Comparative Effectiveness of Lecture-cum-Demonstration Method over Lecture Method in Terms of Teaching Learning Objectives

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Journal of English Education and Teaching

This research aimed to find out the variations of teaching and learning based on Bloom’s Taxonomy, this research focused on the classroom learning activities in the lesson plans. This research employed a descriptive qualitative study. The subject of the research was nine lesson plans that developed by teahers at SMPIT IQRA. The data of this research was the classroom learning activities were classified the variations of teaching and learning based on Bloom’s Taxonomy stated in the 2013 Curriculum. The first finding showed that, there were some variations in classroom learning activities of lesson plans. By three domains of learning based on Bloom’s Taxonomy, those are Cognitive, Affective and Psychomotor. The teachers were fulfilled the criteria of learning activities in lesson plans. But, the lesson plans still need to increase and remake the team of lesson plans system, because the lesson plans that used by teachers were same to each class in the same level.

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International Journal of Educational Benchmark (July/August), 5(2), 74-88

This study investigated the effects of enhanced Conventional Lecture Method on Students’ Achievement in Basic Science. A pretest-posttest quasi experimental design was adopted. The sample consisted of 404 JSS II Students from nine schools randomly selected in three Educational Zones in Oyo State. Four instruments used were- Teachers’ Instructional Guide for Enhanced Conventional Lecture Method, Teachers’ Instructional Guide for Conventional Lecture Method, Academic Ability Test (r=0.86) and Students’ Achievement Test (r=0.74). Three hypotheses were tested at 0.05 level of significance. Data were analysed using ANCOVA and mean scores. Results showed that treatment had significant main effect on achievement . Academic ability had significant main effect on achievement ; ᵑ2=.02). There was no significant two-way interaction effect of treatment and academic ability on achievement (F (2, 404) =1.711; p>.05; ᵑ2=.017). Enhanced Conventional Lecture Method is therefore, recommended to be adopted by Basic Science teachers and curriculum planners. Word Count: 161 Key Words: Conventional Lecture Method, PowerPoint Presentation, Academic Achievement, Academic Ability, Basic Science, Integrated Science

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European Journal of Open Education and E-learning Studies

This study investigated the effectiveness of Demonstration-cum-Discussion teaching strategy on students’ academic achievement in ecological concepts at Navrongo Senior High School, using quasi-experimental design (pretest, posttest non-equivalent approach). The sample comprised of 75 Form Two General Science Gold Track (control group of 29 males and 10 females) and Green Track (experimental group of 21 males and 15 females) students. The experimental group and control groups were taught using Demonstration-cum-Discussion teaching strategy and Conventional Teaching Method respectively. The test-retest reliability coefficient of the instrument was found to be 0.78. The pretest scores revealed that the students were homogeneous in terms of academic achievement (Mean = (22.19, 21.46) t-value = 0.87, p-value = 0.39, p > 0.05). The posttest results of the experimental group were significantly higher than the control group (Mean = (48.19, 38.71) t-value = 12.43, p-value = 0.000, p < .

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Journal of Contemporary Education Research (JCER), 13 (6), 242-256.

This paper investigated the effects of enhanced Conventional Lecture Method and Gender on Students' Achievement in Basic Science. A pretest-posttest quasi experimental design was adopted. The sample consisted of 404 JSS II Students from six schools randomly selected in three Educational Zones in Oyo State. Three instruments used were-Teachers' Instructional Guide for Enhanced Conventional Lecture Method, Teachers' Instructional Guide for Conventional Lecture Method and Students' Achievement Test (r=0.74). Three hypotheses were tested at 0.05 level of significance. Data were analysed using ANCOVA and mean scores. Results showed that treatment had significant main effect on achievement . Gender had significant main effect on achievement ; ᵑ 2 =.01). There was no significant two-way interaction effect of treatment and gender on achievement (F (2, 404) =.741; p>.05; ᵑ 2 =.004). Enhanced Conventional Lecture Method is therefore, recommended to be adopted by Basic Science teachers and curriculum planners. Word Count: 155

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Method of Teaching

The method a teacher employs in the classroom matter a lot. For this can hinder or enhance pupils understanding of any subject .Science is a subject with complex concepts which may mean different things in the child’s language. The method a teacher uses in the class to communicate science concept can be a barrier to their understanding. This study therefore seeks to examine method of teaching as a barrier to understanding science concepts among primary six pupils in Cross River State, Nigeria. One hypothesis was raised and tested. Two instruments were used for data collection. They were, Method of teaching science questionnaire (MTSQ) and 50 item primary science achievement tests. One thousand, eight hundred and eighteen pupils out of sixty eight thousand two hundred and one pupils were randomly selected for the study. Data obtained was analyzed using independent t-test analysis at 0.05 level of significance. The result revealed that there is a significant relationship between method of teaching and pupils’ understanding of scientific concepts and academic performance. It is therefore recommended that teachers should use appropriate methods of teaching to communicate science concept to pupils.

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Macedonian Journal of Chemistry and Chemical Engineering

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Procedia - Social and Behavioral Sciences

The purpose of this paper is to determine the effects of usage of sequential teaching method on the academic achievement and retention level of students. Three student groups of biology students in University “Goce Delcev”, Faculty of Natural and Technical Sciences, Institute of Biology, - Stip, R. Macedonia were offered a topic on general characteristics of Proteins: Their Biological Functions and Primary Structure with different sequences of 3 teaching methods. The teaching methods were Laboratory method (student experiment), slide demonstration and lecture method. The first group started to course with experiments in the laboratory, then the relevant theory of proteins was given lecture method, and then the slides was shown (Group I). The sequence of these three teaching methods used in the first group was changed in both second and third group as follow: The lecture methods, slide show and experiment in Group II, and slide show, experiment and lecture method in Group III, respectively. Laboratory method used in the study was focused on the topic of This diversity and abundance reflect the central role of proteins in virtually all aspects of cell structure and function. An extraordinary diversity of cellular activity is possible only because of the versatility inherent in proteins, each of which is specifically tailored to its biological role. The pattern by which each is tailored resides within the genetic information of cells, encoded in a specific sequence of nucleotide bases in DNA proteins activity, a student experiment was designed for this reason, and including to examine its features, effective factors, and relation between the structure and function of the proteins. This experiment was carried out by students. Slide demonstration method included slides about protein structure and function. The slides were shown by teachers. Lecture method was performed by teachers as usual. Effectiveness of different sequential teaching methods was measured quantitatively by an achievement test. Achievement test contained 20 questions, testing the knowledge of facts as well as the ability to transfer the knowledge and problem solving ability. This test was used as pre-test before methods’ application, post-test after the methods’ application and retention test after 30 days from methods’ applied.

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Andrew Envulu Clement

The study investigated the Effects of Demonstrational Instructional Strategy on Senior Secondary School Students Academic Achievement in Biology. This study became necessary because of the unavailability of instructional materials for teaching biology in the secondary schools. The study employed a quasi experimental design, specifically the pretest-posttest non equivalent group design. One hundred students from comprised of male and female randomly selected from the senior secondary one students. The one hundred students shall be up of (50) fifty male and female students for sample of the study. The experts validated the instrument Biology Achievement Test (BAT). Three research questions were answered and two hypotheses were tested. The data were analyzed using mean, standard deviation. The results revealed that students taught using demonstrational instructional strategy materials performed better than students taught using conventional material; male students did not perform better than their female counterparts in Biology; rural students performed better than urban students in biology; The results do not suggest ordinal interaction effects between mode of method and gender on students’ achievement in biology. This was because at all the levels of gender, the mean scores were higher for student’s improvised demonstration instructional material strategy; the result suggests ordinal interaction effects between modes of method and location on students’ achievement in Biology; this was because at all the levels of location, the mean scores were higher for student’s improvised instructional material compared to conventional materials with lower mean scores; there was significant difference in the mean score of students taught using students improvised instructional material and those taught using conventional instructional materials; there was no significant difference in the mean achievement scores of male and female students in biology; there was significant difference in the mean achievement scores of urban and rural students in biology; The interaction effect of method and gender on students mean achievement scores in Biology was, not statistically significant. The interaction effect of method and location on students’ mean achievement scores in Biology was, not statistically significant. Based on the findings and implications, it was recommended that teaching of Biology in secondary school should be conducted in a manner that students will effectively understand and learn the concept taught. It was suggested that further research could be carried out on this topic using true experimental research design.

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