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ERIC Number: EJ872277
Record Type: Journal
Publication Date: 2009-Jun
Pages: 11
Abstractor: As Provided
Reference Count: 25
ISSN: ISSN-0146-3934
Relative Effects of Programmed Instruction and Demonstration Methods on Students' Academic Performance in Science
Uhumuavbi, P. O.; Mamudu, J. A.
College Student Journal, v43 n2 p658-668 Jun 2009
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 follows: (1) Exposing students to Programmed Instruction method improved performance in science; and (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; and (3) Teachers in our secondary schools should be encouraged to carry out research on methods of teaching science and how to find solution to teaching problems. (Contains 4 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Nigeria