COMPARATIVE ANALYSIS OF PROJECT AND DEMONSTRATION TEACHING METHODS ON STUDENT'S ACADEMIC PERFORMANCE IN BIOLOGY IN SENIOR SECONDARY SCHOOLS.

ABSTRAСТ This research investigates the effect of different teaching methods on student academic performance in Biology. Specifically, it compares the effectiveness of demonstration and project methods against a conventional lecture-based approach. Situated within the framework of Sweller's Cognitive Load Theory, the study aims to determine which method minimizes cognitive load while maximizing learning outcomes. A quasi-experimental non-equivalent control group design was employed, involving three groups ofsecondary school students in Maiduguri, Nigeria. The control group received traditional lecture instruction, while the other two groups participated in either demonstration-based or project-based learning activities. Pre- and post-tests assessed student knowledge and understanding of biological concepts covered throughout the study. The analysis of test scores will reveal whether demonstration and project methods lead to significant improvements in student academic performance compared to the conventional lecture method. Additionally, potential differences between the two student-centered approaches will be explored. This research contributes to the ongoing debate about effective teaching practices in Biology education. Its findings have the potential to inform pedagogical choices and improve student learning outcomes in secondary schools.