically entails showing how inflexible and does not allow for
certain scientific equipment operates students' input because of the
or a certain operation in science serves inadequate teaching method used by
to explain a given concept.
the teacher to teach concepts in
Biology; teachers need to discover
Demonstration teaching method may effective teaching method in order to
be subjected to pose a problem that improve academic performance of
requires a solution or to illustrate a students in Biology.
problem in order to ensure a quick
arrival at the solution. Similarly, There are different teaching methods
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Vol. 4 No 2. Social Science Education Journal (SOSCED-J)
employed in science education in enhance student's understanding of
Nigeria secondary schools expecially concepts. Another study conducted by
in the study of Biology. Miles (2015) Tamari, Bonney and Polizzotto (2015)
asserted that it is expected of a teacher in Biology revealed that students learn
to implement a range of instructional more effectively and perform better on
methods that will bring academic questions that relate to demonstration
success to all the science students. teaching method than on questions
According to Al-Rawi (2013), related to lessons that do not have a
demonstration teaching method is demonstration component.
effective in teaching skills of using
tools and laboratory experiment in Thus, the authors concluded that
science. Interestingly, students often demonstration teaching method is a
find demonstration teaching method valuable tool to promote active and
easy because it helps them understand interdisciplinary learning, along with
and remember new concepts. This is other activities. The study therefore
especially evident when teacher tries to seeks to examine the effects of
convey complex topics such as those demonstration teaching method on
that occur in sequential steps. Sweeder senior secondary school students'
and Jeffery's (2013) stressed that if academic performance in Biology in
demonstration method is planned Ekiti State, Nigeria.
properly, and are effectively integrated
into the learning of concepts, it has the Statement of the Problem
potential to play an important role in The researcher observed that
students developing a deep and rich conventional method does not allow
understanding of the concepts taught in students to think on their own instead
Biology. they depend on the teacher to tell them
everything base on the concept to be
Demonstration teaching method is taught by the teacher which might have
likely to be a useful method of teaching contributed immensely to the poor
because according to McKee, performance of students in Biology.
Williamson, and Rue bush cited in The need to exploit other teaching
Kola and Langenhoven (2015), it methods to improve academic
improves students' understanding and
performance of students in Biology is
retention. Compared with traditional expedient. Therefore, the researcher
method of teaching such as lecture i nvestigated the effects of
method, several studies have shown demonstration teaching method on
demonstration teaching method to senior secondary school students'
have comparative advantages. For academic performance in Biology in
example, Price and Brooks (2012) Ekiti State, Nigeria.
claimed that demonstration teaching
method improve students' academic Purpose of the Study
performance on practice assignments, The study investigated the effects of
laboratory investigations, as well as demonstration teaching method on
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Vol. 4 No 2. Social Science Education Journal (SOSCED-J)
senior secondary school students' who were outside the main study, and a
academic performance in Biology in reliability coefficient of 0.75 were
Ekiti State, Nigeria. The study also obtained using Pearson's Product
examined the differences in academic Moment Correlation Analysis.
performance of students taught with Descriptive statistics of frequency
demonstration method and counts, mean and standard deviation
conventional method. were used to analyze the data collected.
Inferential statistics of Analysis of
Research Question Variance (ANOVA) and T - test were
This research question guided the used to test the hypotheses. All
study: hypotheses were tested at 0.05 level of
1. What is the effect of demonstration significance.
teaching method on senior secondary
school students' academic Results
performance in Biology in Ekiti state?
Descriptive Analysis
Research Hypothesis Research Question 1: What is the effect
One hypothesis was formulated for the
of demonstration teaching method on
study: senior secondary school students'
1. There is no significant difference in academic performance in Biology in
the post - test mean scores of students Ekiti State?
taught using demonstration teaching
method, and conventional method in In order to answer the question,
Biology. students' scores in Biology
Performance Test in both pre-test and
Methodology post-test for students in the
The population used for the study was demonstration and conventional group
all Biology students in (SSSII) in all were collated and computed using
public senior secondary schools in descriptive statistics. The result is
Ekiti State and the sample was 97
presented in table 1.
senior secondary school Two (SSS II)
Biology students from three selected
schools using multistage sampling
technique. The study adopted quasi -
experimental research design of pre -
test, post - test, control group type. The
instrument used for data collection was
Biology Performance Test (BPT). To
ensure the validity of the instrument, it
was subjected to face and content
validity and to establish the reliability
of the instrument, the instrument was
tested with twenty five (25) students,
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