The main purpose of this study is to examine the effects of discussion and lecture method on senior secondary two students' performance and interest in chemistry in Jos North, Nigeria.
Specifically, the study sets out to determine the effects of discussion and lecture methods on academic achievements in chemistry and on academic achievement of male and female students who are taught chemistry.
Teaching and learning are important parts of the process of education which are aimed at the development of learners’ understanding and skills with which to become useful citizens in society. Education involves the total efforts of the community to raise its political, social and economic standard of living. The implication of this is the development of a nation which depends on largely the level of its scientific and technological literacy. Thus, the importance of chemistry as a subject cannot be underrated especially in Nigeria where the national income rests on petroleum and petrochemical industries.
Table of Contents
1. CHAPTER ONE. INTRODUCTION
2. CHAPTER TWO. LITERATURE REVIEW
3. CHAPTER THREE. METHOD AND PROCEDURE
4. CHAPTER FOUR. RESULT AND DISCUSSION
5. CHAPTER FIVE. SUMMARY, CONCLUSION
Research Objectives and Themes
This study investigates the comparative effects of discussion-based and traditional lecture-based instructional methods on the academic performance and interest of Senior Secondary Two students in chemistry within the Jos North Local Government Area of Plateau State, Nigeria, aiming to address persistent challenges in student achievement.
- The influence of teaching methodology on academic performance in chemistry.
- Comparative analysis of discussion method versus traditional lecture method.
- The role of gender in academic achievement within science education.
- Identification of strategies to improve secondary school chemistry instruction.
Excerpt from the Book
1.1 BACKAGROUND OF THE STUDY
Teaching and learning are important parts of the process of education which are aimed at the development of learners’ understanding and skills with which to become useful citizens in society. Education involves the total efforts of the community to raise its political, social and economic standard of living (Tebabal & Kahssay, 2011). The implication of this is the development of a nation which depends on largely the level of its scientific and technological literacy. Thus, the importance of chemistry as a subject cannot be underrated especially in Nigeria where the national income rests on petroleum and petrochemical industries.
Chemistry, the branch of science that deals with the study of the composition and properties of matter, changes in matter, the laws and the principles that govern these changes has been characterized as the most utilitarian of all the experimental sciences and is one of the subjects that is offered in the Nigerian secondary school curriculum (Anaso, 2010). Anaso goes on to say that, it is an important part of what is called science and an active and continually growing science that has vital importance to the world in both the realm of nature and realm of society (Anaso, 2010). Since chemistry is the science that has the most direct and dramatic impact on our lives and the science that shapes the world we will live in tomorrow, the performance of students especially secondary school in the subject is a major concern to Nigeria as a developing country (Khan, Hussain, Majoka & Ramzan, 2011). This uniqueness of chemistry and the central role that it stands to play in the development of any nation, when considered are however not evident in the performance of students.
Due to this, teachers are expected to device ways of motivating their students to develop positive attitudes towards science and science related disciplines and in order to facilitate the process of knowledge transmission, teachers are expected to apply appropriate teaching methods that best suit specific objectives and level exit outcomes (Hightower, 2011).
Summary of Chapters
CHAPTER ONE. INTRODUCTION: This chapter introduces the study's background, problem statement, objectives, and research questions regarding chemistry education in Nigeria.
CHAPTER TWO. LITERATURE REVIEW: This chapter reviews existing literature on various teaching methods, performance measurement, and the need for methodological changes in chemistry instruction.
CHAPTER THREE. METHOD AND PROCEDURE: This chapter details the research design, population, sampling techniques, data collection instruments, and statistical methods used for the analysis.
CHAPTER FOUR. RESULT AND DISCUSSION: This chapter presents the data gathered through pre-tests and post-tests and discusses the findings in relation to the stated research hypotheses.
CHAPTER FIVE. SUMMARY, CONCLUSION: This chapter summarizes the research findings, offers conclusions on the efficacy of teaching methods, and provides recommendations for educational stakeholders.
Keywords
Chemistry Education, Discussion Method, Lecture Method, Academic Achievement, Secondary School, Instructional Strategy, Pedagogical Methods, Student-Centered Learning, Teaching Methods, Jos North L.G.A, Science Curriculum, Student Performance, Gender Differences.
Frequently Asked Questions
What is the primary focus of this research study?
The study examines the comparative effectiveness of discussion-based versus traditional lecture-based instructional strategies on the performance of Senior Secondary Two chemistry students.
What are the central themes explored in the work?
The work centers on teaching methodology in science education, student engagement, the impact of pedagogical shifts on academic achievement, and the consideration of gender in classroom outcomes.
What is the main objective or research question?
The primary objective is to determine if the discussion method leads to a significant improvement in academic achievement compared to the lecture method and to assess if gender impacts these results.
Which scientific methodology was utilized?
The researcher employed a quasi-experimental research design using pre-test and post-test groups to compare the academic performance of students under different instructional conditions.
What topics are covered in the main body of the work?
The main body covers the theoretical background of teaching methods, the methodology of the study, the analysis of gathered test data, and a discussion of the results regarding teaching effectiveness.
How are the key terms defined in the study?
Key terms such as Chemistry, Discussion, Lecture, and Performance are defined operationally to provide clarity within the context of the secondary school environment.
Did the study find significant differences between the two methods?
Yes, the findings indicated a statistically significant difference, demonstrating that the discussion teaching method resulted in higher mean achievement scores compared to the lecture method.
Was gender found to be a significant factor in student achievement?
No, the study concluded that while male students performed slightly higher in the discussion group, there was no statistically significant difference between male and female achievement, suggesting the method is gender-friendly.
- Quote paper
- Abubakar Nyamida (Author), 2020, Discussion and Lecture Method in Chemistry, Munich, GRIN Verlag, https://www.grin.com/document/915056
