Comparative Study of Discussion and Lecture Methods on Achievement and Anxiety among Secondary Biology Students in Gashua, Yobe State, Nigeria.
ABSTRACT
The purpose of this study was to compare the Effects of Discussion and Lecture Methods on the Achievement and Anxiety among Secondary Biology Students in Gashua, Yobe State, Nigeria.
The study used a population of 532 students (363 boys and 169 girls) and a sample of 71 students (49 boys and 22 girls).
A pretest posttest Experimental and Control group design was used. Simple random sampling was used to select the two (2) schools out of the four (4) co-educational secondary schools in Gashua educational Zone of Yobe State.
The selected schools were randomly assigned to experimental and control groups.
The experimental group was taught for six (6) weeks using discussion method and control group was taught using lecture method for the same period.
The instruments used for data collection were Biology Achievement Test (BAT) and Biology Students Anxiety Test (BSAT) with reliability coefficient of 0.80 and 0.70 respectively.
Four (4) Null hypotheses were tested at P=0.05 level of significance using t-test statistic. The major findings in the study indicated that; there was significant difference between the mean academic achievement scores of the experimental and control groups in favour of experimental group.
There was no significant difference between the academic achievement scores of boys and girls of the experimental group.
THE PROBLEM
1.1 Introduction
Science and Technology Education is the bedrock of scientific and technological development of any nation. Science and technology have predominantly shaped the world; it also constitutes the major determinant of both national and international development as well as economic and human empowerment (Uyoata, 2006).
Science has been defined by various authors. Shaibu (2008) refers to science as a complex human activity that culminates in the production of a body of universal statements which serve to explain the physical behaviour of the universe and parts of it which in themselves have predictive characteristics.
Geddes and Grosset (2007) view science as a knowledge gained by systematic experimentation and analysis, and the formulation of general principles.
Abdullahi (1982) defines science as the activities culminating into a testable, falsifiable and verifiable body of knowledge.
Lasisi and Daniel (2009) view science as a systematic study of the nature and behaviour of the material and physical universe through observation, experimentation, measurement and recording.
REFERENCES
Kirkland, M. V.(1996). Relieving Anxiety in Classroom Examination. British Journal of Educational Psychology. 50, 53-60.
Kochchar, S. K. (2012: 2000). Methods and Techniques of Teaching. Sterling Publishers Pvt Ltd. New Delhi 110020.
Kundu, C.I. & Tutoo, D.N. (1988). Educational Psychology. 5th Edition New Delhi: Sterling Publishers Pvt, Ltd.
Lassa, B.I. (1984). The sorry State of Mathematics Education in Nigeria. An inaugural Address Delivered at University of Jos on 20th January, 1984.
Lasisi, A.R. & Daniel, T.A. (2009). Effect of Vedeo-taped Instructional Package on Students‘ level of Practical Skills Acquisition in Physics. 50th STAN Annual Conference Proceedings, 311-315.
Lazarus S.R. (1964 Ed.) Educational Psychology. Foundations of modern Psychology. New Jersey:series practice Hall Inc.
Be the first to comment