DISCUSSION METHOD AND ACADEMIC PERFORMANCE OF STUDENTS IN BIOLOGY

DISCUSSION METHOD AND ACADEMIC PERFORMANCE OF STUDENTS IN BIOLOGY

TABLE OF CONTENTS

CHAPTER ONE – INTRODUCTION

1.1     Background to the Study

1.2     Statement of the Problem

1.3     Purpose of the Study

1.4     Research Questions

1.5     Research Hypotheses

1.6     Significance of the Study

1.7     Limitations of the Study

1.8     Definition of Terms

CHAPTER TWO – REVIEW OF RELATED LITERATURE

CHAPTER THREE – RESEARCH METHODS

3.1     Research Design

3.2     Area of the Study

3.3     Population of the Study

3.4     Sample and Sampling Techniques

3.5     Instrument for Data Collection

3.6     Validation of the Instrument

3.7     Administration of the Instrument

3.8     Scoring of the Instrument

3.9     Method of Data Analysis

CHAPTER FOUR – RESULTS AND DISCUSSION

4.1     Presentation of Results

4.2     Discussion of Findings

CHAPTER FIVE – SUMMARY, RECOMMENDATIONS AND CONCLUSION

5.1     Summary

5.2     Recommendations

5.3     Conclusion

5.4     Suggestions for Further Study

References

Appendices

CHAPTER ONE

INTRODUCTION

1.1     Background to the Study

Indeed, discussion method is one of the method of teaching Biology in secondary schools.  Moreover, in a way discussion implies the participation of students in the process of learning by raising issues of their own, contributing ideas, asking questions and seeking solutions based upon the study and drawing conclusions under the teacher’s guidance.

Emphatically, teaching by discussion method can be an effective means of helping students apply abstract ideas and think critically about what they are learning. (Petty and Jenson, 2012).

According to Rivlin (2011) discussion method of teaching is important in a learning process because it is a way of considering various facts of a problem and also lay the ground work for many discussion situation in which students are constantly taking part.

Without reservation, discussion is based on extensive contribution of ideas and expressions from the members of the group participating. Thus, in order for the discussion to be effective as a teaching method, the teacher must know how to guide the students without dominating the discussion.

Therefore, it is role is to develop the interest of his students to participate actively in the discussion. Bridge (2013) believes that discussion is more serious than conversation because it requires to be both “Mutually responsive” to the different view expressed by learners Seweje (2010) stressed that the methods adopted by teachers in most cases include the talk and Chalk (lecture) with very little concern for practical activities.

DISCUSSION METHOD AND ACADEMIC PERFORMANCE OF STUDENTS IN BIOLOGY

1.2     Statement of the Problem

Without a doubt, many method of teaching exist in education. Some methods used in teaching Biology to students in secondary schools are not effective for their teaching and learning and this impedes their academic performance in Biology.

The increasing decline in student’s academic performance in Biology have been attributed to a lot of factors including teacher’s failure to use appropriate method of teaching. It is a known fact that if appropriate teaching methods such as discussion method of teaching etc are taken into consideration during the teaching and learning processes, the low performance among Biology learners would be reduced.

1.3     Purpose of the Study

The main aim of this study was to find out the influence of discussion method on academic performance of students in Biology in Abak Local Government Area.

Specifically, the objective of the study are:

1. To find out the academic performance of students taught Biology with discussion and lecture method.
2. To find out the academic performance of students by gender taught Biology with discussion method.

1.4     Research Questions

1. Is there any significant different in academic performance of students taught Biology with discussion and lecture method?
2. Is there any significant difference in academic performance of male and female students taught Biology with discussion method?

1.5     Research Hypotheses

1. There is no significant different in academic performance of students taught Biology with discussion and lecture method.
2. There is no significant difference in academic performance of male and female students taught Biology with discussion method.

1.6     Significance of the Study

1. Different educational authorities on the need to arm the teachers with appropriate methods during their training programme.
2. Teachers as they will apply different method during teaching-learning processes to select the appropriate ones for each lesson, for them to develop interest and retention in the learners.
3. Also, students as it may prove to them that discussion method of teaching can assist them in Biology class to study focused and achieve better performance in the subject.
4. The study will also provide base data for future researcher for further studies in the area of teaching methods.

1.7     Limitation of the Study

Time Factor: The time given was too short; therefore it was not possible to give a wider coverage of the work.

Financial Problem: This also poses a threat to the work, there was no enough funds to expand the work to cover all secondary schools. So, the sample size was limited to four (4) secondary schools.

1.8     Definition of Terms

Discussion method: In brief, this is a method in which the teacher leads or guides the students in expressing their opinions and ideas with a view to identifying and solving problems collectively

Academic Performance: In brief, this is the level of knowledge or skill attained by a student in a given subject usually designated by a rest score or grade obtained by a students in the learning of any particular subject.

Conclusion

It is evident from all that have been discussed in this study that discussion method of teaching has great influence in the teaching and learning of Biology as well as academic performance of students. It is also important to realize that the best planned lesson is worthless if interesting method of teaching along with good classroom management techniques are not in evidence.

Peter Hezekiah

I am Peter Hezekiah, a Nigerian. A graduate of Economics/Education. I’m the Editor in projectboss.com.ng (A online company that deals with writing of final year project and provision of project materials of any topic to final year project students). My personal email is lawsonpeter10@gmail.com. My personal number; +2347068634102