Effects Of Two Teaching Methods On Secondary School Students Performance In Biology
(A Case Study Of Education Zone Enugu)
The impact of different teaching methodologies on the academic achievement of secondary school students in biology is a subject of considerable interest and scrutiny within the educational community. By comparing traditional didactic instruction with more interactive and experiential approaches such as inquiry-based learning or problem-based learning, educators seek to discern the most effective pedagogical strategies. Research findings suggest that the choice of teaching method can significantly influence students’ comprehension, retention, and application of biological concepts. While traditional methods may provide a structured framework for content delivery, interactive approaches often foster deeper engagement, critical thinking skills, and long-term knowledge retention. Factors such as student motivation, teacher expertise, classroom environment, and available resources play vital roles in determining the success of different instructional methods. Therefore, a comprehensive examination of the effects of various teaching methodologies on secondary school students’ performance in biology requires a nuanced understanding of pedagogical theory, educational psychology, and practical classroom dynamics.
The Effect Of Two Teaching Methods On Secondary School Students Performance In Biology In Enugu Educational Zone” is a very vital factor in school decision since it influences their returns, affect their values in educational sector. The research was carried out to ascertain and test the application and relevance of two teaching method, of some School in Enugu State, factor affecting the two teaching method, the effect of the application and relevance of two teaching method, and its impact on the selected organization. The study came out the following.
a) The teachers are not using the appropriate method in teaching biology.
b) The facilities are not available in teaching process. The researchers therefore concluded that two teaching method are not preplanned from the research study and should be enhanced upon to make a good head way and clear future.
Title page
Approval page
Certification
Dedication
Acknowledgement
Abstract
Table of Contents
CHAPTER ONE:
INTRODUCTION
1.1 Background of the study 1
1.2 Statement of the Problem 5
1.3 Purpose of the Study 6
1.4 Significance of the Study 6
1.5 Scope of the study 7
1.6 Research Question 8
CHAPTER TWO:
REVIEW OF RELATED LITERATURE
2.1 Discussion method in Teaching 9
2.2 The Principles for effective Discussion Teaching 13
2.3 Values of Discussion in Teaching 15
2.4 The Demonstration Method in Teaching 18
2.5 Teaching Material for Biology 21
CHAPTER THREE:
RESEARCH METHODOLOGY
3.1 Design of the study 24
3.2 Area of the Study 24
3.3 Population of the Study 25
3.4 Sample and Sampling Technique 27
3.5 Method of Data Collection 28
3.6 Method of Data Analysis 28
CHAPTER FOUR:
REPORT ON THE QUASI-EXPERIMENT USED IN THIS STUDY
Quasi Experiment and Data Analysis 29
CHAPTER FIVE:
DISCUSSION, FINDINGS, IMPLICATIONS,
RECOMMENDATIONS AND SUMMARY
References
Appendix
Background of the Study:
There has been a consistent poor achievement in Biology as shown by the West African Examination Council (WAEC) annual reports of (1990-1995). Many scholars have therefore tried to find the ways and means of improving students achievements in Biology. They have, therefore, looked at many factors and carried out some emperical studies on the effect of these factors on performance of students.
The factor considered in the present study is the effects of two teaching methods on secondary school students performances in Biology. The methods being considered are the discussion and the demonstration methods. These two methods encourages co-operative learning between the teacher and the learners. Johnson and Johnson (1997) were of the opinion that co-operative learning experiences promoted higher achievement among the students. Although most studies have stressed on students’ participation and interaction as being very important factors of achievement, there may, however, be other alternative contributing factors and teacher’s method of teaching is definitely one of them.
Jonassen DH(2006) states that pedagogy is a different way by which a teacher can teach. Teaching method therefore, is the act or science of being a teacher, generally referring to strategies of instruction or style of instruction. Science is an activity oriented subject. The way it is thought is important in helping the students acquire basic scientific knowledge, skills and attitude to solving different problem in life. Biology being a science subject, therefore involve the teacher using methods that will give the students opportunity to be actively involved.
It is a well-known fact that no skilled teacher ever uses just one method of teaching Shield (2002) pointed out that good teachers follow no one method, instead he/she uses whatever methods and materials that seems to be best for the particular combination of individual situations.
This research work is focused mainly on discussion and demonstration methods of teaching. Discussion method involves the discussion of a biology topic, issue or concept by groups of students or the entire classroom.
Trusted (1997) asserts that the discussion method could be teacher centered, task centered or student centered. The teacher opens the discussion by asking one of the prepared questions and the students go on to discuss while he moderates.
Walker (2003) says that in discussion method, students are given chance to react while the teacher who has the answer in mind allows the students to think about the question.
According to Wirschner (2006), discussion method is a teaching method that includes questioning which is similar to testing. A teacher may ask a series of question to collect information of what students have learned and what needs to be taught. Testing is another application of questioning. A teacher tests the student on what was previously taught in order to identify if a student has learned in order to identify if a student has learned in the material.
According to Mayer (2004), demonstration are done to provide an opportunity to learn new exploration and visual learning tasks from a different perspective. A teacher may use experimentation to demonstrate ideas in a science class. Demonstration may be used in the circumstance of proving conclusively a fact, as by reasoning or showing evidence.
Over the past years, these have been an unsteady progress rate in biology for secondary school students as regards internal and external examinations. Measuring academic performance can occur at multiple levels and serves multiple purposes.
For instance, the classroom teachers after conduct formative and summative tests, to evaluate students mastering of course content and provide grades for students and parents. This relative achievement of secondary school students is an example that has internal and external impact depending on the method adopted by the teacher. It is in the light of the above that the need to examine the effect of two teaching methods on secondary school student performance in biology in Enugu Education Zone can not be over emphasized.
1.2 Statement of the Problem.
The popular opinion in Nigeria today is that the standard of Education has fallen short of what it should be. This fall in the standard of education is perceived by many as the inability of the teachers to impact knowledge to the learners, the way they will understand and write well in examinations. Reports by examination councils in Nigeria have disclosed the recurrent and endemic failure of students in both internal and external examinations especially in Biology (WAEC) annual reports; (1990-1995). Agbo (2010) says that teachers no more show commitment as they see themselves as most “measure up”. Also Layi (2004) found out that teacher’s lateness to work, absenteeism and poor attitude to work encourage indolence and contribute to poor performance among students. The problem of this study is therefore to investigate the effect of two teaching methods- Discussion and demonstration, on secondary school students performance in Biology.
1.2. Purpose of the Study:
The main purpose of this study is to investigate into the effects of two teaching methods on secondary school students performance in Biology in Enugu Education Zone.
Specifically, the study will examine:-
1) Whether teachers posses the skills of using the two methods in teaching.
2) If there is any significance difference in students performance in using the two teaching methods in biology.
3) Whether the facilities are available for the two teaching methods.
1.3. Significance of the Study
The finding of this study will be of benefit to the teachers, students and curriculum planners. The study critically discusses extensively the effect of two teaching methods on secondary school students in biology, the consideration of academic performance of students in biology.
This findings will help the students who have lost hope in doing well in biology that all hope is not lost as they can still understand the subject by improvement in teaching methods used by their teachers.
The teachers will benefit since the study will help them to understand the appropriate methods of teaching to be employed in carrying out their duties. The curriculum planners will get used information that will enable them improve in their planning of curriculum.
The overall significance is that when all the stake holders in this study benefit from the findings, the learning of biology will be very enjoyable and the students will perform better in both internal and external examinations.
1.4 Scope of the Study:
The study will concern itself with the effect of two teaching methods on secondary school students performance in biology which will be carried out in Enugu Education zone of Enugu state. Biology teachers in the public secondary schools in the zone will be used for the study. A multiplicity of variables come under the topic, but the researchers have decided to focus on the following variables:- These includes, the use of demonstration and discussion methods in teaching biology. The skills involved in the use of the two teaching methods, the facilities available for the two teaching methods.
1.5 Research questions:
The following research questions have been formulated to guide this study:-
1) What are the skills involved in the use of discussion and demonstration methods in teaching biology?
2) Is there any significance difference in students performance in using the two teaching methods in biology?
3) Are the facilities available for the two teaching methods?
SHARE PROJECT MATERIALS ON:
Effects Of Two Teaching Methods On Secondary School Students Performance In Biology:
To discuss the effects of two teaching methods on secondary school students’ performance in biology, we need to outline the two teaching methods and their potential impacts on students’ learning outcomes. Let’s consider two common teaching methods: traditional lecture-based teaching and active learning approaches.
- Traditional Lecture-Based Teaching: This method involves the teacher delivering information through lectures, often using a one-way communication approach. The teacher is the central figure in the classroom, and students primarily take notes and listen. Interaction and engagement might be limited.Effects:
- Strengths: Can cover a lot of content in a short period, suitable for conveying factual information.
- Weaknesses: Limited student engagement, potential for passive learning, difficulty catering to individual learning styles, lack of critical thinking development.
- Active Learning Approaches: These methods focus on involving students in the learning process through discussions, group activities, problem-solving, and hands-on experiences. They encourage collaboration and critical thinking, shifting the role of the teacher from a lecturer to a facilitator.Effects:
- Strengths: Improved student engagement, enhanced critical thinking skills, better retention of information, deeper understanding of concepts, improved communication and teamwork skills.
- Weaknesses: May require more time for preparation and implementation, potential resistance from students used to traditional methods.
Effects on Students’ Performance: Research has shown that active learning approaches often yield positive outcomes in comparison to traditional lecture-based teaching, particularly in subjects like biology. Here’s how the two methods might affect students’ performance:
- Understanding and Retention: Active learning encourages students to actively engage with the content, which can lead to better understanding and retention of biological concepts. Students are more likely to remember information when they actively participate in discussions, hands-on activities, and problem-solving tasks.
- Critical Thinking: Active learning methods foster critical thinking skills as students analyze, interpret, and apply information to solve problems. This is crucial in biology, where understanding complex systems and processes requires higher-order thinking.
- Long-Term Learning: Active learning promotes deeper learning, which is more likely to result in long-term understanding. Traditional methods might lead to short-term memorization, which can fade quickly after exams.
- Student Engagement: Active learning methods increase student engagement by involving them in the learning process. This can contribute to a more positive attitude toward biology and a greater willingness to explore the subject further.
- Collaboration and Communication: Many active learning approaches involve group work and discussions. This enhances students’ teamwork and communication skills, which are important in biology and in the real world.
In conclusion, active learning approaches tend to have more positive effects on secondary school students’ performance in biology compared to traditional lecture-based teaching. However, the effectiveness of these methods can also depend on factors such as teacher skill, class size, resources, and student receptiveness to new approaches. A combination of both methods can also be effective, using lectures for foundational knowledge and active methods for deeper understanding and application.