Efforts Of Lectures And Demonstration Methods On Teaching And Learning Secondary School Chemistry

Project Abstract

<p>             <b></b></p><p>Some scholars have found out from some states of the federation that the results of chemistry students in senior secondary School certificate examination have been always poor. “Among students who enroll in chemistry, the results in chemistry are very poor. We found out that the chemistry teachers who teach them are competent enough.<br></p><p>Achievement in science, like chemistry is affected by the teaching personality of the science teachers (Ali 1981). Another scholar Offiah (1987) observed that only the professionally trained chemistry teachers can perform effectively as chemistry teachers to the success of their students. This study, therefore, investigated the effect of lecture and demonstration methods on teaching and learning, secondary school chemistry in Enugu urban, Enugu State. To obtain appropriate results from the study, research questions were formulated.<br>Questionnaires and structured interview were administered to stratified, randomly selected secondary schools students in Enugu urban, Enugu State.<br>This study revealed that the performance of chemistry students in senior school certificate examinations in Enugu urban, Enugu State since the recent past have been on the average. This is because the chemistry teachers’ competence and personality traits and their effectiveness in chemistry teaching approaches to achieve success are also at averages approaches. <br></p>

Project Overview

<p> <strong>1.1 Background of the study:</strong><br>Science is the systematic study of any thing that can be examined, tested and verified (Kayode 2010) this suggest that for any activity to be referred to as science, it has to pass through the process of examination, test and verification of such activity. Chemistry is one of such subjects or activity whose verifiable evidence is based on scientific proof. In order to ensure that the scientific methods and procedures of achieving results, teachers employ several teaching methods. Principal among which methods is the lecture method and demonstration methods.<br>Kayode (2010) equally affirmed that lecture method is a talk and chalk approach in teaching and teachers seen as the custodian of knowledge and thus dominates the lesson. Under this method therefore, the whole lot of scientific exercise ends on the mere presentation of the lesson through vocal sounds and sketch work done on the board with chalk. As aptly noted by Dunhill (1975) that the teacher presents and develops an exposition, argument or topic verbally to the pupil and either simultaneously or at the conclusion of his exposition, summaries under headings or illustrates diagrammatically the essential factors of the lesson on the background. <br></p><p> Demonstration method according to Oforah (2011) entails simultaneously showing and explaining the steps in an operation she further rioted that demonstration method explains the mechanism or materials and that the method is used with great effect on science subjects or science related topics that demand acquisition of skills like physical education, operating a machine, type writing among others. <br></p><p> <strong>1.2 Statement of the Problem</strong><br>These are as many methods and techniques of teaching science as there are different views of the nature of science (Alao 2010). However, the traditional method of impacting knowledge which the lecture and demonstration portray require the recipients to listen with rapt attention as the fact are poured out by the teacher who is seen as the centre pieces of knowledge. Under this methods, students merely absorb and describe scientific teaching chemistry is one of the natural science that requires laboratory experiments. As Kayode (2010) rightly noted that laboratory is a place or room with appropriate for teaching science or doing science. In the wards of Ekpo (1992) the goal of laboratory activities is to ensure the development of manipulative skills, arouse the intellectual ability of students, argument and internalize what the students have learned theoretically. It has been observed by researchers in the field of science that there are certain scientific studies which appear rather abstract unless reduced to practical approach via the involvement of both the teacher and the learner in the process of discovery. In the words of the Federal Ministry of Education (1981). The essence teaching Integrated Science of which aspects of chemistry are involved is that it would introduced the students to logical thinking and scientific curiosity. <br></p><p> <strong>1.3 Research Question</strong><br>The following formed the research questions for the study.<br>1. Does the use of lecture and demonstration methods of teaching and learning chemistry in secondary schools make students perform better then any other method?.<br>2. Does the use of lecture and demonstration methods of teaching and learning chemistry in secondary schools make students develop mere interest in chemistry?<br>3. What are the factors responsible for the use of lecture and demonstration methods in teaching and learning chemistry in secondary schools? <br></p>