1.0 Introduction
1.1 Background of Study
The level of education has increase overtime with improved method of teaching and demonstration in most secondary schools today in Nigeria. Over the years, there have being an increased rate of poor performance in chemistry due to inexperienced teachers and the unavailability of instructional materials to demonstrate before the students while teaching subject like chemistry. This effect is mostly noticed in most of the village schools; maybe due to lack of infrastructural development and finances to run the activities of the schools.
Take bariga local government for instance as a case study; Bariga local government is among the interior areas of Lagos state with limited resources and poor infrastructure such as good schools, hospitals etc. Since the intervention of the federal government of Nigeria as regard the poor academic performance of most students in chemistry, there have being a great improvement in terms of the academic achievement of students in learning chemistry. Series of programs have created by the federal government of Nigeria through the Nigeria union of teachers (NUT) to improve teaching methods among teachers of most secondary schools in Bariga local government area of Lagos. The act of demonstration with instructional materials during chemistry class is very important to enhance the students’ achievement in learning chemistry since images stick more than words in the mind of students.
Chemistry is a subject that has to do with chemicals with different colours and textures; take for instance a chemical like copper which is bluish in colour can stick properly in the mind of students when the students see the chemical. A chemistry teacher can tell the students the colour of a chemical, at the end of the day most students tends to forget most of this colours. Statistics shows that most schools that adopt the method of teaching and demonstration tend to produce better students than those schools that teach students without instructional materials.
Traditionally, the lecture method has been the predominant mode of instruction in many secondary schools. This teacher-centered approach involves the delivery of content through verbal explanation and is valued for its ability to cover extensive material in a relatively short period (Bligh, 2000). Despite its efficiency, the lecture method has been criticized for fostering passive learning, where students become mere recipients of information without active engagement. Studies have shown that passive learning can lead to lower retention rates and a lack of deep understanding of the subject matter (Freeman et al., 2014).
The exploration of effective teaching methods in science education, particularly chemistry, has a long and varied history. Since the early 20th century, educators and researchers have sought to understand how different instructional approaches impact student learning and achievement. The lecture method, rooted in the classical education model, has been a staple of formal education for centuries. This method's origins can be traced back to the ancient universities of Europe, where oral delivery of knowledge was the primary means of instruction (Bligh, 2000). Despite its long-standing use, the lecture method has faced criticism for its limitations in engaging students actively and fostering deep understanding, especially in subjects like chemistry that require practical and conceptual learning (Prince, 2004).
The quality of education and the methods employed in teaching are critical factors influencing students' academic achievement. in the context of secondary education, chemistry is a core science subject that serves as a foundation for many advanced studies and careers in science, engineering, and mathematics (STEM). However, students often perceive chemistry as a challenging subject due to its abstract concepts and the necessity for both theoretical and practical understanding (Eilks & Byers, 2010).
Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the effect of lecture and demonstration method on the academic achievement of students in chemistry in some selected secondary schools.
1.2 Statement of Problems
Investigation revealed that the lecture method, though efficient for covering large amounts of content quickly, often leads to passive learning, where students are not actively engaged in the learning process. This lack of engagement can result in poor retention of knowledge and a limited understanding of complex scientific concepts. Conversely, the demonstration method, which involves visual and hands-on learning experiences, is believed to enhance students' understanding and retention by making abstract concepts more concrete and engaging. Nevertheless, the practical challenges of implementing demonstration methods, such as time constraints and resource availability, may hinder their widespread adoption.
Lecture and demonstration method have improve the academic achievement of most students in learning chemistry; but the case is different with Bariga local government area of Lagos some because of lack of infrastructure such as lack of constant supply of electricity, lack of good roads, poor laboratory, dilapidated school library and lack of experienced teachers and lack of instructional materials for demonstration during teaching. The federal government of Nigeria through the Nigerian union of teachers has put in so much effort to see to the development of most of the schools in Bariga local government area of Lagos.
1.3 Aim and Objectives of Study
The aim of the study is to investigate the effect of lecture and demonstration method on the academic achievement of students in chemistry in some selected secondary schools. In achieving this aim, the following specific objectives were laid out as follows:
- To compare the academic performance of students taught using the lecture method with those taught using the demonstration method;
- To determine the impact of the lecture method on students’ academic performance in chemistry;
- To determine the causes of poor academic performance of students in chemistry;
- To assess the effect of the demonstration method on students’ academic achievement in chemistry; and
- To identify the strengths and limitations of both teaching methods in the context of chemistry education.
1.4 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:
- Is there a significant difference in the academic performance of students taught using the lecture method compared to those taught using the demonstration method?
- Does demonstration method affect students’ academic achievement in chemistry?
- What are the strengths and limitations of the lecture method in teaching chemistry?
- What are the strengths and limitations of the demonstration method in teaching chemistry?
- Which teaching method, lecture or demonstration, is more effective in enhancing students' understanding and performance in chemistry?
1.5 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.
Hypothesis One
- H0: There is no significant relationship between lecture and demonstration and students’ academic achievement in learning chemistry
- H1: There is a significant relationship between lecture and demonstration and students’ academic achievement in learning chemistry
Hypothesis Two
- H0: There is no significant difference between students who are taught by demonstration and those who are lectured
- H1: There is significant difference between students who are taught by demonstration and those who are lectured
Hypothesis Three
- H0: Gender does not influence students’ academic performance in chemistry who were taught by demonstration and those that were lectured
- H1: Gender influences students’ academic performance in chemistry who were taught by demonstration and those that were lectured
1.6 Significance of Study
This study holds significant value for various stakeholders in the education sector:
- Teachers: The findings will provide insights into the effectiveness of lecture and demonstration methods, helping teachers to adopt the most effective teaching strategies to enhance student learning and engagement in chemistry.
- Students: By identifying the teaching methods that most effectively improve academic achievement, students will benefit from improved instructional approaches that enhance their understanding and performance in chemistry.
- School Administrators: The study will offer valuable information to school administrators regarding the best instructional practices, guiding them in professional development efforts and resource allocation to support effective teaching methods.
- Curriculum Developers: The results will inform curriculum developers about the strengths and limitations of different teaching methods, aiding in the design of curricula that incorporate the most effective instructional strategies for chemistry education.
- Policymakers: For policymakers, the study provides evidence-based insights that can inform educational policies and initiatives aimed at improving science education, ultimately contributing to higher academic standards and better educational outcomes in secondary schools.
1.7 Scope of Study
The scope of this research is focused on the effect of lecture and demonstration method on the academic achievement of students in chemistry in some selected secondary schools using Bariga Local Government Area of Lagos State as a case study.
1.8 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).
1.9 Definition of Terms
Lecture Method:
It is traditional teaching approach where the instructor delivers content verbally to a passive audience of students, typically involving minimal interaction (Bligh, 2000).
Demonstration Method:
An instructional strategy that involves showing students experiments or processes in real-time, allowing them to observe and sometimes participate in the activities, which helps in concretizing abstract concepts (Hofstein & Lunetta, 2004).
Academic Achievement:
The extent to which a student has attained their short or long-term educational goals, often measured through standardized tests, grades, and other forms of assessment (York, Gibson, & Rankin, 2015).
Teaching Methods:
Strategies and techniques used by teachers to deliver content and facilitate learning among students. These methods can vary widely and include lectures, demonstrations, discussions, and hands-on activities (Joyce, Weil, & Calhoun, 2015).
Secondary Schools:
It is an educational institution where students receive secondary education, typically covering grades 7 through 12, depending on the country and education system (UNESCO, 2011).
Chemistry Education:
The teaching and learning of the science of chemistry, which involves understanding matter's composition, structure, properties, and reactions (Eilks & Byers, 2010).
Effectiveness:
The degree to which a particular teaching method successfully achieves its intended outcomes, such as improving student understanding, engagement, and academic performance (Freeman et al., 2014).
