A COMPARATIVE ASSESSMENT OF THE USE OF ICT AND FIELD TRIP METHOD OF TEACHING BIOLOGY IN SOME SELECTED SECONDARY SCHOOLS

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A COMPARATIVE ASSESSMENT OF THE USE OF ICT AND FIELD TRIP METHOD OF TEACHING BIOLOGY IN SOME SELECTED SECONDARY SCHOOLS

CHAPTER ONE

INTRODUCTION

1.1. Background to the Study

Biology is a widely studied subject. The knowledge of it calls for a balanced secondary school education. Biology as a school subject may be a factor in improving the lives of students and their immediate environment.

In a developing country like Nigeria, the use of “ICT” in the teaching of Biology should be promoted in all secondary schools, since the national policy on education states that “the broad aims of secondary education within overall National objectives should be preparation or higher education”. In specific terms, secondary education should equip students so that they can be able to live effectively in our modern age of science and technology.

Information Communication Technology (ICT) has positively transferred effectively and efficiently every aspect of human lives such as Education, Aviation, Agriculture, Manufacturing etc. In Nigeria, it appears that most students and schools lack facilities such as Information Communication Technology facilities, the influence of media devices such as projectors, perhaps may improve the teaching-learning process of the subject, Biology.

1.2. Statement of the Problem

There is a need for steady evaluation of the impact of ICT in the teaching of essential subjects such as Biology! This is with a view to ascertaining the level of success recorded in terms of students performance in Biology with the increased wave of computer based education system in Nigeria.

1.3. Aim and Objectives

The aim of the present study focuses on the impact of ICT in the teaching and learning of Biology in secondary schools.

The specific objectives are:

i. To determine students performance in Biology within a non-ICT equipped secondary school system;

ii. To determine students performance in biology within an ICTmequipped secondary school system.

iii. To account for the disparity in students performance within the two contexts of secondary schools if there is any and (iv)Indicate the serious need for a comprehensive ICT-aided teaching of Biology in secondary schools in Nigeria.

iv. To understand the impact of the usage of fieldtrip method in teaching biology in secondary schools.

1.4. Research Question

i. How relevant is the use of ICT and fieldtrip in teaching Biology as a secondary school subject?

ii. Do students perform better when they are taught Biology by the means of information communication technology (ICT), and fieldtrip method.

1.5. Hypothesis

H0: There is no relationship between the use of ict and field trip method in teaching and learning biology in secondary schools

H1: There is a relationship between the use of ict and field trip method in teaching and learning biology in secondary schools

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