1.1 Introduction
Teaching Method is a teaching device or strategy adopted by a teacher to teach a lesson, this includes the use of games, text books etc. that stimulates learning. Teaching is an act of impacting knowledge to a learner (Okenze, 2016). In the teaching and learning of some secondary school subjects, 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. There are different teaching methods employed in science education in Nigeria secondary schools especially in the study of some secondary school subjects.
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
Over the past years, these have been an unsteady progress rate in biology for secondary school students as regards internal and external examinations. Measuring academic performance can occur at multiple levels and serves multiple purposes. Studies on teaching methods are not something new in educational research. A large number of studies have been done on this area.
Pascarella and Trenzini (2005) have written a compendium of research studies conducted in this area over the past three decades. Svinicki (2000) suggests that these studies on teaching methods conducted in the past decades are so overwhelming that it would be impossible to go over them all in detail. For many decades, the search for better teaching methods to provide the best learning has been the goal of education. However, teaching method is not a one-size-fits-all proposition. Flexibility is crucial in adapting teaching methods in the class. Since all teachers are different, the strategies they use, and the way they use them will depend on the context and situation of their class (McCornac et al., 2005), as well as their own personality and biases.
The factor considered in the present study is the effects of two teaching methods on secondary school students’ performances in Biology. The methods being considered are the discussion and the demonstration methods. These two methods encourage co-operative learning between the teacher and the learners. Jonassen (2006) articulated that pedagogy is a different way by which a teacher can teach. Teaching method therefore, is the act or science of being a teacher, generally referring to strategies of instruction or style of instruction. Science is an activity oriented subject. The way it is thought is important in helping the students acquire basic scientific knowledge, skills and attitude to solving different problem in life. Biology being a science subject, therefore involve the teacher using methods that will give the students opportunity to be actively involved.
According to Wirschner (2006), discussion method is a teaching method that includes questioning which is similar to testing. A teacher may ask a series of question to collect information of what students have learned and what needs to be taught. Testing is another application of questioning. A teacher tests the student on what was previously taught in order to identify if a student has learned in order to identify if a student has learned in the material. According to Mayer (2004), demonstration is done to provide an opportunity to learn new exploration and visual learning tasks from a different perspective. A teacher may use experimentation to demonstrate ideas in a science class. Demonstration may be used in the circumstance of proving conclusively a fact, as by reasoning or showing evidence.
The effect of teaching methods on students’ learning should be the interest of every teacher and student. In the field of education, there have been various studies done in an attempt to measure teaching methods. Quite remarkably, regular poor academic performance by the majority students is fundamentally linked to application of ineffective teaching methods by teachers to impact knowledge to learners (Adunola, 2011). Substantial research on the effectiveness of teaching methods indicates that the quality of teaching is often reflected by the achievements of learners.
Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the Effects of Two Teaching Methods on Secondary School Students Performance in Biology.
1.3 Statement of Problems
Investigation revealed that since teachers lack adoption of educational methods will be inevitable, if a teacher does not have content pedagogical knowledge of some subjects, it tends to contribute to the poor academic performances of students. Also inadequate infrastructure or teaching aid may lead to ineffective teaching and learning.
The popular opinion in Nigeria today is that the standard of Education has fallen short of what it should be. This fall in the standard of education is perceived by many as the inability of the teachers to impact knowledge to the learners, the way they will understand and write well in examinations. Reports by examination councils in Nigeria have disclosed the recurrent and endemic failure of students in both internal and external examinations especially in Biology (WAEC) annual reports; (1990-1995).
Layi (2004) found out that teacher’s lateness to work, absenteeism and poor attitude to work encourage indolence and contribute to poor performance among students. The problem of this study is therefore to investigate the effect of two teaching methods- Discussion and demonstration, on secondary school students’ performance in Biology.
1.4 Aim and Objectives of Study
The aim of the study is to investigate the Effects of Two Teaching Methods on Secondary School Students Performance in Biology. In achieving this aim, the following specific objectives were laid out as follows:
- To determine whether teachers posses the skills of using the two methods in teaching;
- To ascertain whether the facilities are available for the two teaching methods; and
- To find out if there is any significance difference in students’ performance in using the two teaching methods in biology.
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:
- Are the facilities available for the two teaching methods?
- Is there any significance difference in students’ performance in using the two teaching methods in biology?
- What are the skills involved in the use of discussion and demonstration methods in teaching biology?
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.
Hypothesis One
- H0: There is no significant effect on the mean academic performance of male and female students taught biology using discussion method.
- H1: There is a significant effect on the mean academic performance of male and female students taught biology using discussion method.
Hypothesis Two
- H0: There is no significant Influence on the mean academic performance of male and female students taught biology using demonstration method.
- H1: There is a significant Influence on the mean academic performance of male and female students taught biology using demonstration method.
1.7 Significance of Study
The finding of this study will be of benefit to the teachers, students and curriculum planners. The study critically discusses extensively the effect of two teaching methods on secondary school students in biology, the consideration of academic performance of students in biology.
The findings will help the students who have lost hope in doing well in biology that all hope is not lost as they can still understand the subject by improvement in teaching methods used by their teachers.
The teachers will benefit since the study will help them to understand the appropriate methods of teaching to be employed in carrying out their duties. The curriculum planners will get used information that will enable them improve in their planning of curriculum.
The overall significance is that when all the stake holders in this study benefit from the findings, the learning of biology will be very enjoyable and the students will perform better in both internal and external examinations.
1.8 Scope of Study
The scope of the research is focused on the Effects of Two Teaching Methods on Secondary School Students Performance in Biology using Okpe Local Government Area of Delta State as a case study.
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 Findings
Teaching Method: It is a teaching device or strategy adopted by a teacher to teach a lesson, this includes the use of games, text books etc. that stimulates learning.
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