Published Article

The significance of science to humanity is unique and the steps taken by researchers to improve on the teaching and learning of students’ achievement in Basic Science and Technology (BST) is obviously seen to be encouraging in Nigeria. As such the poor academic achievement in the concept of science (energy) is observed to be poor and this negative development has been link to teachers’ weakness to adopt a teaching strategies that suit the teaching and learning of BST, there by resulting in poor achievement in BST. This has given way to the present research titled comparative effects of demonstration, vee-mapping and lecture teaching strategies on students’ achievement on the concept of energy in schools in Uyo educational zone. Three purpose of study, three research question and three hypotheses were provided to guide the study. Relevant learning themes related to the main and sub-variables were reviewed, Quasi-experimental research and non-randomized pre-test, post-test design were adopted for the research. The study sample comprised of 200 JS3 Basic Science students in two intact classes in two public coeducational secondary schools selected from the study area using purposive sampling technique. The instrument for the research was called (BSAT) science practical achievement test checklist and indices of 0.78, 0.84 and 0.94 respectively were used to gather the data for the study. The data obtained from all the tests were analysed using mean, standard deviation, Analysis of Variance (ANOVA) and Analysis of Covariance (ANCOVA). The results showed that there was no significant difference and the mean achievement and science scores of students on the concept of energy when taught using vee-mapping and when taught using demonstration instructional strategies, gender was a significant determinant of student academic achievement. Moreso, it was recommended that science teachers should make effective use of both vee-mapping and demonstration strategies in teaching the concepts of science (Energy).