EFFECTS OF DEMONSTRATION AND EXPOSITORY METHODS OF TEACHING ON SECONDARY SCHOOL STUDENTS AND THEIR ACHIEVEMENT IN MATHEMATICS IN AKWA IBOM STATE

EFFECTS OF DEMONSTRATION AND EXPOSITORY METHODS OF TEACHING ON SECONDARY SCHOOL STUDENTS AND THEIR ACHIEVEMENT IN MATHEMATICS IN AKWA IBOM STATE

| Format: Ms Word | 1-5 Chapters | Table of Content|

 INSTANT PROJECT MATERIAL DOWNLOAD

Study Level: BTech, BSc, BEng, BA, HND, ND or NCE

Amount: ₦3,000.00

Account Details

 

ABSTRACT

 

The study aimed at determining the effect of using Demonstration and Expository method of teaching probability to Junior Secondary Two (JSS2) student in Essien Udim Local Government Area of Akwa Ibom State. To guide the study, four research question and four research hypotheses were raised. The design was quasi experimental. The study involved two instructional strategy of Demonstration and Expository method. Population of the study was 2094 while the sample size was 91. The instrument for data collection was a Mathematics Achievement Test (MAT) which has reliability coefficient r=0.629. Data collected was analysed using Analysis of Covariance (ANCOVA). Results reveal that Demonstration method significantly improved students’ performance in probability. Also, there is no significant difference between performance of boys and girls when taught probability using demonstration method. It is therefore recommended that proprietors of schools should encourage Mathematics teachers to adopt method such as demonstration method in the teaching of probability in Mathematics.

 

TABLE OF CONTENTS

Chapter                                                Title                                                              Page

TITLE PAGE —          —          —          —          —          —          —          —          —          I

DECLARATION       —          —          —          —          —          —          —          —          II

CERTIFICATION     —          —          —          —          —          —          —          —          III

DEDICATION           —          —          —          —          —          —          —          —          IV

ACKNOWLEDGEMENTS   —          —          —          —          —          —          —          V

ABSTRACT   —          —          —          —          —          —          —          —          —          VI

TABLE OF CONTENTS       —          —          —          —          —          —          —          VII

LIST OF TABLES     —          —          —          —          —          —          —          —          X

LIST OF APPENDICES       —          —          —          —          —          —          —          XI

 

CHAPTER ONE: INTRODUCTION

1.1       Background of the Study–     —          —          —          —          —          —          1

1.2       Statement of the Problem       —          —          —          —          —          —          2

1.3       Purpose of the Study  —          —          —          —          —          —          —          3

1.4       Research Questions     —          —          —          —          —          —          —          3

1.5       Research Hypotheses  —          —          —          —          —          —          —          4

1.6       Significance of the Study       —          —          —          —          —          —          4

1.7       Scope of the Study     —          —          —          —          —          —          —          4

1.8       Limitation of the Study          —          —          —          —          —          —          5

1.9       Definition of Terms    —          —          —          —          —          —          —          5

 

CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.1       Theoretical Framework           —          —          —          —          —          —          6

2.1.1    Bruner’s Theory of Constructivism    —          —          —          —          —          6

2.1.2    Theory of social learning (Albert Bandura, 1971)      —          —          —          7

2.2       Conceptual Framework           —          —          —          —          —          —          8

2.2.1    Demonstration Teaching Methods      —          —          —          —          —          8

2.2.2    Expository Teaching Method —          —          —          —          —          —          8

2.2.3    Concept of Probability            —          —          —          —          —          —          9

2.2.4    Academic Achievement          —          —          —          —          —          —          9

2.2.5    Concept of Teaching   —          —          —          —          —          —          —          9

2.2.6    Teaching Methods      —          —          —          —          —          —          —          10

2.2.6.1  Lecture Method         —          —          —          —          —          —          —          11

2.2.6.2 Discussion Method     —          —          —          —          —          —          —          13

2.2.6.3   Inquiry Method         —          —          —          —          —          —          —          15

2.2.6.4  Project Method          —          —          —          —          —          —          —          16

2.2.6.5   Case Study Method —          —          —          —          —          —          —          17

2.2.6.6   Guided-discovery Method   —          —          —          —          —          —          18

2.2.6.7    The Demonstration Method             —          —          —          —          —          21

2.2.7    Junior Secondary School Mathematics Curriculum

for JSS2 (two)             —          —          —          —          —          —          —          24

2.2.8    Instructional Materials and the Content of

Probability to be Covered       —          —          —          —          —          —          24

2.3       Empirical Framework  —          —          —          —          —          —          —          25

2.4       Summary Reviewed    Literature        —          —          —          —          —          27

 

CHAPTER THREE: RESEARCH METHODS

3.1       Design of the Study    —          —          —          —          —          —          —          28

3.2       Area of Study —          —          —          —          —          —          —          —          28

3.3       Population of the Study          —          —          —          —          —          —          28

3.4       Sample and Sampling Technique        —          —          —          —          —          29

3.5       Instrumentation           —          —          —          —          —          —          —          29

3.5.1    Validation of the Instrument  —          —          —          —          —          —          29

3.5.2    Reliability of the Instrument   —          —          —          —          —          —          29

3.6       Method of Data Collection     —          —          —          —          —          —          30

3.7       Statistical Treatment of the Data        —          —          —          —          —          30

CHAPTER FOUR: RESULT AND DISCUSSION

4.1       Results —          —          —          —          —          —          —          —          —          31

4.3       Discussion       —          —          —          —          —          —          —          —          35

4.4       Summary of Findings —          —          —          —          —          —          —          36

 

CHAPTER FIVE: SUMMARY, CONCLUSION AND

   RECOMMENDATION

5.1       Summary         —          —          —          —          —          —          —          —          37

5.2       Conclusion      —          —          —          —          —          —          —          —          37

5.3       Educational Implications of Findings             —          —          —          —          38

5.4       Recommendations      —          —          —          —          —          —          —          38

REFERENCES

APPENDICES

 

CHAPTER ONE

INTRODUCTION

1.1       Background to the Study

Teaching and learning process is a two-way traffic where the teacher sends out the message while the students acknowledge through feedback. This give and take process could only be effective when the teaching method applied is appropriate.

Teaching method refers to the process of transmitting fact, skills, information and knowledge by the teacher, so as to engage students in meaningful activities for learning and to achieve the objective of the lesson (Joe, 2004). According to Madugu (2005) teaching methods consist of sequence of activities involved in instructing learners. Also, Ajoma (2009) expressed teaching method as a professional technique teachers adopt regularly in instructional exercise to enable them impact relevant knowledge and skills to the learner.

To the scientist, mathematics teaching method is an analytic tool applied to experimental data with the hope of generalizing a formula that describes some basic tendency of nature. Without mathematics, researchers would ultimately have no nice way of understanding or analyzing the relationship between quantities we observe and measure practical activities.

According to Nzewi (2008) practical activities can be regarded as those strategies that can make teaching more real to students and enhanced learning and retention of science as opposed to the abstract traditional theoretical presentation of fact, principles and concepts of subject matter.

Studies have shown that students gain more from mathematics lessons when they are given an opportunity to practice than when they are only allowed to observe (Ibe, 2004). This is because those activities involved in practical often lead to mental development while providing opportunities for mathematics students to actually learn by doing it. This practical activities offers opportunity for productive and co-operative interaction among students and teachers (Mimi and James, 2014). This enhance student, teacher interactions have the potential to promote learning. Successful teaching and learning of mathematics depends partly on the use of appropriate method (teaching strategy) and the teachers’ knowledge of subject matter, morale, motivation and capacity to facilitate learning.

Evidence suggests that the performance of students in external examination like West African Senior School Certificate Examination (WASSCE) remains non-impressive over the years. Therefore the researcher seeks to determine the effects of demonstration and Expository method on teaching probability and students’ achievement in Essien Udim Local Government Area.

 

1.2       Statement of the Problem

The teaching of Mathematics appears to have been made easy for teachers in schools by government in the sense that Mathematics curriculum have been developed and issued to schools for implementation. Also, text books and student work books are available for students use to enhance performance in school examination. Unfortunately result of school examinations in West African Senior School Certificate Examinations (WASSCE) is not commensurate with the input. The teacher is therefore a factor. How is the teacher presenting learning materials to the students? Teachers’ choice of method of teaching appears a suspect here. Probability should be taught using a practical assisted method. Therefore, the researcher seeks to determine if the demonstration and expository method on teaching probability could enhance student’s academic achievement.

 

1.3       Purpose of the Study

The main objective of this study is to investigate the effect of demonstration and Expository method of teaching probability on Secondary school students and their achievement in mathematics in Essien Udim Local Government Area, Akwa Ibom State.

Specifically, the following objectives are set to guide the study;

1. To determine the difference in the mean achievement scores of students when taught probability using demonstration and expository methods of teaching.
2. To determine the mean achievement scores of student in ability level when taught probability using the demonstration method.
3. To determine the mean achievement score of students by gender when taught probability using the demonstration method.
4. To determine the amount of variations in students achievement when taught probability using demonstration method that may be attributed to method, gender and ability level.

 

1.4       Research Questions

The following research questions have been raised to guide the study:

1. To what extent is the difference in the mean achievement scores between students taught probability using demonstration and expository methods.
2. What is the difference in the mean achievement scores of students based on ability level, when taught probability using demonstration method?
3. What is the difference in the mean achievement scores of students based on gender, when taught probability using demonstration method?
4. What amount of variation in students achievement in the study may be attributed to the joint effect of method, ability and gender?

 

1.5       Research Hypotheses

Below are the hypothesis that have been raised to guide the study at 0.05 level of significance which is 95% confidence level.

Ho₁: There is no significant difference (p < 0.05) in the mean achievement scores of students taught probability with regards to demonstration and expository methods.

Ho₂: There is no significant difference (p < 0.05) in the mean achievement scores of students with regards to ability level when taught probability using demonstration method.

Ho₃: There is no significant difference (p < 0.05) in the mean achievement scores of students with regards to gender when taught probability using demonstration method.

Ho₄: The amount of variation in students achievement that is attributed to method, ability and gender (joint effect) when taught probability using the two methods is not significant at P < .05.

 

1.6       Significance of the Study

This study is significant in several ways to students, teachers and school proprietor. To the proprietor it would help in decision making and appropriate channeling of resources. To the teachers it would serve as a guide to the choice of appropriate method to be adopted in teaching probability. It will also serve as a reference materials to other researchers and students in the teaching of probability and related topics.

 

1.7       Scope of the Study

The study was delimited to the teaching of probability in junior secondary school two (JSS2). This is so because probability in JSS2 is the focus of the study.

 

1.8       Limitation of the Study

The duration of this study which was one week did not enable the researcher cover other topics in mathematics. However, this will not affect the generalisability of the result of the study.

 

1.9       Definition of Terms

The following terms are significant to the study and are defined for the purpose of clarity.

• Practical: This is the actual doing or use of something rather than with theory or ideas, or a lesson in which theories and procedures learned are applied to the actual making or doing of something. A demonstration that is learner centered.
• Achievement: It refers to the accomplishment of students in a given task measured with known standards of accuracy, competences, costs and speed. It can also be seen as how well a group of students does a pieces of work in measurable terms.
• Instructional Strategy: This is a technique or a method that a teacher can adopt to meet the various learning objectives. It helps students to be independent while at the same time, meeting their goals and objectives.
• Teaching Method: refers to the process of transmitting fact, skills, information and knowledge by the teacher, so as to engage students in meaningful activities for learning and to achieve the objective of the lesson.
• Students’ Ability Level: This refers to a consistent Scale for Measurement of Student Ability which allows school administrator to build longitudinal group profiles for individual students.

 

 

USE THIS MATERIALS AS A GUIDE FOR YOUR PERSONAL RESEARCH WORK (IF PROPERLY CITED)

PAY ₦3,000 HERE TO DOWNLOAD MATERIALS 

Account Number: 0709546102

Access Bank: Savings
Account Name: Emmanuel Idorenyin Samuel.