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Relative effects of programmed instruction and demonstration methods on students' academic performance in science.

Article Excerpt
This study compared the effects of Programmed Instruction and Demonstration methods on students academic performance in science in Esan West Local Government Area of Edo State. A sampling technique (balloting) was used in selecting two schools in Esan West local government area for the study. Two intact classes of fifty (50) students each from the two schools selected were used for the study. These (100) students consist of 50 males and 50 females. Quasi-experimental, non-control design (without a control group) was used. The Instrument used was Test of Performance Level in science (TOPLIS) to test students' performance in science. All the groups were pre-and post-tested using the 20 items of Test of Performance level in (TOPLIS). The hypotheses were tested at 0.05 level of significance.

The findings are indicated as follow:

1. Exposing students to Programmed Instruction method improved performance in science

2. Exposing female students to demonstration method yielded a better performance than their male counterparts.

Recommendations made from this study are:

1 . Teachers should avail themselves of the available opportunities to attend in-service training.

2. They should also cultivate the habit of reading journal articles, most especially those on experimental studies.

3. Teachers in our secondary schools should be encouraged to carry researches on methods of teaching science and how to find solution to teaching problems.

Background

From the perspective of promoting standard based science education, the instructional technique or method employed plays important role in learning important ideas and skills if standard based education is to become a reality in the nation classroom (Tyson, 1997).

Methods are the tools of the teacher for reaching the set goals and objectives. The effective teacher has multiplicity of methods at his disposal and must be prepared to select the ones, which will be most effective for leading the learner to desired behaviour. Educational methods sometimes called techniques are ways and means adopted by teacher to direct the learners' activities toward an objective. It is therefore a process of cognitive, affective and psychomotive development whose aim is to mould the learner towards a total contribution to the development of the learner and the community (Durosaro, 2002). In achieving this by the teacher, there is the need to improve on the instructional methods in the teaching and learning process especially in teaching science subjects.

Man is greatly dependent on science and technology. This is because the future hope for a better scientifically and technologically developed countries lies in science education not only for attainment of paper qualification but to aid them adjust to such technological devices as may affect their daily lives. Science is a classified body of knowledge, which includes Chemistry, Physics, Biology and so. A sound knowledge of science education is very important for the management of our natural resources including fishery, provision of adequate food and healthy environment. For instance Biological sciences is essential to all forms of life including plants and animals and other living and non-living components. It also plays important role towards achieving self-reliance in the life of individual (Dutta, 1996; Umeh, 1999)

Despite the frantic efforts made by government to enhance teaching of science syllabus, By employing qualified graduate teachers, Provision of well equipped laboratory, Prompt payment of wages, Promotion of sectors and sponsory of sector to science programmes, yet the recent students' result at external examination, shows a decline in the performance.

Therefore, this study is set out to investigate if appropriate teaching method is used in teaching science could yield a better performance. Such teaching methods are Programmed Instruction and demonstration method.

Programmes are sequences of information (verbal, visual or audio), which are designed to elicit predetermined responses. The most common example are programmed textbooks or instructional programmes prepared for teaching machines or computers. The presentation of information is made through any one medium or combination of media, e.g. printed words, slides and tapes motion picture sequences, and filmstrips. An active response is required of the learner before new information appears. The learner is informed immediately of his success or failure....

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