ABSTRACT
This study examined the effects of teaching methodology on the Academic Performance of Science Students in Ovia North East Local Government Area of Edo State. In order to achieve this purpose, two research questions were raised. Literatures were critically reviewed on effects of teaching methods on academic performance. The population of the study comprised all 2720 science students in Ovia North East Local Government Area of Edo State. Ten (10) senior secondary schools were selected through random sampling technique employing the descriptive survey research design method and a total of 100 questionnaires were administered to science students in these schools. The questionnaires were used to solicit information from the respondents. Cronbach Alpha method was used to estimate the reliability of the instrument and a coefficient of 0.716 was obtained.
Results from the study showed that the teaching method employed by science teachers influences the academic performance of science students. Also, students’ perception on the appropriateness of teaching method engaged by their science teachers is that science should be taught practically and not just theoretically. Furthermore, the research explains that the suitable methods for teaching science are: Laboratory, Demonstration, Field-trip, Lecture-Cum-discussion, Inquiry/discovery, project and problem solving method.
The following recommendations were suggested after the findings were made:
Government and school management should build science laboratories and provide science equipment and textbooks for secondary schools in order to enhance smooth and effective teaching – learning process. Science teachers should be sponsored to workshops, seminars and conferences by heads of their respective schools. Through such teaching, acquire new skills and get to meet with other teachers in their field.
