COMPARATIVE STUDY OF DISCUSSION AND LECTURE METHODS ON ACHIEVEMENT AND ANXIETY AMONG SECONDARY BIOLOGY STUDENTS IN GASHUA, YOBE STATE, NIGERIA.
COMPARATIVE STUDY OF DISCUSSION AND LECTURE METHODS ON ACHIEVEMENT AND ANXIETY AMONG SECONDARY BIOLOGY STUDENTS IN GASHUA, YOBE STATE, NIGERIA.
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Date
2014-12
Authors
MOHAMMED, DAWUDA DANLADI
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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. There was no significant difference between the anxiety levels of boys and girls of the experimental group. There was significant difference between the anxiety levels of boys and girls of the control group in favour of boys. Based on the findings of the research, a number of recommendations were made, among which were: (i) teachers should adopt discussion method which is learner-centred in their day-today classroom instruction and encourage students to actively participate, as this enhances the understanding of instructional content, improves academic achievement and reduces anxiety. (ii) Biology teachers should be trained through workshops and seminars on how to effectively use discussion teaching method to teach in secondary schools.
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A THESIS SUBMITTED TO THE SCHOOL OF POSTGRADUATE STUDIES, AHMADU BELLO UNIVERSITY ZARIA.
IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF A MASTERS DEGREE IN SCIENCE EDUCATION.
DEPARTMENT OF SCIENCE EDUCATION, FACULTY OF EDUCATION AHMADU BELLO UNIVERSITY, ZARIA NIGERIA.
Keywords
DISCUSSION METHODS,, LECTURE METHODS,, ACHIEVEMENT,, ANXIETY,, SECONDARY BIOLOGY STUDENTS,, GASHUA,, YOBE STATE,