Effects of Problem-Solving and Demonstration Methods on Students’ Performance in Biology in Nsit-Atai Local Government Area, Akwa Ibom State, Nigeria
Keywords:
demonstration method, problem-solving methodAbstract
This study investigated the effects of problem-solving and demonstration methods on
students’ performance in biology in Nsit-Atai local government, Akwa Ibom State, Nigeria. It
also examined the gender on students’ mean performance scores in Biology when taught
using problem-solving and demonstration methods. Two hypotheses guided the study. The
study focused on co-educational secondary schools in Nsit Atai Local Government Area of
Akwa Ibom State, Nigeria. A sample of 131 senior secondary one (SS1) Biology students was
selected from two intact classes of two co-educational public secondary schools in Nsit Atai
Local Government Area. It comprised 58 males and 73 females. A purposive sampling was
adopted. The two schools were experimental and control groups. Subjects in the experimental
groups were taught using problem-solving and demonstration methods. A researcherdeveloped instrument (the Biology Performance Test on Ecology (BPTE)) with a reliability
coefficient of 0.80 using the Kuder-Richardson formula – 21 was used for data collection.
Data collected were analysed using descriptive statistics (mean and standard deviation) and
analysis of covariance (ANCOVA). The findings showed that Biology students taught the
concept of ecology using the demonstration method performed better than those using the
problem-solving. Gender was an insignificant factor in students’ performance. From the
findings, Biology teachers should employ demonstration methods in teaching the concept of
ecology to enhance students’ performance in Biology.
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