Jonah D. Tali Phd, Obadiah M. Dalong Phd Sambo S. Emmanuel
EFFECT OF DEMONSTRATION METHOD ON STUDENTS’ ACHIEVEMENT IN JUNIOR SECONDARY MATHEM1ATICS IN PANKSHIN LOCAL GOVERNMENT AREA
The study examined the effect of the demonstration method of mathematics teaching on the
performance of Junior Secondary school II (JSS II) students in the study area. A quasi-experimental design was used, and 120 students were randomly selected from four schools. The experimental group was exposed to the demonstration method, while the control group was taught the lecture method. The Mathematics Achievement Test (MAT) was used for data collection, and the reliability coefficient was 0.76. Three research questions and three null hypotheses were formulated to guide the study. The results showed a significant difference in learning outcomes between students who received the demonstration method and those who received the lecture method. There were no significant differences in academic
performance between male and female students taught using the demonstration method.
However, there was a significant difference in academic performance between male and
female students who received the lecture method, with female students achieving better
results. The study suggests that the demonstration method improves students' performance
in mathematics regardless of gender, while the lecture method is passive and has a gender
bias. The study recommends that the demonstration method be adopted when teaching JSSII
students.
Keywords: Demonstrative method, secondary school, teaching and learning, mathematics
achievement, gender.
Jonah D. Tali Phd, Obadiah M. Dalong Phd Sambo S. Emmanuel
EFFECT OF DEMONSTRATION METHOD ON STUDENTS’ ACHIEVEMENT IN JUNIOR SECONDARY MATHEM1ATICS IN PANKSHIN LOCAL GOVERNMENT AREA
The study examined the effect of the demonstration method of mathematics teaching on the performance of Junior Secondary school II (JSS II) students in the study area. A quasi-experimental design was used, and 120 students were randomly selected from four schools. The experimental group was exposed to the demonstration method, while the control group was taught the lecture method. The Mathematics Achievement Test (MAT) was used for data collection, and the reliability coefficient was 0.76. Three research questions and three null hypotheses were formulated to guide the study. The results showed a significant difference in learning outcomes between students who received the demonstration method and those who received the lecture method. There were no significant differences in academic performance between male and female students taught using the demonstration method. However, there was a significant difference in academic performance between male and female students who received the lecture method, with female students achieving better results. The study suggests that the demonstration method improves students' performance in mathematics regardless of gender, while the lecture method is passive and has a gender bias. The study recommends that the demonstration method be adopted when teaching JSSII students. Keywords: Demonstrative method, secondary school, teaching and learning, mathematics achievement, gender.