1.1 Introduction
The teaching of science in general and Biology, in particular, required the active participation of students in the teaching-learning process, to enable students to connect scientific concepts and theories to real purposes and practices in the world in which they live (Dumela,.& Bree, 2016). Unfortunately, the majority of the teachers teach Biology without engaging the learner actively during the teaching-learning process. (Okoli &Azubuike, 2012: Ibe, 2015). Students’ poor performance in external examinations could be as a result of poor teaching strategies and neglecting of students’ learning styles. However, different teaching strategies have been introduced but could not improve the achievement of students in Biology.
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitations of the Study and Definition of technical terms.
1.2 Background of Study
Biology as one of the science subject is defined as the study of life and structure of living things. Biology is the study of living things and concerns itself with the study of the structure, behaviour, distribution, the origin of plants and animals and their relationship with their environments.
Methods are the tools of the teacher for reaching the set goals and objectives. The effective teacher has multiplicity of methods at his disposal and must be prepared to select the ones which will be most effective for leading the learner to desired behaviour. An educational method is a process of cognitive, affective and psychomotive development whose aim is to mould the learner towards a total contribution to the development of the learner and the community (Durosaro, 2002). In achieving this by the teacher, there is the need to improve on the instructional methods in teaching biology.
Demonstration method is always accomplished by telling or explaining a concept by the handling or manipulating of real things, equipment or materials or showing pictures. Demonstrations are useful because they provide concrete reference for objects or events. Students relate terms and concepts to those events which they have observed. If this method is used to carryout a study on students’ performance in biology, it will be observed that student will be able to identify some difficulties they faced in learning biology when they were given problem to solve. Demonstration method is an effective means of supplementing and clarifying the content being taught.
Guided-Discovery method likewise is an instructional strategy in which the learner tends to learn more or have better understanding of biological concepts because they are guided to discover things by themselves. Discovery learning, when encouraged in the science class also aids problem solving because learning by discovery starts with problem solving (Akanbi and Opasina 2000). Discovery also causes creativity in the student which is one of the major objective of science teaching.
These two methods have a positive effect on the students’ level of academic performance but certain factors have been attributed to the poor achievement or performance of students in biology. These include the level of the teacher’s knowledge in biology, in the principles and methods of teaching, inability of the teacher to understand his/her student during teaching process or inadequate infrastructure/ teaching aids. There is tendency that each of these two methods will create an effect on the academic performance of student in biology. This project work tends to identify the effect created on the academic performance of students in biology using demonstration method and guided-discovery method.
Therefore, this study is set out to investigate if appropriate teaching method used in teaching biology could yield a better performance. Such teaching methods are demonstration methods and guided-discovery.
1.3 Statement of Problems
Since teachers lack adoption of educational methods in teaching biology, poor performance of students in biology will be inevitable, if a teacher does not have content pedagogical knowledge of biology, it tends to contribute to the poor academic performances of students in biology. Also inadequate infrastructure or teaching aid may lead to ineffective teaching and learning.
Not much attention has been giving to the performance of the students in senior secondary school subjects most especially in biology and biology practical aspect of biology in schools has been blamed on such factors as the inability of the school authorities to provide materials and equipment for practical work, teachers failure to recognize the importance of practical work in science teaching. The question is that, does the method used in teaching of biology affect student’s performance? This is a problem which this study intends to solve.
1.4 Aim and Objectives of Study
The aim of the study is to identify the Effect of Demonstration Method and Guided Discovery Method on the Academic Performance of Students in Biology in Senior Secondary Schools. In achieving this aim, the following specific objectives were laid out as follows to:
- Determine the effect of using Demonstration method in teaching biology.
- Determine the effect of using Guided − Discovery method in teaching biology.
- Find out students’ level of understanding biological concepts.
- Investigate students’ performance in biology using each of the methods.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- What is the academic performance of students taught with Demonstration Method and Guided-Discovery method?
- What is the mean achievement score of male and female students in practical biology?
- What is the mean interest score of male and female students in practical biology?
- What is the interaction effect of gender and instructional methods on students’ conceptual change?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
- H0: There will be no significance difference between the academic performance of students who are taught with Demonstration Method and those who are taught with Guided − Discovery Method
- H1: There will be a significance difference between the academic performance of students who are taught with Demonstration Method and those who are taught with Guided − Discovery Method
1.7 Significance of Study
This research work will provide the effects of demonstration and guided-discovery method of teaching in biology and its contribution to the academic performance of the students. Findings will highlight the strengths of implementing these methods thereby informing teachers of those factors to reckon with in teaching the student.
This study will be of immense benefit to other researchers who intend to know more on this study and can also be used by non-researchers to build more on their research work. This study contributes to knowledge and could serve as a guide for other study.
1.8 Scope Of The Study
The study focuses on the Effect of Demonstration Method and Guided Discovery Method on the Academic Performance of Students in Biology in Senior Secondary Schools. This study will cover schools in Alimosho Local Government due to proximity of the area to the university and my residence.
1.9 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Research material: availability of research material is a major setback to the scope of the study.
- Frequent power failure: This made the researcher append more money on fuel to ensure sustainable power.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
1.10 Definition of Term
Demonstration Method: An instruction that shows or explains how something works or is done using illustration, picture, chart etc.
Guided discovery Method: Is a method whereby the teacher guides the students to discover things on their own e.g through questioning.
Methods: Are the strategies the teacher uses to reach the set goals and objectives of an instructional process.
