Project – Demonstration Method of Teaching and the Retention Ability of the Students

CHAPTER ONE

INTRODUCTION

• Background to the Study

The demonstration method of teaching, which involves the instructor showing students how to perform a task or process, has been widely studied for its effectiveness in enhancing students’ retention abilities. According to Dale’s Cone of Experience, learners retain more information by what they see and do rather than by what they hear or read (Dale, 1969). This method is particularly effective in subjects that require practical skills, such as science and vocational training. For instance, a study by Hattie (2009) found that visual and hands-on learning experiences significantly improve students’ understanding and retention of complex concepts.

Research by Rosenshine and Meister (1992) supports the effectiveness of the demonstration method, highlighting that it provides students with a clear model of the expected outcome, which they can then replicate. This method also allows for immediate feedback and correction, which is crucial for learning. In their meta-analysis, they found that students who were taught using demonstration methods performed better in both immediate and delayed post-tests compared to those who were taught using traditional lecture methods.

Moreover, the demonstration method aligns well with the principles of cognitive load theory, which suggests that learning is more effective when instructional methods reduce unnecessary cognitive load (Sweller, 1988). By breaking down complex tasks into manageable steps and demonstrating each step, instructors can help students process information more efficiently. A study by Paas and van Merriënboer (1994) found that students who learned through demonstration had lower cognitive load and higher retention rates than those who learned through text-based instruction.

In addition to cognitive benefits, the demonstration method also enhances student engagement and motivation. According to Bandura’s social learning theory, observing others perform tasks can increase learners’ self-efficacy and motivation to learn (Bandura, 1977). This is particularly important in maintaining students’ interest and encouraging active participation. A study by Schunk and Hanson (1985) found that students who observed a demonstration were more motivated and performed better in subsequent tasks than those who did not.

However, the effectiveness of the demonstration method can vary depending on the context and implementation. For example, a study by Kirschner, Sweller, and Clark (2006) argued that while demonstration is effective for novice learners, it may not be as beneficial for advanced learners who require more problem-solving and critical thinking opportunities. They suggest that a combination of demonstration and other instructional methods, such as guided practice and inquiry-based learning, may be more effective in promoting long-term retention and transfer of knowledge.

The demonstration method of teaching has been shown to significantly enhance students’ retention abilities by providing clear, visual, and hands-on learning experiences. While it is particularly effective for novice learners and practical subjects, its effectiveness can be maximized when combined with other instructional strategies. Future research should continue to explore the optimal conditions and combinations of teaching methods to support diverse learners’ needs.

• Statement of the Problem

The effectiveness of teaching methods has long been a subject of educational research, with the demonstration method being one of the most scrutinized. The demonstration method involves the teacher showing students how to perform a task or experiment, often followed by students replicating the task themselves. Despite its widespread use, there is a significant gap in understanding how this method impacts students’ retention abilities. Retention, defined as the ability to recall or retain information over time, is a critical component of the learning process (Mayer, 2009). The problem lies in determining whether the demonstration method significantly enhances retention compared to other teaching methods.

One of the primary issues is the lack of consensus in the existing literature regarding the effectiveness of the demonstration method on retention. Some studies suggest that this method can lead to better retention because it engages multiple senses and provides a clear, visual representation of the material (Hattie, 2009). However, other research indicates that the benefits may be short-lived, with students quickly forgetting the demonstrated material if not reinforced through other means (Kirschner, Sweller, & Clark, 2006). This discrepancy highlights the need for more comprehensive studies to determine the long-term effects of the demonstration method on retention.

Another problem is the variability in how the demonstration method is implemented across different educational settings. Factors such as the teacher’s proficiency in demonstrating, the complexity of the material, and the students’ prior knowledge can all influence the effectiveness of this teaching method (Rosenshine, 2012). For instance, a well-executed demonstration in a science class might significantly enhance retention, while a poorly executed one could lead to confusion and poor retention. This variability makes it challenging to draw general conclusions about the method’s overall effectiveness.

Furthermore, the demonstration method’s impact on different types of learners is not well understood. Research has shown that students have diverse learning styles, with some benefiting more from visual and hands-on learning experiences than others (Felder & Silverman, 1988). The demonstration method may be particularly effective for visual and kinesthetic learners but less so for auditory learners. Understanding how this method affects different learner types is crucial for developing more inclusive teaching strategies that cater to all students.

The problem is also compounded by the limited longitudinal studies on the subject. Most research on the demonstration method and retention focuses on short-term outcomes, often measuring retention immediately after the demonstration or within a few weeks (Marzano, Pickering, & Pollock, 2001). There is a need for studies that track retention over longer periods to determine whether the initial benefits of the demonstration method are sustained over time. Longitudinal research could provide valuable insights into how this teaching method influences long-term retention and overall academic performance.

Furthermore, while the demonstration method is a popular teaching strategy, its impact on students’ retention ability remains unclear. The existing literature presents mixed findings, and there are significant gaps in understanding how this method affects different learners and its long-term effectiveness. Addressing these issues through more rigorous and comprehensive research is essential for educators to make informed decisions about the best teaching practices to enhance student retention and learning outcomes.

• Aim and Objectives of the Study

The aim of the study is to examine the demonstration Method of Teaching and the Retention Ability of the Students. The specific objectives are:

1. To investigate the impact of using the demonstration method of teaching on students’ retention of information.
2. To analyze the effectiveness of the demonstration method in enhancing students’ understanding and memory retention.
3. To compare the retention abilities of students taught using the demonstration method versus traditional teaching methods.
4. To identify any factors that may influence the retention ability of students when taught using the demonstration method.

1.4  Research Questions

The research questions are buttressed below:

1. What is the impact of using the demonstration method of teaching on students’ retention of information?
2. How effective is the demonstration method in enhancing students’ understanding and memory retention?
3. How do the retention abilities of students taught using the demonstration method compare to those taught using traditional teaching methods?
4. What factors may influence the retention ability of students when taught using the demonstration method?

• Research Hypothesis

The hypothetical statement of the study is stated below:

Ho: Demonstration method cannot enhance students’ understanding and memory retention.

H1: Demonstration method can enhance students’ understanding and memory retention.

1.6. Significance of the Study

The significance of studying the demonstration method of teaching and its impact on the retention ability of students lies in its potential to revolutionize educational practices. Demonstration as a teaching method involves showing students how to do a task or explaining a concept through practical examples, which can be particularly effective in subjects that require hands-on learning, such as science, technology, engineering, and mathematics (STEM). By observing a demonstration, students can see the practical application of theoretical knowledge, which can enhance their understanding and retention of the material. This method can bridge the gap between theory and practice, making learning more engaging and meaningful.

Furthermore, the demonstration method can cater to various learning styles, particularly visual and kinesthetic learners who benefit from seeing and doing rather than just listening. Traditional lecture-based teaching methods often fail to address the diverse needs of all students, leading to disparities in learning outcomes. By incorporating demonstrations, educators can create a more inclusive learning environment that supports the retention of information for a broader range of students. This inclusivity is crucial in fostering a more equitable education system where all students have the opportunity to succeed.

The retention ability of students is a critical factor in their overall academic success and long-term knowledge acquisition. Studies have shown that active learning strategies, such as demonstrations, can significantly improve retention rates compared to passive learning methods. When students are actively engaged in the learning process, they are more likely to internalize and remember the information. This is because active learning encourages deeper cognitive processing, which is essential for long-term memory retention. By focusing on the demonstration method, educators can enhance students’ ability to retain and apply knowledge, leading to better academic performance and a more profound understanding of the subject matter.

Moreover, the demonstration method can foster critical thinking and problem-solving skills. When students observe a demonstration, they are often encouraged to ask questions, make predictions, and analyze the outcomes. This active engagement promotes higher-order thinking skills, which are essential for academic and professional success. By developing these skills, students are better prepared to tackle complex problems and think creatively, which are valuable assets in today’s rapidly changing world. The ability to retain and apply knowledge in various contexts is a key indicator of a student’s readiness for future challenges.

In addition to its cognitive benefits, the demonstration method can also enhance students’ motivation and interest in the subject matter. When students see the practical applications of what they are learning, they are more likely to find the material relevant and engaging. This increased interest can lead to a more positive attitude towards learning and a greater willingness to invest time and effort in their studies. Motivation is a crucial component of academic success, and by making learning more interactive and enjoyable, the demonstration method can help sustain students’ enthusiasm for learning.

The significance of this study extends to the professional development of educators. Understanding the impact of the demonstration method on student retention can inform teaching practices and curriculum design. Educators can use this knowledge to develop more effective teaching strategies that cater to the diverse needs of their students. Additionally, professional development programs can incorporate training on how to effectively implement demonstrations in the classroom. By equipping educators with the tools and knowledge to use this method, the overall quality of education can be improved, leading to better outcomes for students and a more robust education system.

1.7. Scope of the Study

The study examines the demonstration Method of Teaching and the Retention Ability of the Students. The study is limited to teachers from 5 selected Secondary School in Yaba, Lagos.

1.8. Operational Definition of Terms

The following are the definition of terms:

1. Demonstration Method: This is a teaching technique where the instructor shows students how to do a task or how a process works. It involves a step-by-step presentation, often accompanied by explanations, to help students understand the material better. This method is particularly effective for teaching practical skills, such as in science labs, cooking classes, or technical training.
2. Teaching: This is the act of imparting knowledge, skills, and values to learners. It involves various methods and strategies to facilitate learning, such as lectures, discussions, demonstrations, and hands-on activities. Effective teaching aims to engage students, foster critical thinking, and promote a deep understanding of the subject matter.
3. Retention Ability: This refers to the capacity of students to remember and recall information over time. It is a crucial aspect of learning, as it determines how well students can retain and apply what they have learned. Factors that influence retention ability include the quality of teaching, the relevance of the material, and the use of effective study techniques.
4. Students: These are individuals who are engaged in learning, typically within an educational institution such as a school, college, or university. Students can vary widely in age, background, and learning styles, and they are the primary recipients of teaching efforts.

Project – Demonstration Method of Teaching and the Retention Ability of the Students