Abstract

THE EFFECT OF DEMONSTRATION METHOD ON THE TEACHING AND LEARNING OF MATHEMATICS IN SECONDARY SCHOOLS IN IKA SOUTH LOCAL GOVT

1Ehiwario, J.C, 1Aghamie, S.O &1Azagbaekwue, A

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Abstract The study examined the effects of demonstration instruction method of teaching Mathematics on the achievement of secondary students in the study area. The study adopted quasi experimental design. The demonstration method was used as experimental group while the lecture method served as the control group. The two methods of instructions were used on the target population of 1876from 24 public secondary schools in the local government area. The sample consists of 120 students randomly selected from 4 co-educational secondary schools using purposive sampling technique.The students in the experimental group were exposed to demonstration instructional method while those in the control group, were exposed to the lecture method for a period of six weeks. The instrument for data collection, tagged ?Mathematics Achievement Test (MAT)? was validatedby two specialists from Department ofMathematics Education and Department of Measurement and Evaluation, Delta State University, Abraka. They were requested to determine the appropriateness or otherwise of the questions in the instrument.The reliability coefficient was determined to be 0.76. Three research questions and three null hypotheses were formulated to guide the study. While the research questions were answered using mean scores and standard deviation, the hypotheses were tested using the t-test at 0.05 level of significance. The result of the study shows that: there exists significant difference in the learning outcome of students taught with demonstration and those taught with lecture methods of instruction (in favour of those with demonstration). It was also revealed that there is no significant difference in the academic achievement of male and female students that were taught with demonstration method. The study also noted in contrast, that there is significant difference in the academic achievement of male and female students that were taught with lecture method (the identified difference in favour of the male students). The implication of these findings was that demonstration method enhancedstudents interest and achievement in Mathematics irrespective of gender while lecture method makes the learner mere passive listeners and is gender biased. The study recommended among other things that secondary school teachers should be encouraged to discard the use of lecture method and adopt demonstration method of instruction. Key words:Demonstration method, Lecture method, Teaching, Learning, Mathematics, Achievement, Gender,

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