Effect Of Demonstration Method On The Teaching And Learning Of Economics In Senior Secondary Schools

The study examined the effect of demonstration method on the teaching and learning of economics in senior secondary schools in Keffi Local Government Area. The study aimed to investigate the extent to which the demonstration method is used, its impact on students" understanding and retention of Economics concepts, its effect on academic performance, and the barriers faced by teachers in implementing this method. Employing a descriptive research design, the study targeted a population of 3,200 Economics teachers and students from selected senior secondary schools in Keffi LGA. Using Taro Yamane"s formula, a sample size of 356 respondents was determined and selected through a multi-stage sampling technique combining stratified and convenience sampling to ensure representative and accessible participants. Data were collected via a structured questionnaire designed to elicit responses related to the research objectives. Analysis was conducted using descriptive statistics (means and standard deviations) and inferential statistics including Chi-square, Pearson correlation, and logistic regression for hypothesis testing. Results indicated that the demonstration method is moderately but significantly used in teaching Economics, with mean scores above the 2.50 cutoff on key usage statements (e.g., mean = 3.03, SD = 0.92). The method was found to positively impact students" understanding and retention of concepts, with logistic regression showing significant coefficients (e.g., B = 1.25, p = 0.005, Exp(B) = 3.49). Furthermore, Pearson correlation revealed a strong positive relationship between demonstration use and academic performance (r = 0.68, p = 0.000). However, barriers such as lack of teaching materials, large class sizes, and insufficient training were significant (e.g., B = 1.30, p = 0.007). The study recommends regular teacher training, provision of adequate materials, manageable class sizes, and supportive policies to enhance the effective use of the demonstration method and improve Economics education outcomes in Keffi LGA.

The main objective of this study is to investigate the causes and effects of abandoned residential properties: a case study of Benin City. Other objectives of this study are:

1. To investigate the extent to which the demonstration method is used in the teaching of Economics in senior secondary schools in Keffi LGA.
2. To assess the impact of the demonstration method on students" understanding and retention of Economics concepts.
3. To determine the effect of the demonstration method on students" academic performance in Economics.
4. To identify the barriers faced by Economics teachers in implementing the demonstration method in Keffi LGA.

1.1 Background of the Study

Education has always been acknowledged as a base for national development, going beyond literacy to encompass the transformation of human potential to productive contribution to society. From the ancient oral tradition and apprenticeship methods to the classroom models of today, pedagogical practice has evolved in tandem with the demands of contemporary society. Scholars such as Nwachukwu et al. (2020) have emphasized that instructional delivery mode is a critical determinant of learners' engagement, motivation, and retention. Fundamentally, education is as much a question of content delivery as of the processes by which such content is efficiently delivered and absorbed by the learners. Richness of curriculum content, Abiola (2020) contends, can only be as valuable as the processes that such content is imparted. In any education system, then, teaching methodology remains a critical determinant of academic achievement and learner transformation.

Subsequent to this realization, there is greater academic attention to active learning methods and, more precisely, to the demonstration method, where theoretical explanation is supplemented by practical demonstration. The demonstration method, Abubakar & Mohammed (2020) argue, involves the teacher actively demonstrating to learners how a particular activity or concept is performed, bridging in the process the gap between abstract knowledge and concrete experience. This method, in contrast to passive models of instruction, stimulates learner interest, observational skill acquisition, and grounds understanding with visual support. Ogunlowo & Ajibade (2024) concur that such teaching methods are particularly appropriate for areas that have strict integration between theory and actual practice. With procedures being performed in front of learners in real time, the learning process becomes dynamic, interactive, and far more effective....chapter one continues

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