Effect of Question and Answer Method in Teaching Electricity Lesson in Grade 7 Students for Sy 2016 -2017

Abstract

INTRODUCTION

Questions answers direct a pupil's attention toward the lesson content. Inviting students to participate by asking questions also prompts them to think that it is their class rather than your class. Questions are the core of effective teaching and the essence of good teaching is related to good questioning. Questioning serves a number of essential functions in teaching and is closely related to the accomplishment of the school's educational goals. This study aimed to use Question and Answer Method in teaching Electricity Lesson in Grade 7 since electricity was one of the topics with low mastery level. This strategy further aimed to prepare the students for the next grade electricity lesson.

METHODS

This was the procedure used in the study: a teacher's question, a pupil's response, then comment by the teacher. This was the Initiation-Response-Feedback exchange or IRF. A set of higher-order questions were given to students before the lesson starts. During the lesson proper: questions were asked in a less frequent manner; a wait-time of three seconds was practiced; the teacher's feedback was given; the correct response was validated and praises were given. The pre-test/post-test control group experimental design was used in this study. The draw lots of sampling technique was done to select the experimental and control groups. All students from both groups were the subjects of the study. Both groups were given the same 10 item pre-test and post-test.

RESULTS

The pre-test and the post-test scores of the experimental group were higher than the control group which were 4.89 -4.27and 7.76 -6.86 respectively. The t-test for two independent samples revealed that in the pre-test scores, the ttab>tcal, hence, there is no significant difference between the pre-test scores of the two groups. The t-test for two independent samples for the post-test showed that the ttab<tcal, hence, there is a significant difference between the post-test scores of the two groups. Using a paired t-test, the tcal>ttab for both sections, meaning, there is a significant difference between the post-test and pre-test scores of both groups.

DISCUSSIONS

Results showed that both sections were comparable in terms of initial knowledge in electricity and the use of Question and Answer Method was effective in teaching electricity lessons in Grade 7. It was recommended however to try this method to higher grades to have better results since younger students tend to focus only on the material that will help them answer the questions.