Effectiveness Of Demonstration Teaching Strategy On Academic Achievement Of Biology Students

Abstract

This study was carried out to examine the effectiveness of demonstration teaching strategy on academic achievement of biology students in Ijaw Local Government Area Of Bayelsa State. The study was specifically set to find out the extent demonstration teaching strategy is adopted among biology teachers, find out whether the demonstration teaching strategy is very effective in improving students engagement and participation in the learning of biology in secondary schools, find out whether the use of demonstration teaching strategy is very effective in enhancing comprehension and retention of biology subject, and find out whether the use of demonstration teaching strategy is very effective in improving students learning outcome and academic achievement in biology. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprised of biology teachers and students of some selected secondary schools in Southern Ijaw Local Government Area Of Bayelsa State. In determining the sample size, the researcher conveniently selected 200 respondents and 150 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables, while the hypotheses were tested using Pearson Correlation statistical tool. The result of the findings reveals that the demonstration teaching strategy is not often adopted among biology teachers. The result of the findings reveals that there is a statistically significant relationship between demonstration teaching strategy and students academic achievement in biology. Therefore, it is recommended that teachers should adopt the use of demonstration teaching method in order to enhance students’ academic performance in Biology lessons.

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

Chapter Five:

Summary, Conclusion and Recommendation

5.1 Summary
5.2 Conclusion
5.3 Recommendation
References
APPENDIX
QUESTIONNAIRE

Chapter One

Introduction

1.1 Background of the Study

Biology is the study of plants and animals (Michael, 2015). It is one of the science subjects studied at the senior secondary school level in Nigeria up to certificate class. It paves way for scientific investigation, It helps to understand the benefits of nature to man, and contributes a great deal to research. Biology is a very important science subject and a prerequite to many field of learning like Pharmacy, Medicine, Agriculture and Nursing.
Teaching is an act of impacting knowledge to a learner (Okenze, 2016).In the teaching and learning of Biology, there are different types of teaching methods which can be used to impact knowledge to students effectively. Appropriate teaching methods give rise to an enriched learning and environment and hence better learning outcome (Uche and Awujo 2014). Some of which are cooperative method, discussion method, problem solving method, demonstration method among others.

Demonstration teaching method is an approach which involves showing a particular procedure or skills to the students who after careful teaching and learning and interaction repeat and practice the same process shown to them, this can be used when the available resources or equipment cannot go round for each individual in the class. The teacher or some group of students usually carries it out. The approach teaches certain techniques or skills, theory, practice. Demonstration teaching method is a teaching method which involves experimentation (Igboegwu, 2012). It involves the teacher or the student showing activities in front of a class and explaining it as he proceeds. Though demonstration activities are often defined to embrace laboratory experiments,the mode of communication prevalent in demonstration teaching method is a two way communication in which the teacher communicates with the students and the students also communicate with the teacher. The purpose is to ask students to acquire the requisite skills or to procure related knowledge. In the discipline of science, demonstration teaching method has a long history of usage and it basically entails showing how certain scientific equipment operates or a certain operation in science serves to explain a given concept.

Demonstration teaching method may be subjected to pose a problem that requires a solution or to illustrate a problem in order to ensure a quick arrival at the solution. Similarly, demonstration teaching method may be applied to precede or to follow a discussion, or it may be used to illustrate the application of a principle. As a rule, demonstration teaching method is jointly used with other skills such as explaining, discussing and performing. It can be used to introduce a lesson and to climax a lesson, it is an attention inducers and a powerful motivator when it is employed to start a lesson, saves time, where materials and time are very important. The teacher also shows the correct use of equipment and apparatus through demonstration teaching method. It allows the teacher to handle activities that ordinarily would be too dangerous for students to carry out themselves e.g. an activity involving dangerous chemicals. However, if Biology teachers are equipped with appropriate teaching method, teaching and learning will be effective. It has been observed that teachers maximally stick to conventional method while few occasionally use demonstration method which makes science students view Biology concepts as a wide and difficult subject to understand. It has also been noted that conventional teaching method is inflexible and does not allow for students’ input because of the inadequate teaching method used by the teacher to teach concepts in Biology; teachers need to discover effective teaching method in order to improve academic performance of students in Biology.

There are different teaching methods employed in science education in Nigeria secondary schools especially in the study of Biology. Miles (2015) asserted that it is expected of a teacher to implement a range of instructional methods that will bring academic success to all the science students. According to Al-Rawi (2013), demonstration teaching method is effective in teaching skills of using tools and laboratory experiment in science. Interestingly, students often find demonstration teaching method easy because it helps them understand and remember new concepts. This is especially evident when teacher tries to convey complex topics such as those that occur in sequential steps. Sweeder and Jeffery’s (2013) stressed that if demonstration method is planned properly, and are effectively integrated into the learning of concepts, it has the potential to play an important role in students developing a deep and rich understanding of the concepts taught in Biology.

Demonstration teaching method is likely to be a useful method of teaching because according to McKee, Williamson, and Rue bush cited in Kola and Langenhoven (2015), it improves students’ understanding and retention. Compared with traditional method of teaching such as lecture method, several studies have shown demonstration teaching method to have comparative advantages. For example, Price and Brooks (2012) claimed that demonstration teaching method improve students’ academic performance on practice assignments, laboratory investigations, as well as enhance student’s understanding of concepts. Another study conducted by Tamari, Bonney and Polizzotto (2015) in Biology revealed that students learn more effectively and perform better on questions that relate to demonstration teaching method than on questions related to lessons that do not have a demonstration component.
Thus, the authors concluded that demonstration teaching method is a valuable tool to promote active and interdisciplinary learning, along with other activities. The study therefore seeks to examine the effectiveness of demonstration teaching strategy on academic achievement of biology students, Nigeria.

1.2 Statement of the Problem

The researcher observed that conventional method does not allow students to think on their own instead they depend on the teacher to tell them everything base on the concept to be taught by the teacher which might have contributed immensely to the poor performance of students in Biology. The need to exploit other teaching methods to improve academic performance of students in Biology is expedient. Therefore, the researcher investigates the effectiveness of demonstration teaching strategy on academic achievement of biology students, Nigeria.

1.3 Objectives of the Study

Generally, this study seek to assess the effectiveness of demonstration teaching strategy on academic achievement of biology students.

Specific objectives are stated below.

Find out the extent demonstration teaching strategy is adopted among biology teachers.
Find out whether the demonstration teaching strategy is very effective in improving students engagement and participation in the learning of biology in secondary schools.
Find out whether the use of demonstration teaching strategy is very effective in enhancing comprehension and retention of biology subject.
Find out whether the use of demonstration teaching strategy is very effective in improving students learning outcome and academic achievement in biology.

1.4 Research Questions

The study was guided by the following research questions:

What is the extent demonstration teaching strategy is adopted among biology teachers?
Is the demonstration teaching strategy very effective in improving students engagement and participation in the learning of biology in secondary schools?
Is the use of demonstration teaching strategy very effective in enhancing comprehension and retention of biology subject?
Is the use of demonstration teaching strategy very effective in improving students learning outcome and academic achievement in biology?

1.5 Research Hypothesis

Ho: There is no significant relationship between demonstration teaching strategy and students academic achievement in biology.
Ha: There is a significant relationship between demonstration teaching strategy and students academic achievement in biology.

1.6 Significance of the Study

The study is therefore very important in the following ways;

It will help to identify the methods or factors militating against higher academic performance of Secondary School Students in Biology.
It will prepare the students for a responsible life in the society and enable the teacher to adopt the proper method in teaching.
The study will be immense important to the government for planning and implementation of educational policies and programmes.
Teachers of Biology will find the study very useful as it will expose them to principle of effective teaching.

1.7 Scope of the Study

This study is focused on the effectiveness of demonstration teaching strategy on academic achievement of biology students. The study will geographically be delimited to Southern Ijaw Local Government Area Of Bayelsa State.

1.8 Limitations of the Study

As with any human endeavor, the researcher experienced small impediments while performing the study. Due to the scarcity of literature on the subject as a result of the discourse’s nature, the researcher incurred additional financial expenses and spent additional time sourcing for relevant materials, literature, or information, as well as during the data collection process, which is why the researcher chose a small sample size. Additionally, the researcher conducted this inquiry in conjunction with other scholarly pursuits. Additionally, because only a small number of respondents were chosen to complete the research instrument, the results cannot be applied to other secondary schools outside the state. Regardless of the limits faced throughout the investigation, all aspects were reduced to ensure the best outcomes and the most productive research.

1.9 Definition of Terms

Methods

Are the strategies the teacher uses to reach the set goals and objectives of an instructional process.

Teaching Principles

Are the set rules that guide the teaching profession.

Demonstration Method

An instruction that shows or explains how something works or is done using illustration, picture, chart etc.

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 the effectiveness of demonstration teaching strategy on academic achievement of biology students in Ijaw Local Government Area Of Bayelsa State. The chapter consists of summary of the study, conclusions, and recommendations.

5.2 Summary of the Study

In this study, our focus was to examine the effectiveness of demonstration teaching strategy on academic achievement of biology students in Ijaw Local Government Area Of Bayelsa State. The study is was specifically set to find out the extent demonstration teaching strategy is adopted among biology teachers, find out whether the demonstration teaching strategy is very effective in improving students engagement and participation in the learning of biology in secondary schools, find out whether the use of demonstration teaching strategy is very effective in enhancing comprehension and retention of biology subject, and find out whether the use of demonstration teaching strategy is very effective in improving students learning outcome and academic achievement in biology.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 150 responses were validated from the enrolled participants, where all respondent are biology teachers and students of some selected secondary schools in Southern Ijaw Local Government Area Of Bayelsa State.

5.3 Conclusions

Based on the findings of this study, the researcher made the following conclusion:

The demonstration teaching strategy is not often adopted among biology teachers.
The demonstration teaching strategy is very effective in improving students engagement and participation in the learning of biology in secondary schools,
The use of demonstration teaching strategy is very effective in enhancing comprehension and retention of biology subject,
The use of demonstration teaching strategy is very effective in improving students learning outcome and academic achievement in biology.

5.4 Recommendations

Based on the findings of the study, the following recommendations are proffered.

Teachers should adopt the use of demonstration teaching method in order to enhance students’ academic performance in Biology lessons.
Teachers should allow students to repeat the experiment demonstrated to them and correct them where necessary.
Students should endeavour to follow teachers’ instructions during laboratory experiments.