Saudi arabian students' chemistry achievement and science attitudes stemming from lecture-demonstration and small group teaching methods



The study was designed to determine differences between two chemistry teaching methods on students' chemistry achievement and attitudes toward science. The two methods were the large lecture-demonstration and small-group laboratory approaches to teaching chemistry. The subjects were 74 eleventh-grade Saudi Arabian students randomly assigned to the two treatment groups. The findings revealed that the small-group laboratory students exhibited significantly greater chemistry achievement than students in the lecture-demonstration group on both immediate and delayed posttests. The results also indicated that students taught by the lab approach possessed more desirable attitudes toward science.