Effect Of Two Methods Of Teaching On The Academic Achievement Of Senior Secondary School Students In Physics

Abstract

This study examines the effect of two methods of teaching on the academic achievement of senior secondary school students in physics Edati Local Government Area of Niger State; a study of field trip and lecture method of teaching. A pre-test post-test control quasi experimental design was adopted for the study. A total of 105 (49 males and 56 females) senior secondary school I (SSI) students drawn from two (2) Senior Secondary Schools were used for the study. The students were randomly assigned to Experimental and Control Groups. Six (6) hypotheses were formulated and tested at 0.05 level of significance. The instrument used for data collection was the Physics Achievement Test (PAT) consisting of 20 multiple choice items which was developed by the researcher and validated by the experts in the field. A reliability coefficient of 0.85 was obtained using Cronbach alpha analysis and data collected were analysed. The result indicates that there was a significant difference in the mean achievement scores of students taught using Fieldtrip method and those taught using lecture method (t = 6.504, df = 103, p<0.05), there was a significant difference in the mean achievement scores of male and female students taught using Fieldtrip method with (t = 5.129, df = 56, p<0.05), there was a significant difference in the mean achievement scores of male and female students taught using lecture method with (t = 4.531, df = 45 p<0.05), there was a significant difference in the mean retention scores of students using Fieldtrip method and those taught using lecture method with (t = 3.852, df = 103, p<0.05), there was also a significant difference in the mean retention scores of male and female students taught with the use of Fieldtrip method with (t = 3.522, df = 56, p<0.05) and there was a significant difference in the mean retention scores of male and female students taught using lecture method with (t = 2.401, df = 45, p<0.05). Based on these findings, it was concluded that the use of Fieldtrip method is more effective in improving student’s achievement in physics than the use of lecture method. It is therefore recommended that School authority together with the school principal should encourage and give necessary support to teachers to provide and create avenue for students to embark on Fieldtrip activities for effective teaching and learning of physics in secondary schools.

Table of Content

Title Page
Certification
Dedication
Acknowledgement
Table of Content
List of Tables
Abstract

Chapter One:

Introduction

1.1 Background of the Study
1.2 Statement of the Problem
1.3 Objective of the Study
1.4 Research Questions
1.5 Research Hypothesis
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Limitation of the Study
1.9 Definition of Terms
1.10 Organisations of the Study

Chapter Two:

Review of Literature

2.1 Conceptual Framework
2.2 Theoretical Framework
2.3 Empirical Review

Chapter Three:

Research Methodology

3.1 Research Design
3.2 Population of the Study
3.3 Sample Size Determination
3.4 Sample Size Selection Technique and Procedure
3.5 Research Instrument and Administration
3.6 Method of Data Collection
3.7 Method of Data Analysis
3.8 Validity of the Study
3.9 Reliability of the Study
3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

4.1 Data Presentation
4.2 Analysis of Data
4.3 Answering Research Questions
4.4 Test of Hypotheses
4.5 Discussion of Findings

Chapter Five:

Summary, Conclusion and Recommendation

5.1 Summary
5.2 Conclusion
5.3 Recommendation
References
APPENDIX
QUESTIONNAIRE

Chapter One

Introduction

1.1 Background to the Study

Science has been regarded as the bedrock of modern day technological breakthrough in that, it is the basis for all technological ideas seen in the world today. It is an organized body of knowledge directed towards resolution of human problems (Coll., France and Tailor, 2005). Nowadays, countries all over the world, especially the developing ones like Nigeria, are striving hard to develop technologically and scientifically, since the world is turning scientific and all functioning of lives depend greatly on science. Scientific enquiry is the primary process by which scientific knowledge is gained. According to Yaki (2012), Science is a dynamic human activity concerned with understanding the workings of our world. This understanding helps man to know more about the universe. The application of Science has also provided essential commodities such as drugs, clothing, fuel, food etc. In drugs, for example, we have antibiotics for infections, tranquilizers for nervous tensions, analgesic for pains etc. Therefore, the importance of science especially biology to mankind and his environment cannot be over- emphasized. Without the knowledge of science with its application, it would have been difficult for man to sight the other planets of the universe. Science comprises the basic disciplines such as Physics, Chemistry, Mathematics and Biology.

Primary purpose of teaching at any level of education is to bring a fundamental change in the learner (Tebabal & Kahssay, 2011). To facilitate the process of knowledge transmission, teachers should apply appropriate teaching methods that best suit specific objectives and level exit outcomes. In the traditional epoch, many teaching practitioners widely applied teacher-centered methods to impart knowledge to learners comparative to student-centered methods. Until today, questions about the effectiveness of teaching methods on student learning have consistently raised considerable interest in the thematic field of educational research (Hightower et al., 2011 Teaching method is a product of the combination of strategies, tactics and techniques.

The relevance of Sciences and Physics in particular is being considered in terms of the Nigerian environment, the Nigerian child, Nigeria’s scientific heritage and the imperatives of technological progress. Science and technology should form the basis for national development as well as a tool for influencing the thinking and working process of Nigerians (NNPST, 1997 in Akpan, 1998). Among the three basic science subjects (Physics, Chemistry and Biology), Physics is a course which has been a great challenge to most senior secondary science students. This is not because the subject is more difficult than the others but the way it is being presented to the students’ looks abstract, so they see it as an illusion. The mastery of a particular course of study and the interest which students show in Physics as a subject depend to a large extent on the teaching-learning approach. Selecting one or more teaching methods for a particular lesson takes into consideration the nature of the students, characteristics of the school including available teaching aids, and the teacher’s background. The nature and objectives of Physics education in Nigerian Secondary Schools place greater emphasis on students’ familiarity with the fundamental concepts of matter, energy, space, motion and the relationship between them. It also aims at improving students relevant skills and ability to acquire scientific and technological skills, think critically, reflectively and independently all of which are relevant to problem-solving.

The teacher provides a situation in the classroom in which students are allowed to carry out experiments under the guidance of the teacher, obtain results and make deductions from these results in order to practically find out the cause of or the reason behind an event. There is a radical departure from the direct teaching model in which the teacher engages student to learn. Students are encouraged to ask questions, analyze data, draw conclusions, make inferences, or generate hypothesis. In short, the student is viewed as an inquirer, a seeker of information and a problem-solver. Shymansky and Kyle were of the view that instructional strategy includes the materials, media, setting and behavior the teacher uses to create an environment to produce an effect. As a result, the achievement of the instructional goals and the choice of suitable teaching strategies are not separate. Erdem emphasizes four features of teaching strategies. First, teaching strategies should improve a student’s predisposition to learning by increasing the desire for studying and understanding new situation.

Second teaching strategies should be structured to help learners rapidly capture the information distributed through the instruction, and develop learner’s abilities in assimilating and using knowledge possessed. Third, teaching strategies should be sequenced in the most effective manner so that students can comprehend new knowledge by applying their prior experiences. Finally, teaching strategies should be designed to allow students to genuinely engage in their learning. Different teaching strategies will lead to varied instructional outcomes and an instructor can choose for himself or herself strategies which are appropriate to his or her intension in teaching. A particular strategy may be better than another one for a given purpose. Yet a single strategy may not be applicable for all students and all types of subject matter. Consequently, the selection of strategies should be in accord with an individual population of students and the particular subject matter. The choice of strategies and tactics relies upon the selected learning activities and thus “the key to (teaching) method is to bring about the desired learning in students by selecting the proper strategies and tactics and consequently the proper content and techniques”.

According to Nbina and Obamamu (2009) teachers should match how to teach with what and to whom to teach, in developing a variety of methods for facilitating student achievement of determined outcomes. Agboola and Oloyede (2008) also emphasizes that for effective instruction, a science teacher must able to use several science teaching methods and to implement them where they are applicable and most effective. The traditional lecture approach often consists of a teacher centered methodology in a face to face capacity. Given the prevalence of this prescribed mode of instruction, there has been a shift in students attending classes with the intention of gaining new and meaningful knowledge. However, the incentive in attending lectures now is to get the current information needed to pass the assessment. In these types of lecture environments, the formal style of lecturing alone has not proven to be effective. However, researchers have instead found that combining traditional methods of lecturing with learner centered methodologies can be a more productive approach. When instructors allow for a brief traditional lecture followed by discussions, group work, or application, students demonstrate a better understanding of the material. Knight and Wood (2011) additionally sought to replace some lecture time with “interactive engagement and cooperative work”. Indeed, as instructors have labored to accommodate learners, the structure of lectures has taken on more innovative techniques.

Teaching methods comprises the principles and methods used for instruction to be implemented by teachers to achieve the desired learning goals in students. These strategies are determined partly on subject matter to be taught and partly by the nature of the learner. For a particular teaching method to be appropriate and efficient it has to be in relation with the characteristics of the learner and the type of learning it is supposed to bring about. Davis (2008) suggests that the design and selection of teaching methods must put into consideration not only the nature of the subject matter but also how the students learn. Several types of teaching methods can be employed in the classrooms by the teachers such as the fieldtrip/excursion method and lecture method.

Fieldtrip or excursion is a journey by a group of people to a place away from their normal environment. The purpose of the trip is usually observation for education, non-experimental research or to provide students with outside their everyday activities, such as going camping with the teachers and classmates. The aim of this research is to observe the subjects in its natural state and possibly collects samples. Fieldtrip is done in three (3) steps which are: preparation, activities and follow-up activities. Preparation is done by both the teachers and students. Teachers take time to learn about the destination and the subjects or topics before the trip. Activities is mostly done by the students which include lecture, tours, video and demonstration while follow-up activities are general discussions that occur in the classroom once the fieldtrip is completed, (Eley, & Norton 2004).

According to Eley and Norton (2002), lecture method is the process of teaching through examples in class or through experiments in laboratory. For example, a science teacher may teach the students a concept by performing an experiment for students. A demonstration may be used to prove a fact through combination of visual evidence and associated learning. Lectures help elevate the students’ interest and reinforce memory retention because they provide connections between facts and real world application of those facts.

Achievements mean something that has been done or accomplished through efforts or a result of hard work (Merriam and Webster 2009). It is the result of what an individual gain from some educational experiences. Additionally, achievement is the expectancy of finding satisfaction in mastering challenging and difficult performances, (De Cecco and Crawford, 2006). Retention means the act of retaining experiences or the condition of being retained. It also means the ability to recall or recognized what has been learned or experienced; memory, (Harper and Collins, 2014). Gender sensitive is also a moderating variable to look into. Firstly, boys always seem to perform better than girl’s counterpart in biology. Reports have shown that girls shy away from topics discussed with lecture method and participate less than the boys in class; this could be due to self-esteem at adolescence while adolescent boys gain in self-esteem. It is important to also find out if the result of demonstration and fieldtrip is truly gender sensitive.

1.2 Statement of the Problem

The students’ poor performance can be attributed to insufficient teaching and instructional methods employed by science teachers. The popular view in Nigeria today, is that the educational standard has fallen short of what it should be. This fall in educational standard is seen as the inability and incapability of some teachers to impact knowledge to the learners, the way they will understand and write well in examinations. Reports by examination bodies in Nigeria have revealed the persistent and endemic failure of students in both internal and external examinations especially in biology (WAEC and NECO) annual reports (2010-2016). The factors responsible for poor performance in Nigeria has been attributed to teacher’s lateness to work and commitment show by teachers, absenteeism and poor attitude to work encourage laziness and contribute to poor performance among students. Several teaching methods have been used to improve students’ performance in biology in Nigeria and these methods include lecture method, discussion method, play-way method, simulation and game enquiry method, expository method, constructivism method, project method, assignment method, interactive and question method etc. and yet no improvement on students’ performance. The purpose of this study therefore is to investigate the effect of two methods of teaching on the academic achievement of senior secondary school students in physics i.e field trip and lecture method of teaching in Edati Local Government Area of Niger State, Nigeria.

1.3 Objective of the Study

The purpose of this study is to investigate the effect of two methods of teaching on the academic achievement of senior secondary school students in physics i.e field trip and lecture method of teaching in Edati Local Government Area of Niger State, Nigeria.

Specifically, the study has the following objectives:

Find out the impact of Fieldtrip method and lecture method on student’s achievement
Investigate the impact of Fieldtrip method on gender achievement
Find out the impact of lecture method on gender achievement
Determine the impact of Fieldtrip method and lecture method on student’s retention
Find out the impact of Fieldtrip method on gender retention
Investigate the impact of lecture method on gender retention.

1.4 Research question

What is the impact of Fieldtrip method and lecture method on student’s achievement ?
What is the impact of Fieldtrip method on gender achievement ?
What is the impact of lecture method on gender achievement ?
What is the impact of Fieldtrip method and lecture method on student’s retention?
What is the impact of Fieldtrip method on gender retention ?
What is the impact of lecture method on gender retention.

1.5 Research Hypotheses

HO1: There is no significant difference in the mean achievement scores in students taught Biology with the use of Fieldtrip method and lecture method.
HO2: There is no significant difference in the mean achievement scores of male and female students taught Biology with the use of Fieldtrip method.
HO3: There is no significant difference in the mean achievement scores of male and female students taught Biology with the use of lecture method.
HO4: There is no significant difference in the mean retention scores of students taught Biology with the use of Fieldtrip method and lecture method.
HO5: There is no significant difference in the mean retention scores of male and female students taught Biology with the use of Fieldtrip method.
HO6: There is no significant difference in the mean retention scores of male and female students taught Biology with the use of lecture method.

1.6 Significance of the Study

The study on the impact of field trip studies on students academic performance in biology in the sense that it will enable the government to fund field trip so as to enable the students learn since biology is more practical than theory; more also since students cannot easily forget the things they see, (take for instance “movie”)such that they can tell you from the beginning to the end without forgetting anything the same thing applies to theory in class and field trip which will encourage and help them learn. The study will also enable the government in recruiting and also train effective biology teachers. Finally, the study will contribute to the body of existing literature and knowledge to this field of study and basis for further research.

1.7 Scope of the Study

This study is structured to generally examine the impact of field trip and demonstration studies on students academic performance in biology. However, the study will further ascertain whether field trip helps to enhance students comprehension of biology subject in secondary schools, ascertain whether field trip ignites students interest in biology subject in secondary schools, and ascertain whether field trip improves students’ academic performance in biology subject in secondary schools.

The study will therefore be delimited to some senior secondary schools in Edati Local Government Area.

1.8 Limitation of the Study

Like in every human endeavour, the researcher encountered slight constraints while carrying out the study. Insufficient funds tend to impede the efficiency of the researcher in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size. More so, the researcher simultaneously engaged in this study with other academic work. As a result, the amount of time spent on research will be reduced.

1.9 Definition of Terms

Impact/Effect:

A change which is a result or consequence of an action or other cause.

Field Trip:

Or excursion is a journey by a group of people to a place away from their normal environment.

Performance / Achievement:

A thing done successfully with effort, skill, or courage.

1.10 Organization of the Study

This research work is organized in five chapters, for easy understanding, as follows.

Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study.
Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature.
Chapter three deals on the research design and methodology adopted in the study.
Chapter four concentrate on the data collection and analysis and presentation of finding.
Chapter five gives summary, conclusion, and recommendations made of the study.

Chapter Five

Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings on effect of two methods of teaching on the academic achievement of senior secondary school students in physics, Edati Local Government Area of Niger State as case study. The chapter consists of summary of the study, conclusions, and recommendations.

5.2 Summary of the Study

In this study, our focus was on effect of two methods of teaching on the academic achievement of senior secondary school students in physics, Edati Local Government Area of Niger State as case study. The study is was specifically focused on Finding out the impact of Fieldtrip method and lecture method on student’s achievement; Investigating the impact of Fieldtrip method on gender achievement; Finding out the impact of lecture method on gender achievement; Determining the impact of Fieldtrip method and lecture method on student’s retention; finding out the impact of Fieldtrip method on gender retention and Investigating the impact of lecture method on gender retention..

The study adopted the survey research design and randomly enrolled participants in the study. A total of 103 responses were validated from the enrolled participants where all respondent are staff and students of selected secondary schools in Edati Local Government Area of Niger State.

5.3 Conclusion

The effective and efficient use of Fieldtrip method enhances students understanding, retention and recall. This is evident in the retention test. Therefore, the school authority together with the school principals and teachers should create an avenue for the students to embark on Fieldtrip activities for the students to see, touch and compare it to real life so as to increase their knowledge. But in absence of this, improvisation should be considered. Emphasis should therefore be laid on the use of Fieldtrip method in the teaching and learning of physics.

5.4 Recommendations

In view of the findings of this research work, the following recommendations were made from the study:

Teachers should be send on in-service training to learn the various teaching strategies for the teaching of physics in senior secondary schools.
School Principals ought to support and give fundamentals backing to instructors for powerful utilization of the various teaching strategies for the teaching and learning of physics in senior secondary schools.
There should be reinforcement of teachers dedicated to work through prize giving, scholarships and awards.

How To Get The Complete Material For “Effect Of Two Methods Of Teaching On The Academic Achievement Of Senior Secondary School Students In Physics“

Project Material Download

5,000 - 5000

The Complete Material Will Be Sent to You in Just 2 Steps

Quick & Simple…

Make Payment (Through Transfer) of ₦5,000 to Any of the Account Below

	Acc No: 0811003731
	Samphina Academy
	Current Account

	Acc No: 1225513212
	Samphina Academy
	Current Account

	Acc No: 8143831497
	Samphina Academy
	Digital Account

Or CLICK HERE To Pay With Debit Card

FOR STUDENTS OUTSIDE NIGERIA

CLICK HERE To Purchase Material ($20)

FOR GHANIAN STUDENTS

Make Payment of 100 GHS to 0553978005 | Douglas Osabutey | MTN MoMo

Send the Following Details on WhatsApp ( 08143831497) After Payment

Payment Details
TOPIC: Effect Of Two Methods Of Teaching On The Academic Achievement Of Senior Secondary School Students In Physics

The Complete Material Will Be Sent To You On WhatsApp After Receiving Your Details
T & C Apply

Contact Our Help Desk

Need a Different Topic? Perform a Quick Search

List of Related Works

Click on Any Topic to Preview the Content