(5) It helps to create interest for topics among students. (4) It accounts for the principles of reflective thinking. (2) It helps students remain active in teaching-learning process. (1) It helps a student in having a deeper understanding of the topic. In this last step, the evaluation of the whole demonstration should be done, so that it can be made more effective. The teacher can use various teaching aids like models, blackboards, graphs, etc.The demonstration should be neat and clean. The performance in the demonstration table should be ideal for the student. ā The teacher should teach the student in such a way that their previous knowledge can be attached to their new knowledge. ā The principle of reflecting thinking should be kept in mind. ā In the demonstration presentation of subject matter is very important. The experiment should be able to hold the attention of students.Very Common Event or Some Internal Story. The Lesson Can Also Be Started with Some Simple and Interesting Experiments.The teacher should introduce the lesson to students keeping in mind the following things. The teacher should motivate students and prepare them mentally for the demonstration. In order to ensure the success of the demonstration, the teacher should prepare lessons minutely and very seriously. Collection of Material Related to The Demonstration.Through the Preparation of Subject Matter.These following points should be kept in mind. Proper planning is required for a good demonstration. There are six steps in the demonstration process. (5) Time is given for rehearsal before the demonstration. (3) The goals and objections of the demonstration are very clear. (2) In this strategy, attention is paid to all students. (1) The demonstration should be done in a simple way. The pupils should be able to question teachers in order to remove their difficulties. During the demonstration, clear language should be used so that pupils may understand the concept easily.The object being displayed during the demonstration should not be so small.In order to make the success of the demonstration method, three things are necessary. Demonstration often occurs when students have a hard time connecting theories to actual practice or when students are unable to understand applications of theories. In the demonstration method, the teaching-learning process is carried in a systematic way. The researcher recommends among others for the improvisation of conceptual-demonstration teaching strategy within the context of mathematics teaching in junior secondary schools and the mathematics teachers should continue to use and adopt conceptual-demonstration teaching strategy more into strain of their classroom practice.The word demonstration means to give demos or to perform the activity or concept. The results showed that students taught using conceptual-demonstration teaching strategyperformed significantly higher in geometry test than their counterparts exposed to conventional method of teaching. Geometry Performance Test(GPT), Geometry Retention Test (GRT) and Geometry Interest Scale (GIS) data were analysed to determine the effectiveness of the two instructional strategies and the three research questions and hypotheses were tested using Means, Medians, Standard Deviation, T-Test Analysis and Mann-Whitney reliability coefficient of pā¤ 0.05. The effectiveness of conceptual-demonstration strategy with experimental classes was compared with the effectiveness of the conventional method of teaching geometry in the control classes. The sample was divided into two groups Experimental and Control Groups namely GSS Pambegua, GGSS Kawo, GSS Bomo and GGC Kwoi with 109 male and 103 female students as experimental and control respectively. Four junior secondary schools with a population of 212 students were randomly selected. A pretest was administered before the treatment to establish the equivalence of the experimental and control groups. The study adopted quasi-experimental design involving pretest, posttest and postposttest using one experimental and one control groups. This study investigated the effect of conceptual-demonstration strategy on interest, retention and performance in geometry among Junior Secondary Students.
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