The Interaction between Teaching Methods and Students' Mental Capacity and its Effect on Nigerian Secondary Stage Students' Achievement in Biology
| المصدر: | مجلة كلية التربية بالمنصورة |
|---|---|
| الناشر: | جامعة المنصورة - كلية التربية |
| المؤلف الرئيسي: | Buba, Maryam Abubakar (Author) |
| مؤلفين آخرين: | El-Banna, Hamdy A. A. (Advisor) , El-Saady, Nagah E. M. (Advisor) |
| المجلد/العدد: | ع124, ج4 |
| محكمة: | نعم |
| الدولة: |
مصر |
| التاريخ الميلادي: |
2023
|
| الشهر: | أكتوبر |
| الصفحات: | 238 - 261 |
| ISSN: |
1110-9777 |
| رقم MD: | 1504351 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Demonstration Method | Achievement and Mental Capacity
|
| رابط المحتوى: |
الناشر لهذه المادة لم يسمح بإتاحتها. |
| المستخلص: |
This study determined the interaction between teaching methods and students` mental capacity and its effects on Nigerian secondary stage students` achievement in Biology. The study used Quasi experimental research design. Achievement test in Biology was used for data collection. The sample for the study comprised of seventy (70) secondary stage students in one school, Nigeria. The samples were assigned to groups: the experimental (n=35) and the control group (n=35). The experimental group was taught Biology using demonstration method and the control group was taught using the conventional method. Data collected for the study was analyzed using Pearson Correlation coefficient, Descriptive Statistical (Means and standard deviations), Independent - Samples T – Test and Two-way ANOVA. The study revealed that: there is a significant effect of demonstration method on improving students’ achievement in Biology. There was significant difference between students with low and high mental capacity in favor of students with high mental capacity. The study recommends that demonstration teaching method should be incorporated into the secondary curriculum in order to promote active participation of students. |
|---|---|
| ISSN: |
1110-9777 |
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