EFFECTS OF DEMONSTRATION TECHNIQUES ON PUPILS INTEREST AND ACHIEVEMENT IN ENGLISH LANGUAGE OF PRIMARY SCHOOL PUPILS IN NSUKKA LGA, ENUGU STATE
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Abstract
Learning has been described as the only way to improve in life and its endeavors. Learning can be formal or informal. Overtime, formal learning has been recognized as the trailblazer for learning as research are conducted to improve knowledge. One of the core subjects taught in a formal learning environment is English language. This subject has received a wide recognition and has attained a height of excellence. However, the subject still poses a challenge to its learners as many find it difficult to grasp fully the nitty-gritty of the subject. This study focused on the examination of demonstration technique as a teaching method of enhancing pupils’ understanding of English as a subject and increase their vocabulary and grammar.
TABLE OF CONTENT
Title page
Approval page
Dedication
Acknowledgment
Abstract
Table of content
CHAPETR ONE
1.0 INTRODUCTION
1.1 Background of the study
1.2 Statement of problem
1.3 Purpose of the study
1.4 Significance of the study
1.5 Scope and limitation of the study
1.6 Research Questions
1.7 Hypotheses
CHAPTER TWO
LITERATURE REVIEW
Conceptual framework
Theoretical framework
Review of empirical study
CHAPTER THREE
3.0 Research methodology
3.1 sources of data collection
3.3 Population of the study
3.4 Sampling and sampling distribution
3.5 Validation of research instrument
3.6 Method of data analysis
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS AND INTERPRETATION
4.1 Introductions
4.2 Data analysis
CHAPTER FIVE
5.1 Introduction
5.2 Summary
5.3 Conclusion
5.4 Recommendation
Appendix
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
The smallest and most remote villages in the developing countries are affected by the rapid and seemingly irresistible trend towards globalization. The limitless availability of information however necessitates education to stand out as the key factor for human and national development. Education is an important means of growth and development for any nation. Education especially formal education provides the needed human capital for a country’s growth and progress. It equips the citizens with the necessary skills to function effectively and contribute to the nation’s development. The recognition of this importance that education has and the link of education to the development of any society are responsible for the emphasis by the international communities and governments, in recent times, on the need for all citizens to have access to basic education. “Whoever controls the education system also controls the destiny of the nation” and “he who controls the education of the young controls the future of the nation.” Nigeria as a country believes that overcoming illiteracy and ignorance will help in forming the basis for accelerated national development. Schooling or formal education brings about empowerment. It helps the citizens to participate more actively in Politics in their country, improve in their economic development and productivity, understand and appreciate more of their cultures and cultural heritages and increase their chances of reducing poverty. Certain factors are important in achievement of these aims considered necessary in the process of nation building. For effective use and consequently even development, certain level of formal education is required on the part of all citizens for the realization of these aims in Nigeria.
However, the method of formal education is necessary as the purpose which formal education brings. It has been observed overtime that the method through which a student learns has the capacity to affect his comprehension ability. In order to enhance understanding for the students more effective methods has to be devised. In an attempt to find the best appropriate techniques for teaching, several methods were put to research. Over the past decades the demonstration as a teaching technique has been at the core of the research. Demonstration technique is a teaching method used to communicate an idea with the aid of visuals such as flip charts, posters, power point, etc. A demonstration technique is the process of teaching someone how to make or do something in a step-by-step process. As you show how, you “tell” what you are doing. Brophy (1986) discovered that demonstrations do influence learners’ attitude towards science in a positive way. Jenkinson and Fraiman (1999:283) reported that demonstrations open many exciting opportunities for teachers in their delivery of information. Watson (2000:51) asserts that practical work is seen as a hallmark of science and many teachers argue that teaching science without demonstrations fail to reflect the nature of scientific activity. His report shows that many teachers believe that demonstrations provide an essential feature for understanding scientific concepts.
Practical work as described by Van der Linde et aL, (1994:49) includes all types of investigation or experiments by learners on their own or in groups as well as demonstrations by teachers.
Furthermore, in English language the beginning treatments of demonstration has an important role for the successful or the unsuccessful of learners to learn speaking. The good treatments have to be given to the learner in the beginning of teaching speaking because the good treatment would give a good result for the success of the learners and in the opposite. If the treatments given to the learner were wrong, it would remain the bad syndromes to the learners. Those syndromes would be brought by the learners’ long time of learning. Most of the experts agreed that the result of English teaching learning process was influenced by their first experience to learn English. The good treatments in the beginning would produce a good process along time of learning so we must be selective and careful to give a treatment for the new learners of English. The students taught with a good demonstration technique in their first time of English learning would show a positive assumption about the English subject. They would consider English so interesting and easy to learn and thus will be motivated to learn it. In teaching learning process, they would act more active to get themselves involve in the learning process. If they were instructed to practice they would do it in high motivation. Those syndromes would be brought by the learners’ long time of learning. Most of the experts agreed that the result of English teaching learning process was influenced by their first experience to learn English. The good treatments in the beginning would produce a good process along time of learning so we must be selective and careful to give a treatment for the new learners of English. Those syndromes would be brought by the learners’ long time of learning. Most of the experts agreed that the result of English teaching learning process was influenced by their first experience to learn English. The good treatments in the beginning would produce a good process along time of learning so we must be selective and careful to give a treatment for the new learner of English.
1.2 Statement of the problem
English language is considered and prioritized as a major subject before mathematics. One’s academics will not be recognized nor given attention if English language is lacking. This is because Nigeria is a secular nation with so many languages and thus have adopted English language as her lingua franca. The capacity to learn and understand English language is built at a very young stage, possibly the nursery and the primary level of formal education. The biggest problem in teaching English speaking for primary school pupils was to change their prejudice about English learning itself because most of the pupils consider English difficult to learn. This mindset is the cause of their failure experience. The bad treatment given to pupils concerning English language produced wrong English learning syndrome to the learners and it follows and sticks to the learner throughout the English learning process. These wrong English learning syndromes should be cut off and a fresh and new mindset introduced to them. One of the ways to take out the old mentality in the pupils and plant a new one is through the demonstration technique. This study is therefore aimed to assess the effect of demonstration technique on the pupil’s interest and achievement in English language.
1.3 Purpose of the study
The study has the following specific objectives:
- To investigate the effectiveness of demonstration technique in improving vocabulary and grammar in teaching English language to pupils.
- To determine if demonstration technique improve the interest of the pupils to learn English language.
- To determine if demonstration technique enhances the understanding of the pupils towards the subject of English language.
1.4 Significance of the study
The study is significant to three categories of people. To the teachers it will help unveil to the English teachers the better way of teaching English and not just the conventional way of learning, thereby yielding a better dividend for teaching. Also, to the parents, it is also an avenue for them to help teach their kids the right way of pronouncing words and motivate them to learn English language. To the students or pupils of English language, it will enhance the level of their comprehension on English language as a subject because they has visual understanding of what they are being taught and introduced to.
1.5 Scope of the study
The study examines the effects of demonstration techniques. It lays its emphasis on primary school pupils and it is exclusively for English language only. What demonstration is and the benefits of demonstration techniques will be acknowledge in the study.
1.6 Research questions
- Does demonstration technique improve the vocabulary and grammar of the primary school pupils?
- Does demonstration technique improves the interest of the pupils to learn English language?
- Does demonstration technique enhances the understanding of English language among primary school pupils?
1.7 Research hypotheses
The study formulated the following hypotheses:
H0: Demonstration technique does not improve the vocabulary and grammar of primary school pupils.
H1: Demonstration technique improves the vocabulary and grammar of primary school pupils.
H20: Demonstration technique does not improve the interest of the pupils to learn English language.
H21: Demonstration technique improves the interest of the pupils to learn English language.
H30: Demonstration technique does not enhance the understanding of English language among primary school pupils.
H31: Demonstration technique enhances the understanding of English language among primary school pupils.
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