CHAPTER ONE
INTRODUCTION
1.1 Background Of Study
Science subjects account for a significant portion of the subjects taught in the majority of Nigeria’s post-primary institutions nowadays. These subjects are so critical that the National Policy on Education requires science subjects to be included in the core curriculum at both the junior and senior secondary school levels (NPE, 2004). The Federal Government’s emphasis on science may reflect a widespread idea that science is capable of enhancing and modifying students’ abilities, attitudes, and cognition through growing pupils’ stockpiles of knowledge about themselves, their surroundings, and their world.
Similarly, the value of chemistry as a science subject cannot be overstated in terms of a nation’s growth, particularly in Nigeria, where the national economy is based on the petroleum and petrochemical sectors (Jimoh, 2009). However, chemistry students’ performance at the secondary and tertiary levels has been consistently dismal and awful throughout the years (Agbadinuno, 2013). The method of instruction has been established as a significant factor in pupils’ poor performance.
In every teaching-learning setting, methodology is critical. The teacher’s method may either facilitate or obstruct learning. It may either hone mental activities, which are the bedrock of social power, or it can inhibit initiative and curiosity, hence complicating self-sufficiency and survival. There are several methods for teaching that are both efficient and successful. These methods include, but are not limited to, lectures, demonstrations, laboratories, field trips, assignments, and peer-teaching.
The majority of professors’ use of the lecture method in order to get through the lengthy chemistry syllabus prior to the SSCE has an effect on students’ performance. According to the researchers, since theory is taught as absolute knowledge in the lecture method, pupil-centered activities for building scientific reasoning abilities and processes are inadequate. As Njoku (2007) notes, the lecture method is also associated with a lack of interest in and performance in science. According to Aghadinano (2009), science teaching that is only focused on the telling, reciting, and testing of material is sterile since it fails to communicate the purpose or aim of science. According to Akpan (2005), this is the method that dominates science teaching in Nigerian secondary schools. Mari (1994) and Okebukola (1997) advocated for a shift away from the lecture method in chemistry education. This is due to its shortcomings in science classes when it comes to learning science. The demonstration method has the benefit of inspiring students to learn, as well as demonstrating how to prevent breakages and mishaps. It does not, however, enable pupils or students to acquire manipulation needs for self-directed activities. Additionally, demonstrations span a smaller area when features of the things being exhibited are visible.
Additionally, pupils’ persistently low performance has been attributed in part to science instructors’ use of ineffective teaching and instructional methods (Derekm, 2008). Erickson (2011) emphasized the gravity of secondary school students’ poor performance in science subjects and cited continuing usage of the traditional style of instruction as one of the primary impediments to learning and greater accomplishment in science subjects.
Chemistry is a large-scale science subject. Subject professors often use the lecture method of teaching in order to cover the syllabus within the allotted time, which leaves little space for good subject comprehension. According to Kelinger (2013), the haste with which subjects to cover may account for the students’ low performance in chemistry. In light of the aforementioned, this research will focus on the effect of the lecture and demonstration method of teaching on the academic performance of chemistry students in secondary schools.
1.2 Statement Of Problem
Students’ persistently low performance has been attributed in part to science instructors’ use of ineffective teaching and instructional methods (Erickson, 2008). Derek (2009) emphasized the gravity of secondary school students’ poor performance in science subjects and highlighted continuing usage of the traditional style of instruction as one of the primary impediments to learning and higher accomplishment in science subjects.
Chemistry is a large-scale science subject. Subject professors often use the lecture method of teaching in order to cover the syllabus within the allotted time, which leaves little space for good subject comprehension. Aghadinano (2009) suggested that the haste with which subjects are covered may be a factor in students’ low performance in chemistry.
In light of the aforementioned, this research investigated the acquisition of chemistry knowledge in the classroom using lecture and demonstration teaching methods in order to determine the influence of lecture and demonstration teaching methods on secondary school chemistry students’ academic performance.
