COMPARATIVE ANALYSIS OF LECTURES AND DEMOSTRATION METHODS ON TEACHING AND LEARNING OF CHEMISTRY IN SECONDARY SCHOOL.

COMPARATIVE ANALYSIS OF LECTURES AND DEMOSTRATION METHODS ON TEACHING AND LEARNING OF CHEMISTRY IN SECONDARY SCHOOL.

CHAPTER ONE

1.0                                       INTRODUCTION

1.1     Background of the Study

Science is based on practical activities. Scientific knowledge provides mental satisfaction. According to Harlen (2001) science is a major area of human mental and practical activities, which generates knowledge on the basis of important technological application as well as intellectual satisfaction, It is important for all level of education. Teaching of science in the elementary school offers many opportunities on the natural tendency of children to be active, experiencing and manipulating, objects collecting and constructing simple apparatus.

Singh and Nayak (2001) have described some common methods which are used in the teaching of science at elementary level i.e. lecture method, discussion method, project method, heuristic method, discovery, demonstration approach, problem solving and workbook. All these methods fulfill a specific requirement, which is based on psychological theories or technological facilities.

One of the principles of education in Nigeria is to equip every citizen with such knowledge, skills, attitudes and values that will enable him derive maximum benefits from his membership of society, have a fulfilling life and contribute towards the development and welfare of the community (FRN, 2004). Unfortunately academic achievement of Nigerian students in school subjects including Chemistry at secondary school level has remained poor over the years (Obika 2005). This could be as a result of poor mastery of the subject matter which occurs as a result of poor method of teaching. Retting and Canady (2002) reported that in schools where active learning methods prevail, the students demonstratedsignificantly higher achievement as measured by the National Assessment of educational progress. Hall (2001) stated that teachers in these schools offer students challenging, interesting activities and rich materials for learning that foster thinking, creativity and production. They make available a variety of pathways to learning that accommodate different intelligent and learning styles, they allow students to make choice and contribute to some of their learning experiences and they use methods and engage students in hands on learning.

Statement of the Problem

The high rate of failure in Chemistry in secondary schools shows that teaching and learning in these subject have been teacher centred instead of student-centred. Educators are seeking for alternative ways to teach Chemistry so as to change the situation. The problem is how can demonstration method of teaching improve students academic achievement in Chemistry in secondary schools.

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