Efforts Of Lectures And Demonstration Methods On Teaching And Learning Secondary School Chemistry
(A Case Study Of Selected Secondary Schools In Enugu Urban)
In the secondary school education, the title “Efforts of Lectures and Demonstration Methods on Teaching and Learning Secondary School Chemistry” encompasses the dynamic approaches employed to enhance students’ understanding of this scientific discipline. Lectures serve as a foundational component, providing a structured platform for the delivery of key concepts, while the demonstration methods add a practical dimension to theoretical knowledge. Through interactive lectures, educators engage students in active participation, fostering a deeper grasp of chemical principles. Simultaneously, the incorporation of hands-on demonstrations brings chemistry to life, transforming abstract theories into tangible experiences. This dual approach not only caters to diverse learning styles but also cultivates a comprehensive understanding of the subject. The concerted efforts of combining didactic lectures with illustrative demonstrations create an enriched learning environment that empowers students to navigate the complexities of secondary school chemistry with proficiency and enthusiasm.
Some scholars have found out from some states of the federation that the results of chemistry students in senior secondary School certificate examination have been always poor. “Among students who enroll in chemistry, the results in chemistry are very poor. We found out that the chemistry teachers who teach them are competent enough.
Achievement in science, like chemistry is affected by the teaching personality of the science teachers (Ali 1981). Another scholar Offiah (1987) observed that only the professionally trained chemistry teachers can perform effectively as chemistry teachers to the success of their students. This study, therefore, investigated the effect of lecture and demonstration methods on teaching and learning, secondary school chemistry in Enugu urban, Enugu State. To obtain appropriate results from the study, research questions were formulated.
Questionnaires and structured interview were administered to stratified, randomly selected secondary schools students in Enugu urban, Enugu State.
This study revealed that the performance of chemistry students in senior school certificate examinations in Enugu urban, Enugu State since the recent past have been on the average. This is because the chemistry teachers’ competence and personality traits and their effectiveness in chemistry teaching approaches to achieve success are also at averages approaches. Appropriate recommendations were made based on the findings.
TITLE PAGE
APPROVAL PAGE
DEDICATION
ACKNOWLEDGMENT
TABLE OF CONTENT
LIST OF TABLE
ABSTRACT
CHAPTER ONE:
INTRODUCTION
1.1 BACKGROUND OF THE STUDY 1
1.2 STATEMENT OF PROBLEM 3
1.3 NEED/IMPORTANCE OF STUDY … 4
1.4 PURPOSE OF STUDY 6
1.5 SCOPE OF STUDY 7
1.6 RESEARCH QUESTIONS 7
CHAPTER TWO:
REVIEW OF RELATED LITERATURE
21. THE PERSONALITY OF AN EFFECTIVE CHEMISTRY TEACHER AND CHEMISTRY TEACHING APPROACHES 10
2.2 The effects of the teachers personality traits and the science teaching approaches on students demonstration method in senior school certificate chemistry examinations 11
2.3 The learning performance of students in senior school certificate chemistry examinations in general 20
2.4 The solutions to students poor learning performance in senior school certificate chemistry examinations 23
Summary 26
CHAPTER THREE:
RESEARCH DESIGN AND PROCEDURE OR RESEARCH METHODOLOGY
3.1 Research design 27
3.2 Area of study 7
3.3 Population of the study 28
3.4 Sampling and sampling technique 28
3.5 Instrument for data collection 29
3.6 Validation and reliability of the instrument 30
3.7 Method of data collection 30
3.8 Method of data analysis 30
CHAPTER FOUR:
PRESENTATION OF FINDINGS
4.1 First Research question 31
4.2 Second research question 32
4.3 Third research question 39
4.4 Fourth research question 44
CHAPTER FOUR:
PRESENTATION OF FINDINGS
FIRST RESEARCH QUESTION 31
SECOND RESEARCH QUESTION 32
THIRD RESEARCH QUESTION 39
FOURTH RESEARCH QUESTION 44
CHAPTER FIVE:
INTERPRETATION AND DISCUSSION OF FINDINGS
4.1 INTERPRETATION OF THE FINDINGS 45
4.2 DISCUSSION OF THE FINDINGS 46
4.3 CONCLUSION 48
4.4 IMPLICATIONS OF THE FINDINGS 49
4.5 RECOMMENDATIONS 50
4.6 LIMITATION OF THE STUDY 51
4.7 SUGGESTIONS FOR FURTHER RESEARCH 52
4.8 SUMMARY 53
REFERENCES 54
APPENDIX 55
Some scholars have found out from some states of the federation that the results of chemistry students in senior secondary School certificate examination have been always poor. “Among students who enroll in chemistry, the results in chemistry are very poor. We found out that the chemistry teachers who teach them are competent enough.
Achievement in science, like chemistry is affected by the teaching personality of the science teachers (Ali 1981). Another scholar Offiah (1987) observed that only the professionally trained chemistry teachers can perform effectively as chemistry teachers to the success of their students. This study, therefore, investigated the effect of lecture and demonstration methods on teaching and learning, secondary school chemistry in Enugu urban, Enugu State. To obtain appropriate results from the study, research questions were formulated.
Questionnaires and structured interview were administered to stratified, randomly selected secondary schools students in Enugu urban, Enugu State.
This study revealed that the performance of chemistry students in senior school certificate examinations in Enugu urban, Enugu State since the recent past have been on the average. This is because the chemistry teachers’ competence and personality traits and their effectiveness in chemistry teaching approaches to achieve success are also at averages approaches. Appropriate recommendations were made based on the findings.
Efforts Of Lectures And Demonstration Methods On Teaching And Learning Secondary School Chemistry
Lectures and demonstration methods are two common instructional strategies used in teaching and learning secondary school chemistry. These methods have their own advantages and can be effectively combined to enhance the learning experience. Here’s an overview of their efforts on teaching and learning chemistry:
1. Lectures:
Knowledge Transfer: Lectures are an efficient way to convey a large amount of information to a group of students. In chemistry, where understanding fundamental concepts is crucial, lectures provide a structured platform for delivering content.
Clarity and Organization: Lectures allow teachers to present information in a logical sequence, making it easier for students to grasp complex concepts.
Teacher Expertise: Teachers can share their expertise and insights, providing context and real-world applications of chemistry concepts.
Interaction: While lectures are typically one-way communication, they can still involve interactive elements like questions and discussions, encouraging student engagement.
Efforts on Learning:
Lectures can serve as a foundation, introducing students to key concepts and terminology.
They provide a framework for students to build their understanding through subsequent activities and assignments.
Lectures can be complemented with multimedia presentations, visuals, and real-life examples to enhance comprehension.
2. Demonstration Methods:
Visual Learning: Demonstrations in chemistry involve showing experiments, reactions, and chemical processes. These visual and hands-on experiences help students understand abstract concepts by making them tangible.
Concept Reinforcement: Demonstrations provide concrete examples that reinforce what students have learned in lectures. They can see how theories are put into practice.
Safety Training: Demonstrations also teach students about laboratory safety practices, which are essential for handling chemicals in a real lab setting.
Curiosity and Engagement: Seeing intriguing chemical reactions can spark curiosity and interest in the subject, motivating students to explore further.
Efforts on Learning:
Demonstration methods promote active learning by involving students in observing, analyzing, and discussing the experiments.
They enhance students’ critical thinking skills by encouraging them to ask questions and make hypotheses about the observed phenomena.
Hands-on experiences in chemistry demonstrations can lead to a deeper understanding of chemical principles.
Combining Lectures and Demonstrations:
Effective chemistry education often combines lectures with practical demonstrations. Lectures provide the theoretical framework, while demonstrations illustrate these concepts in action.
Students can benefit from discussions and debriefing sessions after demonstrations, where they can reflect on what they observed and relate it back to the lecture material.
Hands-on activities and experiments can reinforce lecture content and allow students to apply what they’ve learned in a controlled laboratory setting.
In conclusion, both lectures and demonstration methods play vital roles in teaching and learning secondary school chemistry. Lectures provide the necessary theoretical foundation, while demonstrations make the subject more engaging and tangible. The effective integration of these methods can lead to a more comprehensive and enriching chemistry education for students.