Full Project – A CRITICAL EXAMINATION OF THE IMPACT OF LECTURE AND DEMONSTRATION METHOD OF TEACHING ON CHEMISTRY STUDENTS A ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS

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CHAPTER ONE

INTRODUCTION

1.1 Background Of Study

Science subjects account for a significant portion of the subjects taught in the majority of Nigeria’s post-primary institutions nowadays. These subjects are so critical that the National Policy on Education requires science subjects to be included in the core curriculum at both the junior and senior secondary school levels (NPE, 2004). The Federal Government’s emphasis on science may reflect a widespread idea that science is capable of enhancing and modifying students’ abilities, attitudes, and cognition through growing pupils’ stockpiles of knowledge about themselves, their surroundings, and their world.

Similarly, the value of chemistry as a science subject cannot be overstated in terms of a nation’s growth, particularly in Nigeria, where the national economy is based on the petroleum and petrochemical sectors (Jimoh, 2009). However, chemistry students’ performance at the secondary and tertiary levels has been consistently dismal and awful throughout the years (Agbadinuno, 2013). The method of instruction has been established as a significant factor in pupils’ poor performance.

In every teaching-learning setting, methodology is critical. The teacher’s method may either facilitate or obstruct learning. It may either hone mental activities, which are the bedrock of social power, or it can inhibit initiative and curiosity, hence complicating self-sufficiency and survival. There are several methods for teaching that are both efficient and successful. These methods include, but are not limited to, lectures, demonstrations, laboratories, field trips, assignments, and peer-teaching.

The majority of professors’ use of the lecture method in order to get through the lengthy chemistry syllabus prior to the SSCE has an effect on students’ performance. According to the researchers, since theory is taught as absolute knowledge in the lecture method, pupil-centered activities for building scientific reasoning abilities and processes are inadequate. As Njoku (2007) notes, the lecture method is also associated with a lack of interest in and performance in science. According to Aghadinano (2009), science teaching that is only focused on the telling, reciting, and testing of material is sterile since it fails to communicate the purpose or aim of science. According to Akpan (2005), this is the method that dominates science teaching in Nigerian secondary schools. Mari (1994) and Okebukola (1997) advocated for a shift away from the lecture method in chemistry education. This is due to its shortcomings in science classes when it comes to learning science. The demonstration method has the benefit of inspiring students to learn, as well as demonstrating how to prevent breakages and mishaps. It does not, however, enable pupils or students to acquire manipulation needs for self-directed activities. Additionally, demonstrations span a smaller area when features of the things being exhibited are visible.

Additionally, pupils’ persistently low performance has been attributed in part to science instructors’ use of ineffective teaching and instructional methods (Derekm, 2008). Erickson (2011) emphasized the gravity of secondary school students’ poor performance in science subjects and cited continuing usage of the traditional style of instruction as one of the primary impediments to learning and greater accomplishment in science subjects.

Chemistry is a large-scale science subject. Subject professors often use the lecture method of teaching in order to cover the syllabus within the allotted time, which leaves little space for good subject comprehension. According to Kelinger (2013), the haste with which subjects to cover may account for the students’ low performance in chemistry. In light of the aforementioned, this research will focus on the effect of the lecture and demonstration method of teaching on the academic performance of chemistry students in secondary schools.

1.2 Statement Of Problem

Students’ persistently low performance has been attributed in part to science instructors’ use of ineffective teaching and instructional methods (Erickson, 2008). Derek (2009) emphasized the gravity of secondary school students’ poor performance in science subjects and highlighted continuing usage of the traditional style of instruction as one of the primary impediments to learning and higher accomplishment in science subjects.

Chemistry is a large-scale science subject. Subject professors often use the lecture method of teaching in order to cover the syllabus within the allotted time, which leaves little space for good subject comprehension. Aghadinano (2009) suggested that the haste with which subjects are covered may be a factor in students’ low performance in chemistry.

In light of the aforementioned, this research 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 secondary school chemistry students’ academic performance.

1.3 Objectives Of The Study

The overall aim of this study is to critically examine the impact of lecture and demonstration method of teaching on chemistry students a academic performance in secondary schools. Hence, the study will be channeled to the following specific objectives;

1.        Identify the factors contributing poor performance of chemistry students.

2.        Determine whether any relationship exist between teaching method and student academic performance in chemistry.

3.        Ascertain whether there is a difference between the academic performance of students taught with demonstration method and those taught with lecture method.

1.4 Research Hypotheses

The following statements will be validated in the course of this study;

H01: There is no relationship exist between teaching method and student academic performance in chemistry.

H02: There is a difference between the academic performance of students taught with demonstration method and those taught with lecture method.

1.5 Significance Of The Study

The study is indeed of great significance as it will elicit information on the effect of lecture and demonstration method in teaching on student’s achievement in learning chemistry, the study will also discuss the cause of poor academic performance of students in learning chemistry. The study will look at the roles of teachers in student’s choice in learning chemistry and finally the study will discuss the effect of learning on student’s academic achievement in learning chemistry.

1.6 Scope Of Study

This study is structured to generally examine the impact of lecture and demonstration method of teaching on chemistry students a academic performance in secondary schools. However, the study will further identify the factors contributing poor performance of chemistry students,  determine whether any relationship exist between teaching method and student academic performance in chemistry, and ascertain whether there is a difference between the academic performance of students taught with demonstration method and those taught with lecture method.

The study will be carried out in some selected secondary school in Ogun State.

1.8 Limitation Of Study

In the course of carrying out this study, the researcher experienced some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents.

In addition, there was the element of researcher bias. Here, the researcher possessed 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 interpreted thereafter. The potential for all this to influence the findings and conclusions could not be downplayed.

More so, the findings of this study are limited to the sample population in the study area, hence they may not be suitable for use in comparison to other schools, local governments, states, and other countries in the world.

1.8 Definition Of Terms

Demonstration: demonstration in accordance to the study is an act of showing that something is in existence

Lecture: This is simply an educational talk to an audience, especially one of students in a university.

Academic Achievement: This refers to a student’s success in meeting short- or long-term goals in education. In the big picture, academic achievement means completing high school or earning a college degree.

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Full Project – A CRITICAL EXAMINATION OF THE IMPACT OF LECTURE AND DEMONSTRATION METHOD OF TEACHING ON CHEMISTRY STUDENTS A ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS

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