Discussion and Lecture Method in Chemistry

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

REFERENCES

APPENDIX I

APPENDIX II

APPENDIX III

1 CHAPTER ONE. INTRODUCTION

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). Quit regularly, regular poor academic performance by the majority of students in chemistry is fundamentally linked to application of ineffective teaching methods by teachers to impact knowledge to learners (Adunola, 2011). Teacher variables, student’s variables and environment-related variables contribute greatly to poor performance of students in chemistry. These teacher variables and students’ variables are almost always intricately linked to teaching methods used to impart knowledge to students (Adunola, 2011).

Although, the methods used in teaching vary from one country to another depending on the information or skills that is being taught and also influenced by the aptitude and enthusiasm of the student. The choice of a particular method of teaching used by teachers is determined by a number of factors which includes the content to be taught, the objectives which the teacher plans to achieve, availability of teaching and learning resources and the ability and willingness of the teacher to improvise if conventional teaching aids are not available, evaluation and follow-up activities and individual learner differences (Adunola, 2011; Emendu & Udogu, 2013; Kitti, 2014). Furthermore, the methods of teaching are dictated by the medium of instruction for example, where English is used, the method of instruction has to be more interactive than passive (Ibrahim, Hamza, Bello & Adamu, 2018). This is because the method adopted by the teacher may promote or hinder learning as it may sharpen mental activities which are the basis of social power or may discourage initiatives and curiosity thus making self-reliance and survival difficult.

Although, there are different types of teaching method, the commonly used methods especially in Nigeria is teacher centered which is viewed to be somewhat ineffective in the impartation of knowledge (Guloba, Wokodola, & Bategeka, 2010). The adoption of lecture method by most teachers in order to overcome bulky chemistry syllabus before the SSCE affects students’ performance. The lecture method is also known to cause lack of interest and poor performance in chemistry as this redundant type of teaching is limited exclusively to telling, reciting and testing of information which does not convey either the meaning or intent of chemistry.

On the other hand, discussion method is a variety of forums for open-ended, collaborative exchange of ideas between a teacher and students and among students for furthering students thinking, learning, problem-solving, understanding or literary appreciation (Kitti, 2014). Larson (2009) in Kitti (2014) reported that discussion is thought to be a useful teaching technique for developing higher-order thinking skills that will enable students to interpret, analyze and manipulate information. This is because during the discussion process, the teachers and students are actively involved in the learning activities.

Despite these arrays of teaching methods being advocated in literature, there is no one universally accepted method. There is still uncertainty on which of these teaching methods contribute to failure or success of students’ performance especially in developing countries like Nigeria where the causes of poor performance in secondary school chemistry is not well understood.

1.2 STATEMENT OF THE PROBLEM

Chemistry being a core subject in the study of sciences and engineering should be given a special consideration. Many students find chemistry to be a hindrance in attaining their aims and objectives. For example; students wishing to read medicine cannot do so unless they perform well in chemistry. It is therefore necessary to properly guide and teach the students better in order for them to perform better in chemistry for a better attainment of their future career.

Despite many years of behavioural learning theories to teaching, academic performance in chemistry is on the decline with no sign of promoting interpersonal and group interaction. Reasons for the poor performance has been attributed to the teaching method (Guloba, Wokodola, & Bategeka, 2010). This inadequacy of the teaching methods employed is partly responsible for the inability of chemistry students to perform well in the subject during required entrance examination such as WAEC and NECO. Lecture method which is the commonly used teaching method has thus proven ineffective as its adoption by most teachers is geared towards overcoming the bulky chemistry syllabus and has even led the chief WAEC Examiner Report 2015 to note that the rush over the topics could be responsible for the poor performance of students in chemistry (Ibrahim, Hamza, Bello & Adamu, 2018). This is particularly the case in secondary schools within Jos North L.G.A where majority of students have not shown good performance in chemistry examination results in summative evaluation.

Although, several studies have been conducted about teaching methods in secondary schools in many parts of the world on students’ performance, for example Pakistan (Sajjad 2011), Nigeria (Asikhia 2010), Uganda (Guloba, Wokadala & Bategeka, 2010) and Kenya (Njoronge, Changeiywo & Ndirangu, 2014). These studies indicated that the type of teaching methods used by teachers have an impact on students’ performance. Thus to reverse the problem of students’ poor performance in chemistry and meet societal and industrial needs, there is need for innovative and more effective instructional techniques to be used by teachers in all chemistry classrooms.

It is against this backdrop that this study examines the Effect of Discussion and Lecture Methods on Senior Secondary Two Students Performance in Chemistry in Jos North Local Government Area of Plateau State.

1.3 PURPOSE OF THE STUDY

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 L.G.A Plateau State. Specifically, the study sets out to;

i. determine the effects of discussion and lecture methods on academic achievement in chemistry
ii. determine the effects of discussion and lecture methods on academic achievement of male and female students who are taught chemistry.

1.4 RESEARCH QUESTION

1. What is the difference between the mean scores of senior secondary two students taught chemistry using discussion teaching method and those taught using lecture methods in Jos North L.G.A?
2. What is the difference between the mean scores of male and female senior secondary two students taught chemistry using discussion teaching method and those taught using lecture methods in Jos North L.G.A?

1.5 RESEARCH HYPOTHESES

The following null hypotheses were formulated and tested in the course of the study.

HO1: There is no significant difference between the mean scores of senior secondary two students taught chemistry using discussion teaching methods and those taught using lecture method in Jos North L.G.A.

HO2: There is no significant difference between the mean scores of male and female senior secondary two students taught chemistry using discussion teaching method.

1.6 SIGNIFICANCE OF THE STUDY

It is hoped that this study would be of immense benefit to students and teachers of chemistry, educational administrators, curriculum planners and researchers.

The findings of this study will be beneficial to the students since the findings would relate to the areas of teaching and learning thus generating principles that have functional value to teachers to teach well and under which all students learn as efficiently as their talents permit. It is hoped that the findings from this study would to a large extent reduce the psychological stress associated with learning.

The findings would also help to solve the problem of instructional method faced by chemistry teachers in the teaching and learning of chemistry. It is hoped that the findings from this study would increase classroom human resources, increase satisfaction with the learning environment and enhance academic goals. It would increase classroom discipline as the process is expected to make the students more responsible and responsive to the learning process, which will bring about meaningful contribution to the individuals academic growth and expansion for the benefit of the Nigerian society as a whole.

The findings would help curriculum planners and educational administrators observe more clearly the conditions and circumstances under which the various theories of instruction can be used. This would therefore enhance effective teaching and learning.

Finally, the findings of this research is expected to add to the body of knowledge on teaching methods and also serve as a basis for future research.

1.7 DELIMITATION OF THE STUDY

The study was focused on teaching methods used and their effect on students’ performance in Secondary schools in Jos North L.G.A Plateau state. Jos North L.G.A will be employed for this study as it is the hub of education of Plateau state and thus will provide an appropriate environment to conduct this study. Also, the study deals with students taking chemistry in senior secondary 2 and the teaching methods employed were limited to discussion and lecture teaching methods. This is as a result that these students will have more exposure compared to those in lower classes and will be less distracted than those in senior secondary three who are preoccupied with senior school certificate examination preparations.

1.8 OPERATIONAL DEFINITION OF TERMS

The following terms are defined operationally within the context of this study;

Chemistry: 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.

Discussion: An exchange of opinions and perspectives. It is an important component for any teaching or learning situation which allows students to collaboratively exchange ideas between with teachers and among students for furthering students’ thinking.

Lecture: Lecture is one way communication where teacher talks to students’ in an autocratic way and in its pure form, the student have no opportunity to ask questions or offer comments during the lesson.

Performance or Achievement: This refers to the level of accomplishment or success in school in terms of general average scores in an examination.

Senior Secondary School: Refers to an institution that offers educational experiences to students’ for 3 years after junior secondary education.

2 CHAPTER TWO. LITERATURE REVIEW

The review of related literature is inevitable in any research because it provides the researcher an insight into the source of data as well as valuable information on works that have been done relating to the problem under investigation. Thus, this chapter focuses on the review of related literature on effect of lecture and discussion method on secondary school students’ performance in chemistry under the following sub-headings: concept of teaching and learning methods , different teaching methods, performance measurement, the need for change in methodology, secondary school chemistry instruction and summary of literature review.

2.1 CONCEPT OF TEACHING AND LEARNING METHODS

Learning methods are techniques that individuals use to improve their comprehension, learning, retention and retrieval of information (Oviawe, 2010). The author further asserts that techniques are typically described as mental procedures that assist learning. Learning techniques can include thought, emotions, and behaviours that facilitate the acquisition of knowledge and skills, or the reorganization of one’s knowledge base. Techniques are taught in order to help students become more strategic learner, that is, learners who are willing and able to take significant responsibility for their learning. A learning method may be a specific technique or tactic, or it may be a general plan for completing a task. Teaching, is a deliberate effort by a mature or experienced person to impart information, knowledge, skills and so on to an immature or less experienced person through a process that is morally and pedagogically acceptable.

Thus, teaching involves the setting up of activities to enable somebody learn something which can improve the person’s knowledge, skills, attitudes and values. Therefore, the aim of teaching is to facilitate learning. For teaching to facilitate learning, the content to be taught has to be worthwhile and the procedure has to be educationally acceptable for the activity to be classified as teaching (Sequeira, 2012). In this context, teaching can, therefore, be defined as a systematic activity deliberately engaged in by somebody to facilitate the learning of the intended worthwhile knowledge, skills and values by another person.

2.1.1 Effective Teaching

Central to the process of teaching is the concept of effective teaching. Effective teaching is one that produces demonstrable result in terms of cognitive, affective and psychomotor development of the students. Effective teaching depends on the teacher’s use of appropriate instructional methods and techniques (Cook, Kennedy & McGuire, 2013). In history education, teaching methods and techniques are aimed at developing in the learners the ability to acquire the knowledge and skills useful for work. These methods and techniques can vary in depth and time, depending on the level of students and the materials available for instruction. The task of organizing for effective teaching is crucial in any educational setting. The crucial decisions at all instructional levels of an organization will be centered on such factors as what to teach, when to teach and how to teach it. These decisions are made by the teacher and a good insight and understanding of these decisions will assist the teacher greatly in developing a good plan for teaching (Perrott, 2014). At the classroom level, how to teach the selected elements depends on the teacher. For chemistry education, teaching methods and techniques is aimed at developing in the learner the ability to acquire the knowledge and skills useful for life in the future (Cook, Kennedy & McGuire, 2013).

Teaching methods are used by all teachers to present skills, knowledge and appreciations to the learners in the classroom and to engage learners in the task involved; while teaching techniques are processes adopted by experienced teachers to inject variety in their teaching, stimulate it and maintain the learners’ interest in it (Udo, 2010). Available literature in arts education particularly history education reveals extensive listings of teaching methods as conceived and classified by various authors. However, the lecture method, project method, field trip/work visit and demonstration method are mostly used in implementing the curriculum of chemistry education world over (Udo, 2010).

The traditional method of teaching is teacher rather than learner-oriented. Thus, researchers are interested in implementing best practices that improve educational outcomes for all learners (Schultz, Duffield, Rasmussen & Wageman, 2014). In the teaching and learning process, teaching methods refer to methods, which are the types of activities pursued by teachers, and pupils together in discussion group work, surveys, demonstrations and viewing. The mediocre teacher tells, the good teacher explains, the superior teacher demonstrates and the great teacher inspires (Oviawe, 2010). Thus, it is suggested that the method or approach used by teachers in presenting their lessons is very important because it can make the learners like or dislike their subjects as well as generate in students love for or alienate them from school (Tüysüz, 2010). The essence of teaching is to achieve learning in the learner. Therefore, anything outside this would make teaching a wasteful exercise as the success of any history lesson taught depends largely on the extent to which it achieved its stated objectives. In chemistry education, teaching methods and techniques are aimed at developing in the learners the ability to acquire the knowledge and skills useful for work.

The general assumption is that the application of only one method would be less justified, but using variety of methods in teaching is to arouse the students’ interest and to prolong their concentration. The variety of teaching methods height the effectiveness of learning and aid the students who are experiencing learning difficulty (Njoroge, Changeiywo & Ndirangu, 2014). However, it has also been suggested that there is no single method that can be considered as the best because the learners and the purpose of learning process among others determine the most suitable method that will not only motivate students but hold their attention long enough for learning to take place. As such none of the many methods or techniques known can be adopted in isolation. Examples of methods of teaching that can be used for introductory technology includes demonstration method, project method, field-trip, laboratory/experimental method, discovery method and so on.

2.2 DIFFERENT TEACHING METHODS

There are two categories of teaching method namely, teacher-centered method and learner-centered methods of teaching (Bahremand, 2014). Learner-centered instruction refers to the students’ construct their own understanding of content, develop a personal feeling that the knowledge is their own (Kitti, 2014). Therefore student centeredness implies the heavy emphasis on enquiry and problem-based learning involves on making student as the centre point of learning and group work.

2.2.1 Learner (Student)-Centered

Question and answers (citation) method

Question and answers defined as a method both for teaching and oral testing based on the use of questions to be answered by the pupil. Questioning techniques is one of the basic and successful ways of stimulating science students thinking and learning as it is applicable to all teaching approaches and methods (Martin, 2012).

Discussion method

Discussion method is an important component for any teaching or learning situation which allows students to share their ideas (Emendu, & Udogu, 2013). It can be used at the beginning of a topic to ascertain students’ pre conceived notion of the subject matter or toward the end of a sub topic by presenting student with a new situation and asking them to explain it in terms of what they have just learned. Discussion group method entails a teaching and learning strategy through sharing and exchange of ideas, experience and opinion takes place, accompanied by active learning with all member of the group participating in it (Brookfield & Preskill, 2012). Strengths of discussion method are; increases the depth of understanding and grasp of the subject matter, enhances motivation and generates greater involvement of the learners, promotes leadership role skills, develops skills of organizing and presenting ideas to others in a logical form and develops a spirit of cooperation among learners (Sajjad, 2010). In spite of the strengths there is also limitations of discussion method which includes time consuming, can be used effectively with a limited number of learners, if not well handled some extrovert learners may dominate the discussion (Minhas, Ghosh & Swanzy, 2012).

Brainstorming

Brainstorming is a teaching techniques in which every pupil’s response that applies to a given topic is acceptable ((Sajjad, 2010; Kitti, 2014). The strengths of brain storming are; promotes exploration, analysis and problem solving skills, develop the sense of cooperation and group cohesiveness in problem solving, encourages the generation of creative ideas, promotes the generation of initiatives in searching solutions to problems. The limitations of brainstorming are; it is time consuming if not planned, more useful to a limited number of learners and need through preparation (Oviawe, 2010).

Demonstration method

Demonstration is a practical display or exhibition of a process and services to show or point out clearly the fundamental principles or actions involved. Teaching by demonstration is a useful tool available to teacher and plays an important part in the teaching of skills; however for a demonstration to be effective it should immediately be followed with a practical session in order to reinforce procedures (Suay, Toris & Chernova, 2012). The strengths of demonstration include learners get the actual experience of what they are learning and interesting to learners and thus promote their attention and retention. The limitations of the demonstration method are; time consuming and expensive, needs through preparation in practice and rehearse before the session, enough teaching and materials are required to successfully conduct a demonstration, it is more appealing when used with a group that has a limited number of learners. Other methods of teaching are role play method, case study, buzz group, and field trips (Kitti, 2014).

2.2.2 Teacher-Centered

Teacher – centered methods of teaching are the one – way communication where by the teacher delivers the material orally while the learner listens or takes down notes. The method is autocratic in form and allows very little or no room for active participation of the learners and thus providing little feedback to the teacher as to how effective the presentation has been (Ahmed, 2013).

Lecture method

Lecture is one way communication where teacher talks to students in an autocratic way and in its pure form, the student have no opportunity to ask questions or offer comments during the lesson (Hussain, Azeem & Shakoor, 2011). The strengths of a lecture method are, it is useful when introducing new subject matter or presenting over view summaries to student, , it can be used for teaching group of any size and the teacher to cover a lot of content in short space of time. Despite the strengths of lecture method it has limitations, it does not take into account the individual needs, feeling or interest of students, no feedback from students is required third, if not properly planned can led to boredom, it is difficult to assess whether or not learning through lecture is poor and to what extent, the quality of learning through lecture is poor and not permanent.

Finally, the teacher spend a lot of time preparing detailed notes which are rarely learned by the student (Hussain, Azeem & Shakoor, 2011).

Presentation method

Presentation method of teaching involves motivation listeners to accept a new idea, alter an existing opinion or act on a given premises (Hellström, 2015). The strengths of the method includes mastery of the topic by the students, increases confidence among students, is good way to learn for only one student who is presenting, student search a lot of books to collect material and teacher or supervisor is very important.

Seminar method

Seminar method is structured group discussion that may follow after a formal lecture or some sort of experience (Kitti, 2014). The strengths of the seminar method are to stimulate and test learners’ ability of comprehension and evaluation promotes learners’ ability of understanding and questioning, develops learner’s sense of self – reliance cooperation and responsibility and ability in report writing and presentation to fellow learners for exchange of view and decision making. The limitations of seminar method are need enough time preparation for the leaner or presenter to plan, write, consult the teacher produce and present material, some learners especially who are shy and reserved may not be able to participate effectively during discussion time and some learners, particularly the vocal ones might dominate the discussion.

The teaching methods discussed above are used in teaching and learning, none of these methods is the best one for all situations for teaching to be more effectively, the combination of these methods should be employed since education has many different types of approach and context (Faraday, Overton & Cooper, 2011).

2.2.3 Factors that Influence the Choice of Teaching Method

The choice of methods of teaching depends on different factors for example knowledge of the teacher and flexibility. Thus, in order to make an informed choice of teaching method(s) in the teaching and learning process the teacher must know; the teaching methods available, the strengths and weakness of each method, the purpose each can save and how each method can be used in practice. Other considerations during choosing a method of teaching are number of students to be taught, age, time and prior knowledge of the learner (Sakat, Zin, Muhamad, Anzaruddin, Ahmad & Kasmo, 2012).

2.3 PERFORMANCE MEASUREMENT

Performance measurement refers to the process of evaluating how well organizations are managed and value they deliver for customers and other stakeholders (Asikhia, 2010), Performance measurement is a process of collecting, analyzing and reporting information regarding the performance of individual, group, organization system or component.

Student performance plays an important role in producing the best quality graduates who will become greater leader and manpower for the country’s economic and social development (Asikhia, 2010). Student academic performance can be affected by different factors like class schedules, class size, English text books, homework, environment of the class technology used and financial. Another study by (Laddunur, 2012) found many factors contributing to the student’s failure in form four examinations in Tanzania including lack of competence trained teachers, poor infrastructural facilities in school, insufficient books in the school library, high cost of books and frequency changes in curriculum.

2.4 THE NEED FOR CHANGE IN METHODOLOGY

Most of the methods, namely: demonstration method, lecture method, discussion method, project method and field trip method predominantly used by the technical teachers are based on behavioural learning theories. These methods emphasize knowledge transmission from the teacher to passive students; encourage rote memorization of facts (Oviawe, 2010). In the same vein, in the traditional teacher-centred approach of learning, the teacher is the expert and the dispenser of ‘broadcast’ model of learning where the teacher serves as the repository and transmitter of knowledge to the students.

2.5 SECONDARY SCHOOL CHEMISTRY INSTRUCTION

Instruction in chemistry is done through practicals and theory work. Typically, the term practicals mean experiences in school settings where students interact with materials to observe and understand the natural world. The practicals are mainly done as student experiments in the laboratory and as teacher demonstrations either in laboratories or in classrooms, while the theory is often done in the classroom (Mwangi, 2016). Chemistry instruction has been described as teacher demonstrations or as class experiments where all learners are on similar tasks, working in small groups or a circus of experiments with small groups of learners engaged in different activities, rotating in a carousel (Philipp, Johnson & Yezierski, 2014). In secondary schools, laboratory activities are designed and conducted to engage students individually, or in small groups (student experiments) and in large-group demonstration settings (teacher demonstrations) (Mwangi, 2016). Successful learning of chemistry depends partly on correct use of a teaching method whose activities target most learning senses. Since chemistry is a subject that encourages “hands on” experiences, more practical oriented modes of instruction should be selected (Akani, 2017).

Practicals are a very prominent feature of school science in many countries and a high proportion of lesson time is given to them. Science practicals are very much a characteristic of the school science curriculum. They have been part of chemistry science curriculum for over a century, and their place in a chemistry lesson has often gone unquestioned (Dukerich, 2015). For example, the West African Examinations Council (WAEC) syllabus had over the years recommended that the teaching of all science subjects listed in the syllabus should be practical based, and after several decades of emphasizing the assumed importance of practicals in science teaching and learning, the importance became elevated to the level of a dogma (Oviawe, 2010).

Like other sciences, chemistry teaching and learning is supported by laboratory experiments (practical sessions). Chemistry practical classes (experiments) are believed to help students in understanding theories and chemical principles which are difficult or abstract (Anaso, 2010). Moreover, practicals offer several opportunities to students such as: handling of chemicals safely and with confidence, acquiring hands-on experience in using instruments and apparatus, developing scientific thinking and enthusiasm to chemistry, developing basic manipulative and problem solving skills, developing investigative skills, identifying chemical hazards and learning to assess and control risks associated with chemicals (Sharp, 2012).

There are concerns about the effectiveness of laboratory work in helping the students understand the various aspects of scientific investigation. Teachers usually want to develop student’s higher order thinking skills, like critical thinking, through laboratory work; but to what extent they can achieve this is controversial (Mwangi, 2016). Therefore, it is important to analyze the purposes related to laboratory work, as the purposes need to be well understood and defined by teachers and students alike for the chemistry practicals to be effective.

Traditionally, chemistry courses at all levels have included instruction in laboratory settings where students follow procedures directing them to mix chemicals, make measurements, analyze data, and draw conclusions. The goals and desired outcomes of chemistry practicals are the subject of considerable debate. Important aspects of the debate center on the value versus cost of any laboratory experience and safety versus hazards of chemicals. Administrators cite these concerns to justify the elimination of chemistry practicals all together (Mwangi, 2016).

For example, the national science education standard and other science education literature emphasize the importance of rethinking the role and practice of practicals in chemistry and science teaching in general (Watts, 2013). Likewise, the Ministry of Education in Singapore was examining the role that science practicals played in science education and re-evaluating how school science practicals could be made more meaningful and productive for students (Ling & Towndrow, 2010). It is due to such concerns that this study is seeking to find out the effectiveness of chemistry practicals in chemistry learning with a view of making it more productive and meaningful for learners in the Nigerian context.

Teaching and learning of chemistry can also be supported and improved through use of information and communication technology (ICT). ICT is considered as a versatile source of scientific data, theoretical information and offers a viable means to support authentic learning in chemistry. Prior to Internet being available, the only learning materials were textbooks, chemistry laboratory facilities and equipment, and the only authority figures were teachers. However, Awad, (2014) reports that there are so many learning materials such as html documents, e-books and electronic encyclopedias in the Internet and also many ways to get in touch with authority figures such as scientists and other school teachers. All what a student may want to know can be obtained through searching the Internet.

One of the ICT opportunities in teaching and learning chemistry is to help students to visualize the spatial three-dimensional (3D) elemental and molecular structures, and allows collaborative interactions between teachers and students, and among students themselves (Awad, 2014). Furthermore, these learning technologies expand the range of topics that can be taught in the classroom. The computer and its Internet access extend student-learning experiences beyond the classroom by introducing real-world issues with movies, simulations and animations. They promote contextualized understanding of scientific phenomena in real world.

2.6 SUMMARY OF LITERATURE REVIEW

The chapter has examined the literature of previous studies, suggestions and recommendations that are relevant to the present study. From the review, it was observed that the lecture method is still in use and common to most chemistry teachers in Nigeria and Africa at large. The review of related literature revealed that most empirical works on student-centered learning were done in advanced countries and mostly in the Sciences, Mathematics, Reading and Pre-vocational subjects. Teachers especially chemistry teachers in Nigeria have not properly channeled the use of students centred teaching strategies such as discussion teaching method to their teaching process in Nigeria secondary schools.

On the state of chemistry education in Nigeria, the literature revealed that despite all recognition accorded chemistry at all levels of educational system; student’s achievement has remained unimpressive. This poor achievement, the literature confirmed could be summarily attributed to teacher quality and its indicators, quality of teaching and teaching method among other things. Thus, teachers’ incompetence and use of inappropriate teaching approaches has been emphasized as the major contributory factors. However, it has been asserted that there is search for a variety of instructional strategies that could facilitate acquisition of chemistry knowledge and enhance its achievement, it therefore evident that the chemistry educators are concerned with positive change in the method of instruction.

The use of student centred instructional approach such as discussion method have been revealed to have proved efficacious in other sciences and biology. However, no study known to the researcher had been conducted on the effects of lecture and discussion methods on the performance of secondary school students in Jos North L.G.A of Plateau State. It is based on this, therefore, that this present study focuses on exploring the impact of discussion instructional strategy on senior secondary school students’ performance in chemistry, to fill in the gaps.

3 CHAPTER THREE. METHOD AND PROCEDURE

This chapter deals with the explanation of methods expected to be applied in carrying out this research which includes; Research design, population and sample of the study, sample techniques, instruments for data collection, description of the instrument, procedure for instrument development, validity of the instruments, procedure for data collection and method of data analysis.

3.1 RESEARCH DESIGN

The research employed the use of experimental design. Specifically, it was the quasi-experimental pretest and posttest group design of two groups, experimental (those taught using discussion) and control (those taught using lecture) groups as described and used by Ibrahim et al. (2018). This is because secondary school classes exist as intact groups and school authorities do not normally allow classes to be dismantled and reconstituted for research purposes (Njorong et al. 2014). Hence there will be a non-random assignment of students to the groups.

Thus chemistry instructional module was developed for senior secondary school two students based on the secondary school chemistry curriculum.

3.2 POPULATION AND SAMPLE OF THE STUDY

The population of the study consisted of all senior secondary two students offering chemistry within Jos North Local Government Area of Plateau State.

A total of 40 chemistry students from Government Secondary School Nasarawa Gwon (25 students) and Government Secondary School Chwelnyap (15 students) was used for this study.

3.3 SAMPLING TECHNIQUES

Simple random sampling technique involving “balloting method” where all the names of the senior secondary schools in Jos North were written in pieces of paper and thoroughly mixed in a small box. Then, two pieces of papers from the box was picked up to find out which schools have been selected to represent the other schools. This was necessary because the experiment required at least two intact classes: one experimental and a control group. The sampled schools had more than one stream of senior secondary two class, therefore one was drawn by simple random sampling from each of the schools. The two sampled schools were randomly assigned to one experimental and control groups.

3.4 INSTRUMENTS FOR DATA COLLECTION

The researcher developed the Chemistry Achievement Test (CAT) which was the instrument for collecting data necessary to determine the achievement of students for this study. The CAT was used for the pretest (PRECAT) and posttest (POSTCAT). It was a 20-item test with four options (A-D) multiple choice (objective) test based on the topic Acids, Bases and Salts in the Chemistry curriculum for senior secondary schools 2019/2020 session. The questions were formulated by the researcher as well as adapted from sources including textbook exercise questions and past WAEC/NECO question papers for 10 years 2009-2019.

3.5 VALIDATION OF THE INSTRUMENT

The test instrument Chemistry Achievement Test (CAT) was subjected to face and content validation by two experts from the Department of Science and Technology Education Chemistry Unit, University of Jos which includes the supervisor to align the contents with the research questions and hypotheses of this study. Invalid items were rephrased or removed as recommended by them.

3.6 PROCEDURE FOR DATA COLLECTION

In order not to disrupt normal school programme, the researcher made use of the normal time allocated for teaching chemistry in each of the sampled schools. Before the commencement of the treatment, the Chemistry Achievement Test (CAT) was administered to all the groups as pre-test in order to determine the level of academic equivalence of the students. The experimental groups was taught the chemistry concepts using discussion method. The control group on the other hand did not receive treatment. The normal period of 40 minutes was maintained per lesson. The researcher with the help of research assistants who are regular chemistry teachers in the sampled schools administered the Chemistry Achievement Test (CAT) as post-test at the end of the treatment to both the experimental and control groups. To reduce the effect of influence and familiarity, the researcher personally marked and scored the post-treatment test for all the groups using the marking guides prepared by the researcher.

3.7 METHOD OF DATA ANALYSIS

Data obtained in respect to the research questions were analyzed using Statistical Package for Social Science (SPSS). The descriptive statistics such as mean and standard deviation were used to answer research questions while t-test statistics was used to test hypotheses at P ≤ 0.05 level of significance.

4 CHAPTER FOUR. RESULT AND DISCUSSION

This chapter is concerned with the presentation of results from data analysis. The results are presented in tables according to the research questions and hypotheses that guided the study.

4.1 PRESENTATION OF BIO DATA VARIABLES

TABLE 1: DISTRIBUTION OF RESPONDENTS ACCORDING TO GROUPS

Abbildung in dieser Leseprobe nicht enthalten

The experimental group consists of 17 males, 8 females totaling 25 chemistry students representing 62.5% sample size while the control group consists of 6 male, 9 females totaling 15 chemistry students which represents 37.5% of the sample size.

4.2 PRESENTATION OF THE PRE-TEST RESULTS

The students used for the study in both experimental and control groups were subjected to a pre-test which was marked and recorded. The scores obtained were compared using the t-test statistics and are presented in Table 2.

TABLE 2: COMPARISON OF THE MEAN ACADEMIC ACHIEVEMENT SCORES OF THE PRE-TEST FOR THE EXPERIMENT AND CONTROL GROUPS

Abbildung in dieser Leseprobe nicht enthalten

From Table 2 above, the two-tailed P value equals 0.4819 by conventional criteria, this difference is considered to be not statistically significant. This means that there is no significant difference between the experimental and control group in their pre-test mean scores, which implies that the students of both groups were equal in terms of their prior knowledge on the topic Acid, Bases and Salts at the start of the study.

4.3 ANSWERING THE RESEARCH QUESTIONS

4.3.1 Research Question One:

What are the effects of discussion teaching method on academic achievement of SS2 chemistry students within Jos North L.G.A?

TABLE 3: MEAN AND STANDARD DEVIATION OF POSTTEST SCORES OF STUDENTS TAUGHT CHEMISTRY USING LECTURE TEACHING METHOD AND THOSE TAUGHT USING DISCUSSION METHODS

Abbildung in dieser Leseprobe nicht enthalten

Results in Table 3 above shows that the group taught the chemistry topic Acid, Bases and Salts using Lecture teaching method had a pretest mean of 18 with a standard deviation of 10.61 and a posttest mean of 41.67 standard deviation of 15.56 with difference between the pretest and posttest mean of 23.67. Similarly, the group of chemistry students taught Acid, Bases and Salts using discussion method had a pretest means of 20.4 standard deviation 10.19 and a posttest mean of 55.2 standard deviation of 19.97 with difference between the pretest and posttest means of 34.8.

However, it is indicated that for each of the groups, the posttest means were greater than the pretest means, the group taught using discussion teaching method had a higher mean gain. This is an indication that discussion teaching method has more effect on students’ achievement in chemistry than the lecture method.

4.3.2 Research Question Two

What is the effect of gender on the academic performance of male and female SS2 students taught chemistry using discussion teaching method within Jos North L.G.A.?

TABLE 4: MEAN AND STANDARD DEVIATION OF PRETEST AND POSTTEST SCORES OF MALE AND FEMALE STUDENTS TAUGHT CHEMISTRY USING DISCUSSION METHODS

Abbildung in dieser Leseprobe nicht enthalten

Result in Table 4 above shows the influence of gender on students’ achievement in chemistry when taught using discussion instructional strategy. Result shows that the female students had a pretest mean of 20.63 with a standard deviation of 9.8 and a posttest mean of 51.88 standard deviation of 19.83 with difference between the pretest and posttest mean of 31.25. Similarly, the males had a pretest means of 20.29 standard deviation 10.36 and a posttest mean of 56.76 standard deviation of 19.84 with difference between the pretest and posttest means of 36.47.

However, for each of the gender it was observed that the posttest means were greater than the pretest means, with the male students having a higher mean gain. This is an indication that gender may have some effects on students’ achievement in chemistry.

4.4 TESTING OF RESEARCH HYPOTHESES

4.4.1 Research Hypothesis One:

There is no significant difference in mean scores of students taught chemistry using discussion teaching methods and those taught using lecture method.

To test this hypothesis, the CAT posttest mean scores of both the experimental and control groups were compared using the t-test statistics. The result of the t-test is as shown in Table 5.

TABLE 5: COMPARISON OF THE POSTTEST MEAN SCORES OF THE EXPERIMENTAL AND CONTROL GROUPS

Abbildung in dieser Leseprobe nicht enthalten

There is significant difference at P≤0.05; df=38

The result from Table 5 above shows that the two-tailed P value equals 0.0308, by conventional criteria, this difference is considered to be statistically significant. Therefore, there is significant difference between the two groups in terms of their mean academic achievement scores in the post test. This shows that the experimental group which was taught chemistry using discussion teaching method (Mean=55.2, SD=19.97) had higher score than the control group taught the same topic using lecture method (Mean=41.67, SD=15.56) at p<0.05 level of significance. The null hypothesis is therefore rejected.

4.4.2 Research Hypothesis Two

There is no significant difference in mean scores of male and female students taught using discussion teaching method.

To determine whether the performance of the boys and girls differed following the respective treatments, the post-test mean academic scores were subjected to t-test. The result is shown in Table 6.

TABLE 6: COMPARISON OF THE POST-TEST MEAN SCORES OF THE EXPERIMENTAL GROUP BY GENDER CATEGORY

Abbildung in dieser Leseprobe nicht enthalten

There is no significant difference at P≤0.05; df=23

From the results obtained and displayed in table 6 above, the two-tailed P value equals 0.5718, by conventional criteria, this difference is considered to be not statistically significant. This therefore means that there is no significant difference in the post-test mean achievement scores between males (Mean=56.76, SD=19.85) and females (Mean=51.88, SD=19.83) taught using discussion method at p<0.05 level of significance. Based on this result, the null hypothesis was retained. The implication of this is that discussion method tends to promote homogeneity of performance between the boys and girls. In other words, discussion method is gender friendly.

4.5 DISCUSSION OF RESULTS

This unit presented explanation of results obtained from the hypotheses tested and acknowledged the published works of other authors to be stated herein after. The major objective of this study was to investigate the effects of lecture and discussion methods on senior secondary two students’ performance in chemistry in Jos North L.G.A of Plateau State. To achieve this, two groups of students were formed, the experimental and control groups. Students in experimental group were exposed to discussion teaching strategy while those in control group were exposed to lecture method. The two groups of students were taught same chemistry concept (Acid, Bases and Salt).

The data of this study where based on performance of students in Chemistry Achievement Test (CAT). The results of posttest and post posttest was used to compare their performance according to the variable being measured which were analyzed according to research questions and hypotheses developed for the study and presented in the Table 2 to 6 in accordance with the research questions and stated hypotheses.

Research question one sought to find out the effects of discussion teaching method on academic achievement of senior secondary two chemistry students. The findings revealed that there was an increase in learner’s performance taught using discussion and lecture teaching method, although the increase observed in students’ scores taught using discussion method was higher. Although, there was a significant improvement in students’ performance when taught using lecture method, the increase observed was not encouraging. This affirmed Franklin, Sayre and Clark (2014) statement that learners taught with lecture based classes learn less. The high increase in the performance of learners taught with discussion method from this research conforms to the assertion of Omwirhire (2015) that during discussion, learners are not passive recipient of information rather learners are active participants.

Teaching by discussion can motivate learners while also helping them retain knowledge and develop effective problem- solving abilities. This is also in line with the National Policy on Education (FRN, 2015) which encouraged learners’ active participation in the learning process which bring about effective learning, relation, transfer and stimulating thinking than the lecture method. Kukuru (2012) also lamented over instructors who use lecture method for imparting information to their learners, and said this act should be discouraged because it only ensures shallow instruction and thinking skills of learners. According to Bok (2006) instructional method like lecture method does not help the learners to acquire sufficient functional knowledge.

Research question two sought to find out the effect of gender on the academic performance of male and female SS2 students taught using discussion teaching method. The finding of the study revealed that male students mean score was greater than that of the female students. Therefore indicating that the male chemistry students performed better than the female chemistry students. This conforms to the study by Omwirhire (2015) whose study in Gboko, Nigeria also found that males performed better than females in a given chemistry achievement test.

Research hypothesis one sought to find whether there is no significant difference in mean scores of students taught chemistry using discussion teaching methods and those taught using lecture method at p<0.05 level of significance. The finding of the study showed that there was a significant difference in the mean scores of students taught chemistry using discussion teaching method and those taught using lecture method with those taught using discussion teaching method having a higher mean gain. The result of this hypothesis also supports the findings of Aghaebrahimiya and Mirshahjafari, (2014) which also indicated that students taught with discussion and guided inquiry method performed significantly better as they participated more in lessons than those taught with traditional lecture method. This shows that discussion teaching method has more effect on students’ achievement in genetics than the discussion method.

Research hypothesis two sought to find out whether there is no significant difference in mean scores of male and female students taught using discussion teaching method. The results showed that there was no statistically significant difference in the mean achievement scores of male and female students. This means that gender was not a significant factor in determining students’ achievement in chemistry. The result conforms to Oladipe (2012) who also found that there was no significant difference in the achievement of male and female students in problem solving in mathematics, and science.

5 CHAPTER FIVE. SUMMARY, CONCLUSION

In this chapter, summary of the findings, conclusion, recommendations and suggestions for further studies are discussed.

5.1 SUMMARY OF THE FINDINGS

The purpose of this study was to find out the effect of lecture and discussion method on senior secondary two students’ performance in chemistry in Jos North L.G.A of Plateau State, Nigeria. The design of the study was quasi-experimental involving pre-test and post posttest. The sample of the study consists of 58 senior secondary two chemistry students.

Two research questions were raised and two null hypotheses were formulated. The research questions were answered using descriptive statistics such mean and standard deviation while null hypotheses were analyzed using t-test statistics at p<.05 level of significance.

i. From the result of analysis it was indicated that discussion teaching strategy favored the experimental group in chemistry concept.
ii. The study shows that there is significant difference in performance of students taught chemistry using discussion teaching strategy and those taught by lecture method.
iii. The study revealed that although males performed better than females, there is no statistical significant difference in their result obtained from the test.
iv. Therefore the study revealed that discussion teaching strategy is a good tool in teaching chemistry at secondary school level.

5.2 CONCLUSION

The teaching methods teachers employ in the teaching and learning of chemistry has significant impact on students’ performance in the subject. Discussion teaching method was found to be more effective than the lecture method teachers conventionally use in the teaching of chemistry. While the mean achievement score of the male students was found to be slightly greater than their female counterpart using discussion method, there was no significant difference in the extent of achievement of biology concepts between the treatment and control groups meaning that discussion method encourages homogeneity in understanding.

Therefore, it could be concluded that discussion teaching methods is a better instructional methods for teaching chemistry and its adoption by chemistry teachers would go a long way in improving students’ performance in chemistry.

5.3 RECOMMENDATIONS

On the basis of the findings emanating from this study, the following recommendations are made:

i. The federal ministry of education at the local levels, state levels and federal should encourage the use of discussion teaching methods by sponsoring chemistry teachers to attend in-service training, seminars or workshops so as to be acquainted with this activity-oriented teaching strategy in the teaching and learning of chemistry in our secondary schools.
ii. Government, curriculum planners, heads of social studies departments in colleges of education should further emphasize the use of discussion teaching strategies in the implementation of chemistry curriculum as it produces a better performance than the conventional teaching method.
iii. Government, through the State and Federal ministries of education should encourage the chemistry textbook authors to write and publish chemistry textbooks based on the discussion instructional method.

5.4 SUGGESTIONS FOR FURTHER RESEARCH

The following areas of further research are suggested in line with the findings of this study:-

i. This study was carried out in Jos North L.G.A of Plateau State only, thus it is suggested that a study of this nature should be conducted to cover the rest of the five geopolitical zones in the country to see whether the same results would be obtained so that generalizations could be made about the findings.
ii. Further studies should be done using other learner-centered instruction methods other than the discussion method.
iii. There is a need to find out if gender has a role to play between teaching strategy and curriculum content taught at schools.

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APPENDIX I

CHEMISTRY ACHIEVEMENT TEST (CAT) FOR SENIOR SECONDARY TWO STUDENTS

SECTION A: BIODATA

Instruction: Tick and Fill the correct answers

CLASS: .

GENDER: Male ( ) Female ( )

SECTION B: Test on Acids, Bases and Salts

1. These are types of salts except

a. Normal salt, acid salt, and basic salt, complex salt and double salt
b. Normal salt, double salt, acid salt
c. Complex salt, basic salt, acid salt, hydrolyzed salts
d. Double salt, basic salt, complex salt

2. Which pH value indicates a basic solution?

a. -1
b. 0
c. 3
d. 9

3. Acids taste

a. Bitter
b. Sour
c. Sweet
d. Salty

4. A solution with a pH of 7.5 is said to be

a. Acidic
b. Basic
c. Neutral
d. None of the above
5. Bases reacts with
a. Acids to produce salt and water
b. Water to produce acid and salt
c. Salts to produce acid and water
d. Acid, salts and water

6. One of the properties which all acids have is

a. No colour
b. Colour
c. Sour taste
d. Bitter taste

7. Which ion do bases contain in aqueous solutions?

a. OH-
b. H3O
c. H+
d. NH3

8. Acid makes moist blue litmus paper turn

a. Green
b. Red
c. Yellow
d. Black
9. When bases are touched with the hand, they feel
a. Slippery
b. Moist
c. Dry
d. Rough

10. All of the following are acidic except?

a. Lemon juice
b. Tomatoes
c. Milk
d. All

11. A strong base has a pH of

a. 7
b. 5-9
c. 12-14
d. 1-3

12. What is the pH value of distilled water?

a. 7
b. Greater than 7
c. less than 7
d. zero

13. If the pH value of a solution is 6, then solution will be of what type?

a. Strong acid
b. Strong base
c. Weak acid
d. Weak base

14. If the pH value of a solution is 0 (zero), then solution will be of what type?

a. Strong acid
b. Strong base
c. Weak acid
d. Weak base

15. Which of the following is common in all acids?

a. Hydrogen ions
b. Hydroxide ions
c. Chloride ions
d. Sodium ions

16. Which of the following is common in all bases?

a. Hydrogen ions
b. Hydroxide ions
c. Chloride ions
d. Sodium ions

17. Which of the following is known as common salt?

a. Calcium chloride
b. Potassium chloride
c. Copper chloride
d. Sodium chloride

18. On a pH scale, we can measure pH from

a. 0-7
b. 7-14
c. 0-14
d. None of the above

19. A solution turns red litmus blue, its pH is likely to be

a. 1
b. 4
c. 5
d. 10

20. When dissolved in water, an acid produces its only positive ion which is

a. Neutron
b. Electron
c. Proton
d. hydrogen

CHEMISTRY ACHIEVEMENT TEST (CAT) FOR SENIOR SECONDARY TWO STUDENTS POSTTEST

SECTION A: BIODATA

Instruction: Tick and Fill the correct answers

CLASS: .

GENDER: Male ( ) Female ( )

SECTION B: Test on Acid, Bases and Salts

1. The types of salts include ….., and salt
2. Which pH value indicates a basic solution?

a. -1
b. 0
c. 3
d. 9

3. Bases reacts with

a. Acids to produce salt and water
b. Water to produce acid and salt
c. Salts to produce acid and water
d. Acid, salts and water

4. One of the properties which all acids have is

a. No colour
b. Colour
c. Sour taste
d. Bitter taste

5. Acid makes moist blue litmus paper turn to ….. colour
6. The taste of Acids is …..
7. Which ion do bases contain in aqueous solutions?

a. OH-
b. H3O
c. H+
d. NH3

8. A solution with a pH of 7.5 is said to be ….
9. An example of an acidic fruit is
10. When bases are touched with the hand, they feel

a. Slippery
b. Moist
c. Dry
d. Rough

11. A strong base has a pH of

a. 7
b. 5-9
c. 12-14
d. 1-3

12. The pH value of distilled water is less than 7

a. True
b. False

13. Which of the following is common in all acids?

a. Hydrogen ions
b. Hydroxide ions
c. Chloride ions
d. Sodium ions

14. Which of the following is common in all bases?

a. Hydrogen ions
b. Hydroxide ions
c. Chloride ions
d. Sodium ions

15. Which of the following is known as common salt?

a. Calcium chloride
b. Potassium chloride
c. Copper chloride
d. Sodium chloride

16. On a pH scale, we can measure pH from the number .. to …
17. A solution which turns red litmus blue, is likely to be ..
18. If the pH value of a solution is 6, then solution will be of what type…
19. If the pH value of a solution is 0 (zero), then solution will be of what type
20. When dissolved in water, an acid produces its only positive ion which is

a. Neutron
b. Electron
c. Proton
d. Hydrogen

APPENDIX II

CHEMISTRY ACHEIVEMENT TEST RESULTS

GROUP A: Experimental Group Respondents

Abbildung in dieser Leseprobe nicht enthalten

GROUP B: Control Group Respondents

Abbildung in dieser Leseprobe nicht enthalten

APPENDIX III

LESSON PLAN

TEACHING ACID, BASES AND SALT VIA DISCUSSION TEACHING METHOD

Week: One

Lesson: One

Subject: Chemistry

Topic: Acids and Bases

Class: SS II Time: 40minutes

Instructional Materials: Lemon, ash, chalkboard, textbooks

Behavioural objectives: By the end of the lesson the students should be able to: a. State the meaning of Acids and bases b. Give examples of Acids and bases c. State the different types and strength of Acids and bases.

Entry behavior: Entry behaviour test: Define the following concepts (i) compounds, (ii) mixture

Abbildung in dieser Leseprobe nicht enthalten

Week: One

Lesson: Two

Subject: Chemistry

Topic: Acids and Bases

Class: SS II Time: 40minutes

Instructional Materials: Lemon, ash, chalkboard, textbooks

Behavioural objectives: By the end of the lesson the students should be able to: a. list the characteristics of acids b. list the characteristics of bases.

Entry behavior: Students have been taught about Acids, and their types

Abbildung in dieser Leseprobe nicht enthalten

Week: One

Lesson: Three

Subject: Chemistry

Topic: Acids, Bases and Salt

Class: SS II Time: 40minutes

Instructional Materials: salt, chalkboard, textbooks

Behavioural objectives: By the end of the lesson the students should be able to: a. state what a pH scale or meter is b. Define what salt is c. list the types of salt d. state the type of salt we use in the house

Entry behavior: Students have been taught about characteristics of acids and bases.

Abbildung in dieser Leseprobe nicht enthalten

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