The degree of education acquired by a nation's inhabitants, particularly in the field of science and technology, has a significant impact on its growth. Science topics make up a significant portion of the subjects taught in most Nigerian secondary schools nowadays. These topics are so essential that Section 5, Item 22(c) of the Federal Government's National Policy on Education (2012) says explicitly that "Secondary School Education must offer educated workforce in applied science and technology." Science disciplines are also part of the core subjects at both junior and senior secondary school levels, according to the National Policy on Education (2012). The importance of chemistry in the growth of any country cannot be overstated, especially in Nigeria, where the petroleum and petrochemical sectors provide the majority of the country's wealth. Chemistry students' performance at the secondary and post-secondary levels has been low and terrible for many years (Jimoh, 2012& Umoren et al, 2014). Chemical education is plagued by low achievement and bad attitudes among high school pupils. According to Njoku (2014), an analysis of students' performance in science at the Ssce level indicated that the yearly average pass rate at credit level (senior secondary 1 to 3) in chemistry was 15.41 percent between 2014 and 2014, while the absolute failure rate (grade 9) was 61.82 percent. In any teaching-learning setting, methodology is critical. It can encourage, impede, or enhance mental activity, all of which are the foundations of social power, or it can discourage initiative and curiosity, making self-reliance and survival difficult.

There are a variety of teaching approaches that may be used to make learning more efficient and successful. Lecture, demonstration, laboratory, field trip, assignment, peer-teaching technique, and so on are examples of these methods. Most professors use the lecture approach to get through the lengthy chemistry material before the Ssce, which has an impact on students' performance. On the other hand, it has been shown that chemistry teachers prefer to teach chemistry using traditional instructional techniques (Oyelekan, Olorundare and Anyimigbo, 2013; Achimugu, 2016). Lecture and demonstration instructional techniques were also revealed to be the most often employed traditional teaching styles (Ibe and Nwosu, 2015; Ernest, 2010; Alfa 2012; Atusa and Abdullahi, 2015). The lecture teaching style, often known as the "chalk and talk" approach, involves the teacher presenting ideas, concepts, and facts to students verbally. The lecture technique, as described by Anaekwe, Nzelum, Olisakwe, and Okpala (2010), is a way of imparting a body of knowledge verbally according to a pre-planned framework. The lecture technique is the simplest and most affordable, and it may be utilized to cover the whole curriculum and educate large numbers of pupils. This technique, on the other hand, turns pupils to passive listeners and does not foster the development of critical thinking abilities or active involvement in class. This study employed a standard lecture method as a control.

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Although traditional lecture strategies have been heavily criticized, they can be improved or enriched by proper planning and encouraging students to ask and answer questions in order to ensure their participation, or by combining them with other methods such as questioning and discussion strategies. As a result, the lecture technique refers to a tactic that is utilized in conjunction with other methods, such as questioning skills, to guarantee that students actively participate in the classroom interaction pattern. A good chemistry teacher should use this technique to guarantee two-way communication and shared accountability by asking questions and encouraging pupils to ask their own. A competent teacher should direct questions to both volunteers and non-volunteers in the class, as well as praise good responses, to ensure that all pupils in the class participate fully. The practice of presenting, demonstrating, and doing action for the benefit of pupils is known as demonstration teaching strategy. Doing and watching; showing and listening; utilizing instructional materials and deducing; inquiring and answering questions, and so on, are all characteristics of the demonstrative teaching technique.

Invited guests, class teachers, or students can do demonstrations. Students can improve their listening skills, observation skills, manipulation abilities, curiosity, and excitement by using the demonstration approach. It also encourages creative thinking and the creation of new ideas. If the demonstration is experimental and involves problem-solving, the strategy can be enhanced or improved. It may also be used in conjunction with other teaching methods, such as the discussion strategy. As a result, an enhanced demonstration instructional method involves arranging conventional demonstration in the classroom such that students are at the center of learning while the instructor serves as a facilitator. Students are encouraged to do the demonstration themselves with this method, while the teacher ensures active engagement during the class through questioning, brainstorming, and arguments. A competent chemistry teacher does this to guarantee that the students' interest and attention span are maintained throughout the class.

According to researchers, theory is taught as absolute information in the lecture approach, therefore students-centered activities for building scientific reasoning skills and procedures are absent. According to Njoku, the lecture technique is also known to create a lack of enthusiasm and poor performance in science (2014). Aghadinano (2013) argued that scientific education that focuses solely on telling, memorizing, and testing data is sterile since it fails to transmit the purpose or aim of science. According to Akpan (2014), this is the approach that is used to teach science in Nigerian secondary schools. Mari (2012) and Okebukola (2013) have advocated for a shift away from the lecture style in Chemistry instruction. This is due to its drawbacks in scientific classes when it comes to learning science.

The presentation approach has the benefit of encouraging pupils to learn while also saving time and materials while also demonstrating how to minimize breakages and mishaps. It does not, however, allow kids to acquire manipulation demands for independently carrying out activities. In addition, the breadth of the demonstration is limited in terms of seeing details of the things being presented. In light of the aforementioned, the purpose of this study is to look at the impact of lecture and demonstration techniques on students' academic success and interest in secondary school inorganic chemistry in Edo State, Nigeria.