Effect of Demonstration and Role Playing Instructional Strategies on Academic Performance of Pupils in Selected Primary Schools in Lagos State
CHAPTER ONE
Objectives of the Study
The study examined the effect of demonstration and role playing instructional strategies on academic performance of pupils in selected primary schools in Lagos state. However, the specific objectives are:
- To understand the effect of demonstration on the academic performance of primary school pupils
- To examine the impact of field trip on the academic performance of primary school pupils
- To investigate the influence of problem solving on the academic performance of primary school pupils
- To determine the role of question and answer method of teaching on the academic performance of primary school pupils
- To ascertain the effect of laboratory method of teaching on the academic performance of primary school pupils
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Instructional strategies influencing academic performance
Inquiry method
Inquiry based learning is where students take part in the learning process and formulate questions whereby they investigate at a wider range and then construct new understandings and knowledge. That knowledge constructed becomes new to the learners and they use it to answer questions and develop an answer that can support a point of view. The knowledge is presented to others and ends up resulting in some kind of action. Inquiry based learning help learners become creative, positive and more independent (Kuhne, 1995). Some research was done on effective school library programmes that are centers of inquiry based learning. A well equipped and staffed library program makes a change in student performance as compared to that which is not well equipped and staffed. The library factors alone can account for improvement of2% to 9% in learner’s performance (Lance 2001). Success with inquiry based learning frequently needs a change in the culture of an institution. Some schools have made inquiry based learning their instructional priority. Studies examining the application of inquiry based Science education and other inquiry based educational inventions have lead to procedures for constructing a culture of inquiry (Falk & Drayton 2001, Fullan 1991, Kuhlthau 2001). In classrooms where teachers use inquiry based learning they have some characteristics that are in the form of dependable real-life problems within the context of the curriculum. Therefore inquiry emphasizes on learners curiosity, where data is used in an active way, interpreted and discussed where teachers and learners cooperate so that students can own up their learning. The teacher becomes the facilitator of gathering information and presenting it. The teacher and learners interact regularly and more actively than during old-fashioned way of giving instruction (Falk & Drayton, 2001). Inquiry learning is characterized by the degree of independence learners have in formulating questions and generating the plan for answering them. Windschitl (2003) describes four levels of inquiry ranging from the lowest amount of students independence to the highest. The first level of inquiry is known as confirmation experiences, followed by structured inquiry, guided inquiry and finally open or independent inquiry. Teachers who implement scientific inquiry are actually practicing the art rather than the act of teaching (Gooding & Metz, 2008) and while inquiry is a dynamic fluid process, teachers and students each play specific roles during inquiry based learning. Inquiry based learning has been accepted to be a useful instructional strategy. Its acceptance is because of its usefulness in teaching Science whereby it matches between learning and environment due to the nature of mankind. That means all learning requirements and observations require raising inquiry questions. In inquiry based learning, lessons start with questions that are based on real observations and the qualities of the questions allows conclusions together with discussions and explanations based on evidence (Cuevas et, al 2005).
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine Effect of Demonstration and Role Playing Instructional Strategies on Academic Performance of Pupils in Selected Primary Schools in Lagos State. Selected primary schools in Lagos state form the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
TEST OF HYPOTHESIS
There is no significant relationship between demonstration and the academic performance of primary school pupils
There is no significant correlation between field trip and the academic performance of primary school pupils
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain effect of Demonstration and Role Playing Instructional Strategies on Academic Performance of Pupils in Selected Primary Schools in Lagos State. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of effect of Demonstration and Role Playing Instructional Strategies on Academic Performance of Pupils
Summary
This study was on effect of Demonstration and Role Playing Instructional Strategies on Academic Performance of Pupils in Selected Primary Schools in Lagos State. Five objectives were raised which included : To understand the effect of demonstration on the academic performance of primary school pupils, to examine the impact of field trip on the academic performance of primary school pupils, to investigate the influence of problem solving on the academic performance of primary school pupils, to determine the role of question and answer method of teaching on the academic performance of primary school pupils and to ascertain the effect of laboratory method of teaching on the academic performance of primary school pupils. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from staffs of selected primary schools in Lagos state. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
It is evident that inquiry technique was commonly utilized. However, it was not effective since dismal performances in Science were still reflected in majority of schools. It can be concluded that teaching strategies were not employed in correspondence to the nature of the content of the topic taught. Teachers in all subjects should be encouraged to employ many strategies such as discussion, peer teaching, group work and projects in order to enhance pupils’ competence in the knowledge and skills in Science depending on the learners’ level of understanding. The findings of the study revealed that majority of teachers considered mastery of knowledge and skills as the major critical issue in teaching and learning of technical subject particularly Science. However, some critical areas of consideration such as socialization, pupil-teacher relationship, self-building, and real life application, have been left out. These concerns should be effectively employed towards enhancing the performance in Science. Hence this will ensure that Science, as an examinable subject, is taught in an effective and meaningful way of learning. It can also be concluded that even though peer tutoring, project and inquiry based teaching strategies are used by teachers, little changes in Science performance is realized due to many obstacles such as lack of teaching/learning resources, poor language competence among learners, inadequate time limit, poor planning and lack of follow up of learners’ work facing their implementation. Unless these obstacles are addressed, these strategies will not help learners become more creative and independent, learn from each other and authentically solve problem opportunities.
Recommendation
The findings revealed that peer tutoring were not fully utilized by teachers. Therefore school administration need to establish a strong socialization in the school context through drama, clubs and debates where children can freely socialize. The findings revealed that the major challenge was lack of teaching/learning resources for Science hence the Ministry of Education should ensure that resources are properly allocated and mobilized in schools through audit.
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