Effects of Demonstration Instructional Strategy on Students’ Performance on Air Pollution in Biology in Ogbia LGA of Bayelsa state

Abstract

This study investigated effect of demonstration instructional strategy on students’ performance on air pollution in biology in Ogbia L.G.A. Two research questions and two hypotheses guided the study. A pre-test and post-test quasi experimental design was adopted for this study. A population of nine thousand, four hundred and forty two (9,442)   senior secondary school biology students was used. Purposive sampling was used to select a sample size of 160, SS2 Biology students for the study. Mean and standard deviation were used to answer the research questions while Analysis of Variance (ANOVA) was used to test the hypotheses at 0.05 level of significant. The findings of this study revealed that students taught with demonstration method performed better than those taught with lecture method. It also unveiled that the performance of male and female students on either demonstration or lecture methods are almost the same. The male and female students’ had a higher performance in demonstration method than the lecture method. In similar view, there was no significant difference in performance of male and female biology students exposed to either lecture method or those taught using demonstration method. Consequently, the following recommendations were made: Teachers should endeavor to be using the demonstration method in addition to any other innovative teaching methods for better students’ performance, Curriculum planners and educators should always use demonstration teaching method in order to maintain equal gender achievement of students in Biology when delivering their lessons and the government and all stakeholders involved in encouraging equal gender opportunities and achievement in learning should approach demonstration method as a way forward to balance gender discrepancies.