Effect of Demonstration Method on the Academic Performance of Students in Biology in Senior Secondary Schools in Kaduna North Lga, Kaduna State

This study aimed to investigate the effect of the demonstration method on the academic performance of students in biology in senior secondary schools in Kaduna North, Nigeria. The research sought to determine how these teaching methods impact students' understanding of biology concepts, their engagement in lessons, and their overall academic achievement. The demonstration method involves the teacher showing students how to perform a task or experiment, allowing them to observe and understand biological processes in action. The guided discovery method, on the other hand, encourages students to explore concepts and discover solutions through teacher-facilitated activities that promote independent learning and critical thinking. The study utilized a survey approach, collecting data from 40 senior secondary school students in the Kaduna North region. Participants were asked to rate their experiences with these teaching methods in terms of frequency, engagement, understanding, and impact on academic performance. Students generally found the demonstration method useful in enhancing their understanding of biology, with many expressing a preference for it due to its hands-on nature. However, engagement levels varied, with some students finding it less engaging. The guided discovery method was also popular among students, but it showed a slightly lower level of engagement compared to the demonstration method. Students preferred the method that involved more active participation and exploration. Both methods had a moderate positive effect on students' academic performance, with the demonstration method being slightly more effective in terms of improving understanding and academic achievement.