EFFECTS OF LABORATORY AND DEMONSTRATION METHODS ON STUDENTS’ ACADEMIC PERFORMANCE IN SIMPLE HARMONIC MOTION IN PHYSICS (URUAN LOCAL GOVERNMENT AREA AS A CASE STUDY).
TABLE OF CONTENTS
Title - - - - - - - - -
Cover page – – – – – – – – i
Title page – – – – – – – – ii
Declaration – – – – – – – – iii
Certification – – – – – – – – iv
Dedication – – – – – – – – v
Acknowledgement - - - - - - - - vi
Abstract – – – – – – – – vii
Table of contents - - - - - - - - viii
List of tables – – – – – – – – xi
List of figures ---------
List of Appendices – – – – – – – xii
CHAPTER ONE: INTRODUCTION
1.1 Background of the Study - - - - - -
1.2 Statement of the Problem------
1.3 Purpose of the Study - - - - - - -
1.4 Research Question - - - - - - -
1.5 Research Hypothesis - - - - - - - -
1.6 Significance of the Study - - - - - - -
1.7 Delimitation of the Study - - - - - - -
1.8 Assumption - - - - - - - - -
1.9 Definition of Terms - - - - - - - -
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1. Theoretical framework - - - - - - -
2.1.1 Behavioural learning theory by Edward Ice-Thorndike (1874-1949)
2.1.2 Constructivism Theory of learning - - - - -
2.1.3 Multiple Intelligence Theory by Howard Gardners (1983) - -
2.1.4 Social Learning Theory by Jerome Bruner (1990) - - -
2.2 Conceptual framework - - - - - -
2.2.1 Concept Laboratory Method - - - - - -
2.2.2 Demonstration Method of Teaching - - - - -
2.2.3 Concept of Simple Harmonic Motion - - - -
2.3 Review of related Empirical Studies - - - - -
2.3.1 Laboratory Method and Student academic performances - -
2.3.2 Demonstration method and student academic performances – –
2.3.3 Gender performance in Physics - - - - -
2.3.4 School Locations and student’s performance ---
2.4 Summary of Literature Review -----
CHAPTER THREE: RESEARCH MATERIALS
3.1 Design of the Study------
3.2 Area of the Study - - - - - - -
3.3 Population of the Study - - - - - -
3.4 Sample and Sampling Techniques – – – – –
3.5 Instrumentation - - - - - - - -
3.5.1 Validation of the Instrument - - - - -
3.5.2 Reliability of the Instrument - - - - - -
3.6 Method of Data Collection - - - - - -
3.7 Scoring of Instrument------
3.8 Method of data Analysis
3.8.1 Decision Rule
REFERENCES
APPENDICES
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Throughout the world, education is considered to be an important tool for attaining national goals, as it provides learners with skills needed for survival. In view of its significance, Nigeria, having realized the role of education as a powerful instrument for national growth and development, adjusted her educational philosophy and methodology to match the ideals and challenges of a changing economic and social structure of modern society. Consequently, in 1982, Nigeria adjusted her secondary school system to encompass a diversified curriculum that integrates technical and vocational subjects intended to empower the individual for self-employment (Ogunlade & Adebayo, 2023). Though, the dream of every good Nigerian is to see our nation develop scientifically and technologically. This earnest craving for scientific and technological development can only be attainable if it is backed up with a good foundation in science and mathematics. Physics and other science subjects are veritable instruments for national development. The current generation of secondary school students, so-called “digital natives” (Prensky, 2001; Proserpio & Giola, 2007), and others have already used technology to enhance their social interaction, shop online, and interact with online tools (Nwosu, 2020). Man is greatly dependent on science and technology for growth and development.
According to Okon-Enoh (2008), science is a way of seeking information (process) and also an accumulated knowledge resulting from research (products). Okoro (2013) described science as a systematic investigation of nature with a view to understanding and harnessing it to serve human needs. It may also be regarded as a body of related courses concerned with knowledge. It consists of, among other components, Chemistry, Physics, Biology, Mathematics, Astronomy, Agriculture, Geology, and so on. Science education in Nigeria concentrates on the teaching of science concepts, methods of teaching, and addressing misconceptions held by learners regarding science concepts (Oluwaseun & Ganiyu, 2021). Realising the role science plays in achieving self-reliance and intellectual development, one tries to find the place of physics in science; its contributions to the quality of life and nation-building are worthwhile in all aspects (Shukla, 2021).
Simple Harmonic Motion (SHM) is one of the most important topics in Physics at the senior secondary school level, in which learners perceive difficulty despite it being essential for the understanding of other topics (Ekpenyong, 2020). One of the main barriers that students encounter in understanding physics concepts is misconceptions they have about the concept. Many studies persistently report the poor performance of students in physics, especially in the area of Simple Harmonic Motion, calling for urgent attention (Ekpenyong, 2020). This challenging situation has been attributed to a whole number of factors such as students’ attitudes, poor study habits, the learner’s interest in the subjects, the learner's self-concept, gender, and teaching methods (Effiong, 2021). Many learners experience difficulties when learning abstract concepts because the concepts are taught at a theoretical level with no visual/mental representation (Mills, 2022). Consequently, learners fail to understand the concepts and therefore develop a negative attitude towards Physics.
According to Etiubon (2011), science classrooms are still being dominated by teacher-centred strategies such as the lecture method of teaching. Research findings in recent decades revealed that students commonly lack a deep conceptual understanding of the key ideas regarding the concept of Simple Harmonic Motion and often fail to integrate their mental models into a coherent conceptual framework (Etiubon, 2020). Effective teaching methods employed by teachers are the major contributory factors that influence learners’ understanding of the concept of Simple Harmonic Motion (Ekpenyong, 2020). A teaching strategy, therefore, is the way a lesson is approached to achieve a set of given objectives. If a proper choice of strategy is made and the plan is well executed, students will actively engage in the lesson and derive benefits immediately (Aderati, 2022). There are a variety of teaching strategies from which a teacher can select for the teaching and learning of Physics concepts, but the method employed will depend on several variables, such as the age of the students, their learning style, their cognitive level, subject matter, availability of instructional material, environmental variables, etc. Two or more teaching methods can be employed within a lesson content delivery for effective teaching to take place. Computer simulation, laboratory, and demonstration methods are essential for teaching the concept of Simple Harmonic Motion in Physics (Alice, 2021).
Laboratory method of teaching is an activity-based method that requires students to search for knowledge, generate hypotheses, collect data, interpret evidence and make conclusions (Geraldine, 2022). Laboratory method is also called the experimental method. It is the method of teaching science, and it forms part of effective teaching, where both teachers and students work together. Students are often provided with opportunities to discover new rules, insights, and new methods of solving problems.
Although the laboratory method of teaching is time-consuming, it helps to build the self-concept of the learner. It also facilitates a better understanding of scientific concepts and principles, promotes analytical thinking skills, arouses student interest, promotes student participation, and encourages students to engage in scientific research and consider science as a career. Science educators have believed that the laboratory method is an important means of instruction in science since late in the 19th century. The laboratory method was considered essential because it provided training in observation, supplied detailed information, and aroused pupils’ interest. In the laboratory, students work individually or in small groups on a question, problem, or hypothesis. They use the process and materials of science to construct their own explanation of scientific phenomena. The distinction between laboratory and traditional classroom learning is that activities are student-centred, with students engaging in hands-on, minds-on activities using laboratory techniques (Udofia, 2018). Agbogun (2020) reported that the laboratory method is a unique source of quality teaching and learning in science because science students are able to observe and manipulate materials to demonstrate certain aspects of the subject matter learned in class through the lecture method.
The laboratory method is activity-orientated, which offers the students the opportunity to interact with learning content, teacher, laboratory specimens, and materials to develop scientific attitudes such as objectivity, critical thinking, carefulness, etc. It also offers the students the opportunity to develop scientific skills as they observe, measure, record, manipulate, experiment, and draw conclusions. In line with this, Schulman and Tamir, as cited by Abimbola (2021), identified the objectives of using laboratory methods to include teaching and learning of skills, concepts, attitudes, cognitive abilities, and understanding of the nature of science. Through the laboratory method, students are actively involved in the process of learning, and retention is possible. Laboratory activities can help students develop new interests, attitudes, and values so that they may learn to investigate and explore further into their environment.
Demonstration method of teaching is an activity-based teaching strategy that provides students with the opportunity to be actively involved mentally and physically, doing hands-on, minds-on, and head-on experiments and activities. The demonstration method involves showing by reason or proof, explaining, or making clear by the use of examples or experiments. Put more simply, 'demonstration' means to 'clearly show'. It is based on demonstrating skills, principles, and theory via performance, motion, slide presentation, and live display.
Demonstration often occurs when students have a hard time connecting theories to actual practice or when students are unable to understand the application of theories. It allows students to view real-life examples of skills or procedures for doing something. It is useful in teaching psychomotor skills. It makes verbal explanations more concrete. In the demonstration method, the teaching and learning process is done in a systematic way. Aniodoh (2008) defined demonstration as an activity in which a teacher or any person uses examples, experiments, and other actual performances to illustrate principles or show others how to do something. He identified types of demonstrations to include teacher demonstration, teacher-student demonstrations, student demonstrations, and quest demonstrations. This work was focused on teacher demonstration. Many studies show that the demonstration method of teaching science trains students to be good observers and appeals to their senses of vision. It bridges the gap between theory and practice. It is economical in terms of time and materials since many students can observe one demonstration at a time. It encourages questioning and thinking, thereby improving learning.
Learning by doing is the main focus and is imperative for successful learning since it is well proven that the more the senses are stimulated, the more a person learns, and the longer the learner retains it (Limbu, 2022).
Simple Harmonic motion is the to-and-fro motion of a particle from the mean position. It is the motion of a particle whose acceleration is always (a) directed towards a fixed point or (b) directly proportional to its distance from that point.
Gender is the condition of being male or female; one's sex. Asuquo (2005) observed that male and female students could do well if exposed to similar learning conditions, and gender tends to play a minor role in the success or failure of students, as there is no conclusive evidence that male or female students perform better than others in all areas. Researchers then tend to turn their attention towards other factors such as age, interest, attitude, and background of the students to determine academic superiority. King (2004) contended that given the uniformity of instructional materials, contents, strategy, and sequence, there is no reason to expect any gender difference in students’ academic performance.
School location is a place where the school is located. It could be in urban or rural areas. The learning environment has a serious effect on students’ achievement; this is so because there exists a direct relationship between the learning environment and school location. The environment where the school is located can either improve or hinder students’ academic performance. Research reports show that most rural schools are not as well-equipped as urban schools. And as such, students from urban schools achieve significantly better than students from rural schools. It is against this background that physics students perform poorly in the concept of Simple Harmonic Motion, and the researcher is motivated to investigate how the identified factors influence performance in Physics.
1.2 Statement of the Problem
Physics is a practical-orientated subject that needs concrete and tangible materials to make its teaching and learning exciting. It engages learners in activities that provoke meaningful learning through appropriate teaching techniques. It builds in the learners an inquisitive spirit, sound initiative, ability, and creative skills that will subdue the world around us. Teaching strategies pose a great challenge to teachers. Researchers also revealed that poor performance of students in science and in physics generally is a result of poor teaching methods adopted by the teachers, lack of laboratory apparatus/instructional materials, students’ attitude, misconceptions about physics, and other factors.
Research affirms that the use of appropriate teaching methods, such as laboratory and demonstration learning strategies, pulls learners out of their usual traditional settings and encourages them to apply other rich options in developing their research and improving study skills (Ogunlade & Adebayo, 2023; Idika, Akubuiro, & Umobong, 2022; Ezeudu & Ezinwanne, 2023). How can this problem be addressed? The best way to tackle the problem of poor performance of students is to train teachers on how to select appropriate teaching methods from a list of methods in teaching a given concept in the area of specialisation. All educational facilities, materials, teaching aids, and instructional materials should be evenly distributed to all schools. It is against the poor performance of students in physics that the researcher is motivated to examine the effects of laboratory (activity-based) and demonstration methods on students’ performance in Simple Harmonic Motion.
1.3 Purpose of the Study
The purpose of the study is to find out the effects of laboratory and demonstration methods of teaching on students’ achievement in the concept of Simple Harmonic Motion in physics. Specifically, the study intends to achieve the following objectives:
(i) Compare the performance of physics students’ taught Simple harmonic Motion using the laboratory method and those taught using the demonstration method.
(ii) Compare the performance of male and female physics students taught using the laboratory method.
(iii) Then compare the performance of male and female physics students taught using the demonstration method.
(iv) Compare the performance of urban and rural physics students taught using the laboratory method.
(v) Compare the performance of urban and rural physics students taught the concept of Simple Harmonic Motion using the demonstration method.
1.4 Research Questions
In order to achieve the stated objectives, the following research questions were raised to guide the study.
(i) What is the performance of physics students in the concept of Simple Harmonic Motion when taught using the laboratory method and when taught using the demonstration method?
(ii) What is the performance of male and female physics students in Simple Harmonic Motion when taught using the laboratory method?
(iii) What is the performance of male and female physics students in the concept of Simple Harmonic Motion when taught using the demonstration method?
(iv) What difference exists between the mean achievement scores of urban and rural physics students taught Simple Harmonic Motion using the laboratory method?
(iv) What is the performance of urban and rural physics students in the concept of Simple Harmonic Motion when taught using the demonstration method?
1.5 Research Hypotheses
The following null hypotheses were formulated to guide the study.
(i) There is no significant difference between the mean achievement scores of students taught Simple Harmonic Motion using the laboratory method and those taught using the demonstration method.
(ii) There is no significant difference between the mean achievement scores of male and female students taught the concept of Simple Harmonic Motion using the laboratory method.
(iii) There is no significant difference between the mean scores of male and female students in Simple Harmonic Motion taught using the demonstration method.
(iv) There is no significant difference between the mean achievement scores of urban and rural physics students taught Simple Harmonic Motion using the laboratory method.
(v) There is no significant difference between the mean scores of urban and rural physics students in Simple Harmonic Motion when taught using the demonstration method.
1.6 Significance of the Study
The study might be of benefit to physics teachers, students, teachers in different fields of specialization curriculum planners and developers, and government educationists. The study will help both science and non-science teachers to select the best teaching method from the variety of teaching methods to effect a change in the learner's life. It will also help teachers to improvise an instructional package in the absence of the standardised ones for effective teaching and lesson delivery. For students, it will contribute toward improving students’s performance in simple Harmonic Motion and in physics generally. It will make teaching of physics and other science-related subjects interesting, attractive, and concrete, and get students actively involved in teaching and learning processes.
The study might also help the government to see the need for organising in-service training, workshops and seminars for all teachers on the selection and application of appropriate teaching methods in their respective field of specialisation. The study will also help curriculum planners/developers to improve on the curriculum contents and method of teaching.
1.7 Delimitation of the Study
The study was delimited to the effects of laboratory and demonstration methods on the academic performance of physics students in the concept of Simple Harmonic Motion in senior secondary schools in Uruan Local Government of Akwa Ibom State. Only senior secondary two physics students were used for the study. Factors affecting students’ performance in physics, such as teaching methods, Gender, school location and students’ retention level, are also within the scope of the study.
1.8 Limitations of the study:
The major limitations of this work include the short period for the completion of the study, which makes the work have a limited scope; financial constraints, which hindered the purchase of necessary material for experimental procedures; and the inability to carry out the study in all schools in the Uruanruan local Government area of Akwa Ibom State, which also posed limitations.
1.9 Definition of Terms
1.9.1 Laboratory method of teaching: It is inquiry-based learning which supports the students to apply their knowledge, understand the real-world situation and support discovery or scientific facts and principles.
1.9.2 Demonstration method: It is the method of teaching in which the teacher/students model the correct techniques or procedure for doing something.
1.9.3 Students Achievement: It is the level of performance of students indicated by their scores on the specific subject matter using an achievement Test (AT).
1.9.4 Simple Harmonic Motion: It is the motion of the body or particle whose acceleration is directed towards a fixed point (centre), and it is also proportional to its displacement from that point.
Reference
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