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EFFECT OF GUIDED DISCOVERY INSTRUCTIONAL METHOD ON SENIOR SECONDARY SCHOOL STUDENTS ACHIEVEMENT IN BIOLOGY
PROPOSAL
ABSTRACT
The study was carried out to investigate the effect of guided discovery method (GDM) on the academic achievement of senior secondary school students in Biology. A quasi experimental design was adopted for the study. The study was carried out in Makurdi metropolis. The population of the study was 2239 SS2 students from co-educational schools in Makurdi. The sample consisted of 100 biology SSS2 students which were randomly composed. Pre-test and Post-test were used for data collection. An expert validated the instruments. Mean score was used to answer the research questions and the research hypothesis was test using ANCOVA statistic at 0.05 level of significance. The major findings from the study revealed that the use of guided discovery method in teaching had significant effect on students’ achievement, gender was not a significant factor for the achievement of students in Biology though the female students scored higher than the male but was insignificant, location had no significant effect on the students’ achievement in Biology and type of school has significant effect on students’ achievement in Biology. It was recommended from the study that students should always be allowed to participate actively and interact freely with the teachers as this will improve their academic achievement gain in their subjects and that guided discovery approaches should be integrated into the curriculum of Biology as one of the effective teaching approaches for use apart from practical Biology.
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Science is an intellectual activity carried on by human that is designed to discover information about the natural world in which this information can be organized to benefit human race (Gottlieb, 2005). Maikano (2007) also argued that science is both the systematic observation of natural events and conditions inorder to discover facts about them and an organized body of knowledge that is derived from such observations and that can be verified or tested by further investigations. From the foregoing, science can be defined as activities culminating into a testable and verifiable body of knowledge. It is important to mankind for his existence and development on earth.As such, it requires a solid foundation from the grassroots. Science is so important because it help students to explain events in nature identifying those beliefs that are superstitious, teach students to develop their physical skills through the proper handling of objects and equipment, teach students how to solve simple problems they encounter on a day to day basis, enable students develop social skills establishing friendship while working cooperatively in groups, and help students to satisfy their natural curiosity through opportunities to carry out scientific investigations (Yalwa, 2004).
The knowledge of biology as a science oriented subject cannot be over emphasized owing to its importance towards human life and living in general. In every sphere of life, the contribution of biological knowledge towards living existence must be respected.Right from the creation of living things, biology has become a tool that has opened research doors in understanding the whole process of life development in living things. The general function of the body is vital as an organs system, owing to the nature and body function of living things including plants and animals. It has become common knowledge up to the extent that, the mal functioning of the body in terms of disease and sickness has been exposed and critically studied because of biology.
Different researches are usually carried out in biological related topics in order to enhance the process of living on a daily basis in various institutions of learning and hospitals (Lakpa, 2011). The result of biological researches and scientific knowledge in the subject is very critical to life such that, all and sundry need to be taught elements of biology inorder to enhance their understanding to life.
The National policy on Education (NPE, 2013), in Nigeria emphasized the importance of science which includes biological knowledge as a seasoning tool. It prescribed that, schools assist pupils to lay a sound foundation for scientific and reflective thinking. It further stated that the relevant knowledge and skills acquired through functional education are geared towards the realization of overall philosophy of Nigeria which is based on building a true and democratic society, a just and egalitarian society, a united, strong and self reliant nation, great and dynamic economy and a land full of bright opportunities for all citizens. Biology has become relevant to achieving some of these objectives in the provision of improved plant and animal varieties which will serve as raw materials for our industries, provision of skills for employment, improved research for health of the citizens among others. Therefore, it is important to look into the methods of passing the knowledge to pupils in order to improve the teaching and learning of biology.
Afolabi and Adesope (2010) stated some of the methods of teaching to include; Lecture, Discussion, Demonstration, Discovery, Assignment/Project, Field trips (Excursion), Individualized instruction, Laboratory methods, among others.
Olutade (2009) with respect to teaching method stressed that teaching method is important in the impartation of knowledge in teaching-learning processes and the type adopted determines to a great extent what the students assimilate. In actual fact if the appropriate method is adopted, knowledge acquired can be accelerated. Although studies have been conducted on different methods of teaching biology at the secondary school level, little has been done to determine which method is more suitable for biology teaching. The study is therefore, undertaken to determine the effect of discovery teaching method, using lecture teaching method as a control, on biology students’ achievement.
Lecture method of teaching is just one of the several teaching methods, though in schools it’s usually considered the primary one. The lecture method is considered more convenient especially with larger classroom sizes. This is why lecturing is the standard for most college courses, when there can be several students in the classroom at once; it allows teachers to convey information that he/she feels is most important, according to the lesson plan. Lecturing primarily involves an oral presentation given by an instructor to a body of students. Many lectures are accompanied by sort of visual aid, such as a slideshow, a word document, an image, or a film. Some teachers may even use a whiteboard or a chalkboard to emphasize important point in their lecture, but a lecture doesn’t require any of these things in order to qualify as a lecture. As long as there is an authoritative figure at the front of a room, delivering a speech to a crowd of listeners, this is a lecture (Udemy, 2014).
Lecture method is not sufficient because it is one way as information is dictated to students who have little to no opportunity to provide their own personal input, or protest the information being delivered, it is wholly a passive experience for students rather than an active role which hinders learning, it requires a considerable amount of unguided student time outside of the classroom to enable understanding and long-term retention of content, and requires the instructor to have or learn effective speaking skills.
Discovery learning is a technique of inquiry-based learning and is considered a constructivist based approach to education. It is supported by the work of learning theorists and psychologists Jean Piaget, Jerome Bruner, and Seymour Papert. The label of discovery learning can cover a variety of instructional techniques, according to a meta-analytic review conducted by Alfieri, Brooks, Aldrich and Tenenbaum (2011), a discovery learning task can range from implicit pattern detection, to the elicitations of explanations and working through manuals to conducting simulations. Discovery learning can occur whenever the student is not provided with an exact answer but rather the materials and equipment to find the answer themselves. Discovery learning takes place in problem solving situations where the learner draws his own experience from or performing experiments as suggested by the Grauer School “Learn by Discovery’’ (Grauer, 2016). Discovery method of teaching is an instructional strategy that is useful in teaching biology because it is an activity designed in such a way that students perform certain mental processes in an attempt to find a lasting solution to a problem. Mental processes in this respect include observation, classification, measurement, prediction, description, inference among others. This method of teaching is an unstructured exploration of the environment in which the learner through his/her mental processes draws general conclusions from data gathered (Egwu, 2005).
Discovery method can be of two types, “Guided” discovery and “Unguided” discovery (Ibenga, 2005). Guided discovery is that method of teaching which consist of an instructional mode, which can be inductive and deductive in nature. In guided discovery a general principle is given and the learner is required to use the principle in order to discover the solution to a specific problem. In this, the learners have no experience or relevant background on the principle given, knowledge is not established and there is need to save time. Thus, guided discovery is the only alternative. Unguided discovery method of teaching can be employed as the learner gets matured relevant background or knowledge and time need not be saved.
Advantages of using discovery teaching method abound. From equipping learners with skills of obtaining knowledge on their own to allowing active participation of learners in the learning process. It also allows better memory retention of what is learnt or discovered, creating greater confidence in learners ability to find information for themselves. For discovery method to be effective there is the need to carry out a pre-activity discussion before the actual discovery activity, apply moderated guidance, breaking large class of learners into small groups for effective supervision and meaningful activity and provide all necessary resource material and equipment for the activity.
1.2 Statement of the Problem
Biology at the secondary school level focuses on equipping the student with sufficient knowledge both theoretical and practical towards understanding the nature of living things as well as their environment. This knowledge is to be harnessed in order to target the achievement of national goals and objectives for self sustainability. However, this appears far from what is obtainable in secondary schools as concerned the teaching of biology.
The teaching of biology at the secondary school appears from been satisfactory. It has been observed that, most secondary schools in Makurdi metropolis neither involve students of biology on field work, field trips nor laboratory research and experimentation to discover things for themselves. Saka (2006) and Durmaz (2007) stated that biological science include many abstract concepts, events, topics and facts that students have to learn. This makes it hard for students to learn them if they are not involve in the learning process. Cimer (2007) highlighted teachers’ styles, techniques and methods of teaching may also be factors that affect students learning in biology. If students are not happy with the way biology is taught, they tend to show disinterest and negative attitudes towards biology which are some of the reasons for difficulties in learning biology (Zeidan, 2010). Thus, the teaching and learning of biology has to be encouraged in schools by adopting methods of teaching that allow the students explore the environment by themselves. Moreover, this neglect, no doubt has relegated this subject to the background in our senior secondary certificate examination. A close look at the 2008-2010 SSCE result records confirms that students’ performance has been very poor generally and particularly in biology practical, failure is a great problem as it affects the student achievement and furtherance to tertiary level of education and consequently hinder the nations dream for self sustainability by the year 2030 as provided by the sustainable Development Goals (SDGs).The major problem here is to investigate and determine between discovery method and lecture method which is more effective on students’ achievement in biology.
1.3 Purpose of the Study
The main purpose of this study is to find out the effect of discovery teaching method on biology students’ achievement in Makurdi metropolis. Specifically, the study intends to find out;
i. Whether there is significant difference in the mean score of students taught biology using discovery method and lecture method.
ii. Whether there is any significant difference between the mean score of male and female students taught biology using discovery method.
1.4 Research Questions
The following four research questions will guide the study;
Is there any difference in the mean scores of students taught biology using discovery and lecture methods?
Is there difference between the mean scores of male and female students taught biology using discovery method?
1.5 Research Hypothesis
There is no significant difference between the use of lecture and discovery methods of teaching on biology achievement of secondary school students.
1.6 Significance of the Study
It is hoped that, the results obtained from this research work will benefit the following; students, teachers, stakeholders, and parents.
Students; when students understand more the importance of discovery learning they will be able to learn on their own to have academic excellence as such will increase their interest in the learning of biology and other related subjects. Students will also be equipped with skills to contribute meaningfully to the development of the society.
Teachers; this research work will assist the teacher to teach the students through guided discovery and in proper organization of practical. It will also enable trained teachers to adopt multiple teaching methods that would aid them in organization of their subject matter before delivery to students.
Stakeholders; this study will help educational stakeholders to play their part of equipping secondary schools with the necessary equipment for the teaching of biology by discovery method.
Parents; this study will benefit the parents by revealing their role in the teaching and learning of biology by provision of the materials which will increase students achievement as it is the desire of every parent whose child is in this field of study.
1.7 Scope of the Study
The study is limited to secondary schools Makurdi metropolis
1.8 Operational Definition of Terms
Teaching: Teaching used here refers to passing knowledge to a learner.
Methods: The ways or means devised in passing biological knowledge to secondary school students.
Achievement: Achievement as used here refers to the extent or degree of performance in biology at the secondary school level.
Secondary School Students: In this study, secondary school students refer to all the students that offer biology as a subject.
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EFFECT OF LABORATORY MANAGEMENT PRACTICE ON STUDENTS ACADEMIC ACHIEVEMENT AND RETENTION IN BIOLOGY IN SENIOR SECONDARY SCHOOLS IN NASARAWA STATE
Abstract
This study investigates the effect of laboratory management practices on students’ academic achievement and retention in Biology in Senior Secondary Schools in Nasarawa State. The study aims to assess how the organization, utilization, and maintenance of Biology laboratory resources contribute to students’ performance and long-term retention of biological concepts. A descriptive correlational research design was employed, involving a sample of 500 students selected from various senior secondary schools in Nasarawa State. Data were collected through questionnaires, laboratory observation checklists, and academic records. The findings revealed that effective laboratory management, including proper organization of materials, active student involvement in practical activities, and regular maintenance of laboratory equipment, positively influenced both students’ academic achievement and their ability to retain biological knowledge. Additionally, students who participated in well-managed laboratory sessions demonstrated a higher level of understanding and application of biological concepts in subsequent examinations. The study recommends that educational authorities and school administrators prioritize the proper management of laboratory resources and staff training to improve educational outcomes in Biology. This could lead to enhanced academic performance and better retention rates in the subject, ultimately fostering a deeper understanding of biology among senior secondary school students in Nasarawa State.
Chapter One: Introduction
1.1 Background to the Study
The role of laboratory management in secondary education has garnered significant attention in recent years. Biology, as a core science subject, requires an effective laboratory environment to enhance students’ understanding and retention of scientific concepts. Laboratory management practices, including organization, availability of equipment, and the competency of laboratory personnel, are believed to influence students’ academic achievement in science subjects (Ogunniyi, 2018). In Nasarawa State, biology is an essential subject in the senior secondary curriculum, and its teaching effectiveness can significantly impact students’ performance in the West African Senior School Certificate Examination (WASSCE) and other academic assessments (Adamu, 2020).
Research indicates that practical work in biology fosters better understanding and application of biological concepts (Akpan & Umoh, 2017). However, the management of school laboratories has been identified as a potential bottleneck, as poorly managed laboratories can negatively affect students’ practical skills and, consequently, their academic performance (Ekpo, 2016). Factors such as insufficient funding, inadequate equipment, poor organization, and lack of trained personnel often hinder the effectiveness of biology laboratory teaching (Bamidele & Adebayo, 2019).
This study seeks to explore the effect of laboratory management practices on the academic achievement and retention of senior secondary school students in biology in Nasarawa State. It aims to assess whether efficient laboratory management practices correlate with improved academic outcomes, particularly in terms of students’ ability to retain knowledge and perform well in biology exams.
1.2 Statement of the Problem
Despite the recognized importance of laboratory-based learning, many senior secondary schools in Nasarawa State struggle with ineffective laboratory management practices. These challenges include inadequate laboratory space, lack of essential equipment, and poorly trained laboratory assistants (Oluwaseun, 2021). These issues potentially affect students’ engagement with the subject, leading to poor academic performance and low retention rates in biology (Afolabi, 2020).
Given that biology is a subject heavily reliant on laboratory work for effective teaching and learning, it is crucial to investigate the impact of laboratory management practices on students’ academic achievement and retention. This study intends to fill the gap in existing literature by providing insights into how laboratory management influences student outcomes in biology education in Nasarawa State.
1.3 Objectives of the Study
The main objectives of this study are:
To assess the relationship between laboratory management practices and students’ academic achievement in biology in senior secondary schools in Nasarawa State.
To determine the effect of laboratory management on students’ retention of biology concepts in senior secondary schools.
To identify the challenges faced by biology teachers and laboratory assistants in managing biology laboratories in secondary schools.
To suggest strategies for improving laboratory management practices in biology education.
1.4 Research Questions
The study will seek to answer the following research questions:
What is the relationship between laboratory management practices and students’ academic achievement in biology in senior secondary schools in Nasarawa State?
How do laboratory management practices affect students’ retention of biology concepts in senior secondary schools?
What are the challenges faced by biology teachers and laboratory assistants in managing biology laboratories in Nasarawa State?
1.5 Hypotheses
The study will test the following hypotheses:
H1: There is a significant relationship between laboratory management practices and students’ academic achievement in biology in senior secondary schools in Nasarawa State.
H2: Laboratory management practices have a significant effect on students’ retention of biology concepts in senior secondary schools.
H3: There are significant challenges faced by biology teachers and laboratory assistants in managing biology laboratories in Nasarawa State.
1.6 Significance of the Study
This study is significant because it will contribute to the body of knowledge on laboratory management in secondary schools, particularly in Nasarawa State. By examining the link between laboratory management practices and students’ academic achievement and retention, the findings could inform policies aimed at improving science education in the region. Additionally, it will provide valuable information to educators, school administrators, and policymakers on the importance of effective laboratory management for better academic outcomes. The study could also offer practical solutions to the challenges of laboratory management, enhancing the quality of biology education in senior secondary schools.
1.7 Scope of the Study
The study will focus on senior secondary schools in Nasarawa State, Nigeria, particularly those offering biology as part of their science curriculum. It will examine the management practices in these schools’ biology laboratories and their impact on students’ academic achievement and retention in biology. The study will cover various aspects of laboratory management, including organization, equipment, and the role of laboratory personnel.
1.8 Limitations of the Study
This study may be limited by factors such as limited access to certain schools, insufficient cooperation from some laboratory assistants and teachers, and the variability in laboratory management practices across different schools. These factors could affect the generalizability of the findings. However, the study will aim to mitigate these limitations by selecting a representative sample of schools and using reliable data collection methods.
1.9 Definition of Key Terms
Laboratory Management Practices: The processes and techniques used to organize, equip, and maintain a science laboratory to ensure effective teaching and learning.
Academic Achievement: The measure of students’ success in their biology academic performance, typically assessed through examinations and other forms of testing.
Retention: The ability of students to remember and apply biological concepts learned over time.
Biology Education: The teaching and learning of biological sciences, which includes theoretical knowledge and practical experiments.
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STUDENTS VARIABLES AND ACADEMIC PERFORMANCE IN SECONDARY SCHOOL BIOLOGY
CHAPTER ONE:
INTRODUCTION
1.1 Background to the Study
Academic performance is a key determinant of educational success and has a significant impact on students’ future prospects. In secondary schools, the study of subjects such as Biology plays a pivotal role in shaping students’ understanding of science and its applications in everyday life. As an integral part of the science curriculum, Biology provides students with foundational knowledge that is essential for further education in health sciences, environmental studies, and other related fields. However, despite the importance of Biology, student performance in this subject has been inconsistent, with many students struggling to achieve satisfactory results.
The relationship between students’ academic performance and various variables has long been a subject of research. These variables can include individual characteristics, family background, study habits, socio-economic status, and cognitive abilities. Understanding how these variables influence academic performance is crucial for developing strategies that enhance educational outcomes. In the case of secondary school Biology, factors such as students’ attitudes toward the subject, prior knowledge, learning environments, and psychological factors like motivation and self-confidence, play important roles in shaping their performance.
Students’ academic performance in Biology can be influenced by both internal and external variables. Internal variables include individual characteristics such as intelligence, self-esteem, and motivation, while external variables encompass factors like family support, access to learning resources, and the quality of teaching (Saidu, 2017). Research indicates that students who are motivated and confident in their ability to succeed tend to perform better in academic assessments (MacIntyre & Gardner, 1994). Additionally, the quality of teaching and the availability of resources such as textbooks, laboratories, and internet access also significantly contribute to student performance (Sundstrom, 2015).
Biology, as a subject, presents unique challenges due to its content complexity and the requirement for practical skills in laboratory work. These challenges, when coupled with various student variables, can lead to differing academic outcomes. Therefore, understanding these variables and their relationship with student performance is essential for educators, policymakers, and school administrators to develop effective teaching and learning strategies.
1.2 Statement of the Problem
Academic performance in Biology in secondary schools has been a source of concern for educators, parents, and students alike. Despite the importance of Biology in preparing students for further studies in science-related fields, many students continue to perform poorly in Biology examinations. It has been observed that performance in Biology is influenced by a variety of factors, both personal and environmental. However, there is limited research on how specific student variables—such as motivation, prior knowledge, study habits, and cognitive abilities—affect academic performance in Biology in secondary schools, particularly in the context of [specific region, if applicable]. Understanding these variables is critical for improving students’ performance in Biology and other science subjects.
This study aims to investigate the relationship between different student variables and their academic performance in secondary school Biology. It seeks to identify the key factors that influence student success or failure in Biology and offer recommendations for improving learning outcomes.
1.3 Research Objectives
The main objectives of this study are to:
Identify the student variables that affect academic performance in Biology among secondary school students.
Examine the influence of motivation on students’ performance in Biology.
Investigate the role of prior knowledge in Biology on students’ academic performance.
Explore the relationship between study habits and academic performance in Biology.
Evaluate the impact of socio-economic factors on students’ academic performance in Biology.
Provide recommendations for improving students’ academic performance in Biology based on the findings.
1.4 Research Questions
To guide the investigation, the following research questions have been formulated:
What are the key student variables that influence academic performance in Biology among secondary school students?
How does student motivation affect performance in Biology?
To what extent does prior knowledge in Biology contribute to academic performance in the subject?
How do students’ study habits impact their performance in Biology?
What is the role of socio-economic factors in determining students’ performance in Biology?
1.5 Hypotheses
Based on the research questions, the following hypotheses will be tested:
Hypothesis 1: There is a significant relationship between students’ motivation and their academic performance in Biology.
Hypothesis 2: Students’ prior knowledge in Biology significantly influences their academic performance in the subject.
Hypothesis 3: Effective study habits are positively correlated with better performance in Biology.
Hypothesis 4: Socio-economic factors significantly affect students’ academic performance in Biology.
1.6 Significance of the Study
This study is significant for several reasons:
Educational Impact: The findings of this research will provide valuable insights into the student variables that contribute to academic performance in Biology. This will help educators identify areas where students struggle and tailor their teaching strategies accordingly.
Policy Implications: By highlighting the role of variables such as motivation, prior knowledge, and socio-economic factors, the study can inform policy recommendations to improve the learning environment, access to resources, and support systems for students.
Parental and Community Engagement: Understanding the factors that influence academic performance in Biology can help parents and communities provide better support for students, both in terms of emotional encouragement and academic resources.
Improving Learning Outcomes: The findings will contribute to the development of effective strategies to enhance students’ motivation, study habits, and performance in Biology, which is critical for their success in further science education.
1.7 Scope of the Study
This study will focus on secondary school students in [name of region or state], specifically in the Biology subject. The research will examine students’ academic performance and how it correlates with key variables such as motivation, prior knowledge, study habits, and socio-economic status. The study will be conducted in a representative sample of secondary schools within this region, using a combination of surveys and academic performance records to collect data.
1.8 Definition of Terms
Academic Performance: Refers to the students’ grades or scores achieved in Biology assessments or examinations.
Motivation: The internal drive or desire of a student to engage in academic tasks, which influences their effort and persistence in learning.
Prior Knowledge: The knowledge a student has acquired in Biology before the current academic year, which may affect their understanding and performance.
Study Habits: The regular patterns or practices employed by students in preparing for exams, such as note-taking, time management, and revision strategies.
Socio-Economic Status: Refers to a student’s family background, including income level, parental education, and occupation, which may impact their access to resources and overall academic performance.
1.9 Organization of the Study
This research is organized into five chapters:
Chapter One: Introduction – This chapter provides the background to the study, the statement of the problem, the research objectives, research questions, hypotheses, significance of the study, scope, and definitions of key terms.
Chapter Two: Literature Review – This chapter reviews existing research and theoretical frameworks related to student variables and academic performance, focusing on Biology education.
Chapter Three: Research Methodology – This chapter outlines the research design, population, sampling techniques, data collection methods, and data analysis procedures used in the study.
Chapter Four: Results and Discussion – This chapter presents the findings from the data analysis and discusses the results in relation to the research questions and hypotheses.
Chapter Five: Conclusion and Recommendations – This chapter provides the summary of findings, conclusions drawn from the study, and recommendations for improving students’ academic performance in Biology.
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TEACHERS’ PERCEPTION AND ATTITUDE TOWARDS IMPROVISATION OF INSTRUCTIONAL RESOURCES IN TEACHING BIOLOGY
Abstract:
This research explores the perceptions and attitudes of teachers towards the improvisation of instructional resources in the teaching of biology. The study aims to investigate how educators perceive the role of improvised teaching materials and their attitudes towards integrating these resources into biology classrooms. The research adopts a qualitative approach, utilizing interviews, surveys, and classroom observations to gather data from a diverse sample of biology teachers.
The findings reveal a spectrum of perspectives among teachers regarding the improvisation of instructional resources. While some educators embrace the creative adaptation of teaching materials, others may exhibit reservations or challenges in incorporating improvised resources into their pedagogical practices. Factors influencing these perceptions include the availability of resources, teacher training, and the perceived effectiveness of improvisation in enhancing student engagement and understanding.
The study also explores teachers’ attitudes towards professional development opportunities related to resource improvisation and investigates how institutional support and policies impact their willingness to integrate improvised materials into biology instruction. The research contributes insights that can inform educational policymakers, curriculum developers, and teacher training programs to enhance the effective utilization of instructional resources in biology education. Ultimately, understanding teachers’ perceptions and attitudes towards resource improvisation can contribute to the development of strategies that foster innovative and effective biology instruction in school settings.
Chapter One:
Introduction
Science is the bedrock on which modern day technological breakthrough is hinged. Different authors according to their own understanding have defined Science. Igwe (2003) defined science as a systematic study of the nature of the behaviour of the material and physical universe through observation, experimentation, measurement and recording. In addition, Esu (2004) defined science as a systematic, precise, objective way to study the natural world. Science is often an exciting and satisfying enterprise that requires creativity, skill and insight based on this Ajayi (2008) defined science as rationally structured knowledge about nature, which embraces systematic methods of positive attitudes for its acquisition, teaching, learning and application.
For the country to derive the maximum benefit from science, it has to be taught practically. The importance of the practical work in science collides with non availability of materials. It is clearly seen that the foundation of all training in science is that of firsthand experience with the real things.
Instructional materials play the role of a stimulant in the teaching and learning process. They introduce the learner to firsthand material, and convey a precious quality of intimacy (Amadi, 2002). In furtherance, they help the mind of a learner on what is taught apart from being aids to memory. Furthermore they make learning and teaching more understandable and real. Instructional materials boost teaching and learning as they stimulate thinking and concretize learning (Ige, 2000). Successful implementation of any curriculum is almost fully dependent on the quality and quantity of instructional materials available to teachers and students for use in schools (Usman and Adewwuri, 2006). Instructional material have been defined and explained by many and in several ways; Eniayeju (2005) explained instructional materials as materials which provide concrete experiences which a learner needs in order to develop intellectually. They are also defined as materials capable of achieving the objectives of the concept to be taught (Adebimpe, 2005).
Biology as a field of study has a controlling influence over peoples lives. The study of biology also enables man to understand live processes. Biology as a subject taught in secondary schools in Dutsin-ma local government area, is always faced with many challenges. Some of these challenges include; lack of qualified teachers, lack of standard equipment and lack of incentives/support from school administrators. In the teaching of this major science subject (Biology) problems and difficulties encountered are indispensable. It demands among others adequate and effective supply of appropriate teaching and learning materials. “Most instructional science learning equipments and materials are not really available in secondary schools” (Ahmed 2010). Part of the problems of getting the materials may be associated with our current economic predicament. In most cases, the items or equipments are imported and their prices are expensive. However, the supply of these equipments may be delayed when companies supplying face importation huddles. Similarly there is acute shortage of man power to handle some of the imported or sophisticated science equipments.
The report of West African Examination Council (WAEC) on the Senior Secondary School Certificate Examination (SSCE) (2011) on student enrolment and performance in Nigeria by subject, grade, and sex revealed low enrolment of girls for science subjects as well as low academic achievement in biology and other science subjects and the persistent poor achievement of students in biology at senior school certificate examination (WAEC; Chief Examiner’s report 2007-2010), leaves one in doubt about the effectiveness of instructional materials and teaching methods popularly used by the biology teachers for the teaching and learning of biology.
Biology education plays a pivotal role in shaping the scientific literacy and critical thinking skills of students. The effective delivery of biology instruction relies not only on the expertise of teachers but also on the quality and availability of instructional resources. In many educational settings, especially those with resource constraints, teachers often resort to improvisation – the creative adaptation or development of instructional materials. This study explores the perceptions and attitudes of biology teachers towards the improvisation of instructional resources in the teaching of biology.
Biology education is a dynamic field that seeks to cultivate scientific understanding and curiosity in students, fostering an appreciation for the intricate complexities of the living world. Central to the success of biology instruction is the utilization of effective instructional resources, ranging from textbooks and laboratory equipment to multimedia aids. However, the global landscape of education is diverse, with variations in resource availability and constraints across different settings. In response to such challenges, teachers often engage in improvisation – the creative adaptation or development of instructional materials to enhance the teaching and learning experience.
The improvisation of instructional resources in the teaching of biology is a multifaceted and underexplored aspect of pedagogy. This study delves into the intricate interplay between teachers, instructional materials, and the learning environment. By focusing specifically on biology educators, their perceptions, and attitudes towards the improvisation of instructional resources, this research aims to contribute valuable insights to the broader discourse on science education.
Contemporary education systems are confronted with various challenges, including limited financial resources, outdated textbooks, and a lack of access to state-of-the-art laboratory equipment. In such contexts, the ingenuity and adaptability of teachers become paramount. The ability to improvise instructional resources not only reflects the resilience of educators but also has the potential to transform the learning experience for students, making it more engaging and accessible.
While the significance of instructional resources in education is widely acknowledged, there is a noticeable gap in the literature concerning teachers’ perceptions and attitudes towards improvisation in the biology classroom. Understanding the factors that influence teachers’ decisions to improvise, as well as their experiences with improvised materials, can offer nuanced insights into the complexities of science education. Moreover, such an exploration holds the promise of informing educational policies, professional development programs, and curriculum design.
1.2 Statement of the Problem
While the importance of instructional resources in biology education is widely acknowledged, limited research has been conducted on teachers’ perceptions and attitudes towards the improvisation of these resources. Understanding how teachers view and engage with improvised materials is crucial for enhancing pedagogical practices and student learning outcomes.
1.3 Purpose of the Study
The primary purpose of this research is to investigate teachers’ perceptions and attitudes towards the improvisation of instructional resources in the teaching of biology. By examining the factors influencing teachers’ decisions to improvise and their experiences with improvised materials, the study aims to contribute valuable insights to the field of biology education.
1.4 Research Questions
To guide this investigation, the study will address the following research questions:
How do biology teachers perceive the role of instructional resources in the teaching and learning of biology?
What are the attitudes of biology teachers towards the improvisation of instructional resources?
What factors influence teachers’ decisions to improvise instructional materials in the biology classroom?
1.5 Objectives of the Study
This research is designed with the following objectives:
To assess the perceptions of biology teachers regarding the significance of instructional resources in their teaching practices.
To explore the attitudes of biology teachers towards the improvisation of instructional materials.
To identify and analyze the factors that influence teachers’ decisions to improvise instructional resources in the biology classroom.
1.6 Significance of the Study
This study is significant as it provides insights into the dynamics of instructional resource utilization in biology education. The findings may inform curriculum development, teacher training programs, and educational policies aimed at enhancing the quality and effectiveness of biology instruction through resource improvisation.
1.7 Scope and Limitations
The study focuses on [specify the target group, such as high school biology teachers or teachers in a specific region]. Limitations may include the generalizability of findings to other educational levels or geographical locations.
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RESEARCH TOPICS IN BIOLOGY EDUCATION
1. The Impact of Inquiry-Based Learning in Biology Education.
2. Integrating Technology into Biology Classrooms: Challenges and Opportunities.
3. Assessing the Effectiveness of Virtual Labs in Biology Education.
4. Exploring Gender Disparities in Biology Performance in Secondary Schools.
5. The Role of Field Trips in Enhancing Biology Learning.
6. Investigating the Influence of Visual Aids on Biology Comprehension.
7. The Impact of Outdoor Learning Environments on Biology Education.
8. Strategies for Teaching Evolutionary Biology in High Schools.
9. The Use of Gamification in Biology Instruction: A Case Study.
10. Biology Education and Environmental Awareness: A Cross-Curricular Approach.
11. The Effect of Cooperative Learning on Biology Achievement.
12. Inquiry-Based Teaching in Genetics: A Comparative Study.
13. The Integration of STEM in Biology Education.
14. Investigating the Efficacy of Flipped Classroom Models in Biology.
15. The Role of Outdoor Experiments in Fostering Biological Inquiry Skills.
16. Analyzing the Influence of Socioeconomic Factors on Biology Performance.
17. Strategies for Enhancing Critical Thinking in Biology Education.
18. The Impact of Laboratory Work on Students’ Interest in Biology.
19. Exploring Biology Education in Low-Resource Settings: Challenges and Solutions.
20. The Use of Case Studies in Teaching Biology Concepts.
21. Biology Education and Career Aspirations: A Longitudinal Study.
22. The Effectiveness of Storytelling in Teaching Biological Concepts.
23. Assessing Biology Teachers’ Preparedness to Integrate Climate Change Education.
24. The Role of Educational Robotics in Teaching Biology.
25. Strategies for Addressing Misconceptions in Biology Education.
26. The Impact of Teacher Professional Development on Biology Instruction.
27. Biology Education and the Development of Environmental Stewardship.
28. Investigating the Influence of Cultural Factors on Biology Learning.
29. The Use of Augmented Reality in Biology Classrooms.
30. Examining the Relationship Between Outdoor Play and Biological Literacy.
31. Biology Education and Health Literacy: An Interdisciplinary Approach.
32. The Influence of Socio-Scientific Issues in Biology Curriculum.
33. Strategies for Teaching Bioethics in High School Biology.
34. Biology Education and the Development of Scientific Inquiry Skills.
35. The Integration of Citizen Science Projects in Biology Classes.
36. Assessing the Impact of Continuous Assessment on Biology Achievement.
37. Biology Education and the Promotion of Biodiversity Conservation.
38. The Effectiveness of Peer Teaching in Biology Instruction.
39. Exploring Cross-Cultural Differences in Biology Learning.
40. Biology Education and the Development of Scientific Reasoning Skills.
41. Strategies for Addressing Biology Anxiety in Students.
42. The Impact of Flora and Fauna Exploration on Biology Interest.
43. Biology Education and the Promotion of STEM Careers.
44. Analyzing Biology Curricula for Inclusive Practices.
45. The Use of Infographics in Enhancing Biology Understanding.
46. Investigating the Role of Outdoor Education Centers in Biology Learning.
47. Biology Education and the Integration of Environmental Justice Issues.
48. Strategies for Teaching Human Anatomy in Secondary Schools.
49. The Effectiveness of Concept Mapping in Biology Instruction.
50. Biology Education and the Development of Sustainable Practices.
51. The Impact of Educational Apps on Biology Learning Outcomes.
52. Investigating the Influence of Biology Education on Scientific Literacy.
53. Strategies for Teaching Evolutionary Psychology in Biology Classes.
54. Biology Education and the Promotion of STEM Identity.
55. The Use of Mind Mapping in Enhancing Biology Understanding.
56. The Effectiveness of Online Forums in Biology Class Discussions.
57. Biology Education and the Development of Scientific Communication Skills.
58. Investigating the Role of Outdoor Biology Learning in Career Choices.
59. Strategies for Teaching Genetics in Inclusive Classrooms.
60. The Impact of Inquiry-Based Learning on Biology Laboratory Skills.
61. Biology Education and the Promotion of Health and Wellness.
62. Exploring the Role of Educational Journals in Biology Instruction.
63. Analyzing Biology Teachers’ Perceptions of Inquiry-Based Learning.
64. The Effect of Visual Representations on Biology Conceptual Understanding.
65. Strategies for Teaching Evolutionary Ecology in Secondary Schools.
66. Biology Education and the Integration of Indigenous Knowledge Systems.
67. The Impact of Science Fairs on Biology Interest and Achievement.
68. Investigating Biology Teachers’ Use of Formative Assessment Strategies.
69. The Effectiveness of Online Simulations in Teaching Cellular Biology.
70. Biology Education and the Development of Environmental Ethics.
71. Strategies for Addressing Biology Misconceptions in Curriculum Design.
72. The Impact of Outdoor Biology Learning on Scientific Inquiry.
73. Exploring Biology Teachers’ Perspectives on Inclusive Education.
74. The Use of Conceptual Change Strategies in Biology Instruction.
75. Biology Education and the Development of Scientific Argumentation Skills.
76. Investigating the Role of Outdoor Laboratories in Biology Learning.
77. The Effectiveness of Differentiated Instruction in Biology Classes.
78. Strategies for Teaching Epigenetics in High School Biology.
79. Biology Education and the Integration of Climate Change Education.
80. The Impact of Biology Education on Environmental Attitudes.
81. Analyzing Biology Teachers’ Integration of Technology in Instruction.
82. The Effectiveness of Inquiry-Based Learning in Genetics Education.
83. Investigating the Role of Biology Education in Global Citizenship.
84. Strategies for Teaching Ecology in Diverse Classrooms.
85. Biology Education and the Development of Data Analysis Skills.
86. Exploring Biology Teachers’ Use of Social Media in Education.
87. The Impact of Flipped Classroom Models on Biology Laboratory Skills.
88. The Effectiveness of Conceptual Models in Teaching Evolutionary Biology.
89. Biology Education and the Promotion of Scientific Inquiry Habits.
90. Strategies for Teaching Plant Biology in Secondary Schools.
91. Investigating Biology Teachers’ Use of Project-Based Learning.
92. The Effectiveness of Peer Assessment in Biology Education.
93. Biology Education and the Development of Scientific Literacy Skills.
94. Analyzing Biology Curricula for Culturally Responsive Practices.
95. The Impact of Biology Education on Career Decision-Making.
96. Strategies for Teaching Human Physiology in Secondary Schools.
97. Biology Education and the Integration of Environmental Education.
98. Exploring Biology Teachers’ Professional Learning Needs.
99. The Effectiveness of Cooperative Learning in Biology Classes.
100. Biology Education and the Development of Critical Thinking Skills.
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EFFECT OF GUIDED DISCOVERY INSTRUCTIONAL METHOD ON SENIOR SECONDARY SCHOOL STUDENTS ACHIEVEMENT IN BIOLOGY
PROPOSAL
ABSTRACT
The study was carried out to investigate the effect of guided discovery method (GDM) on the academic achievement of senior secondary school students in Biology. A quasi experimental design was adopted for the study. The study was carried out in Makurdi metropolis. The population of the study was 2239 SS2 students from co-educational schools in Makurdi. The sample consisted of 100 biology SSS2 students which were randomly composed. Pre-test and Post-test were used for data collection. An expert validated the instruments. Mean score was used to answer the research questions and the research hypothesis was test using ANCOVA statistic at 0.05 level of significance. The major findings from the study revealed that the use of guided discovery method in teaching had significant effect on students’ achievement, gender was not a significant factor for the achievement of students in Biology though the female students scored higher than the male but was insignificant, location had no significant effect on the students’ achievement in Biology and type of school has significant effect on students’ achievement in Biology. It was recommended from the study that students should always be allowed to participate actively and interact freely with the teachers as this will improve their academic achievement gain in their subjects and that guided discovery approaches should be integrated into the curriculum of Biology as one of the effective teaching approaches for use apart from practical Biology.
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Science is an intellectual activity carried on by human that is designed to discover information about the natural world in which this information can be organized to benefit human race (Gottlieb, 2005). Maikano (2007) also argued that science is both the systematic observation of natural events and conditions inorder to discover facts about them and an organized body of knowledge that is derived from such observations and that can be verified or tested by further investigations. From the foregoing, science can be defined as activities culminating into a testable and verifiable body of knowledge. It is important to mankind for his existence and development on earth.As such, it requires a solid foundation from the grassroots. Science is so important because it help students to explain events in nature identifying those beliefs that are superstitious, teach students to develop their physical skills through the proper handling of objects and equipment, teach students how to solve simple problems they encounter on a day to day basis, enable students develop social skills establishing friendship while working cooperatively in groups, and help students to satisfy their natural curiosity through opportunities to carry out scientific investigations (Yalwa, 2004).
The knowledge of biology as a science oriented subject cannot be over emphasized owing to its importance towards human life and living in general. In every sphere of life, the contribution of biological knowledge towards living existence must be respected.Right from the creation of living things, biology has become a tool that has opened research doors in understanding the whole process of life development in living things. The general function of the body is vital as an organs system, owing to the nature and body function of living things including plants and animals. It has become common knowledge up to the extent that, the mal functioning of the body in terms of disease and sickness has been exposed and critically studied because of biology.
Different researches are usually carried out in biological related topics in order to enhance the process of living on a daily basis in various institutions of learning and hospitals (Lakpa, 2011). The result of biological researches and scientific knowledge in the subject is very critical to life such that, all and sundry need to be taught elements of biology inorder to enhance their understanding to life.
The National policy on Education (NPE, 2013), in Nigeria emphasized the importance of science which includes biological knowledge as a seasoning tool. It prescribed that, schools assist pupils to lay a sound foundation for scientific and reflective thinking. It further stated that the relevant knowledge and skills acquired through functional education are geared towards the realization of overall philosophy of Nigeria which is based on building a true and democratic society, a just and egalitarian society, a united, strong and self reliant nation, great and dynamic economy and a land full of bright opportunities for all citizens. Biology has become relevant to achieving some of these objectives in the provision of improved plant and animal varieties which will serve as raw materials for our industries, provision of skills for employment, improved research for health of the citizens among others. Therefore, it is important to look into the methods of passing the knowledge to pupils in order to improve the teaching and learning of biology.
Afolabi and Adesope (2010) stated some of the methods of teaching to include; Lecture, Discussion, Demonstration, Discovery, Assignment/Project, Field trips (Excursion), Individualized instruction, Laboratory methods, among others.
Olutade (2009) with respect to teaching method stressed that teaching method is important in the impartation of knowledge in teaching-learning processes and the type adopted determines to a great extent what the students assimilate. In actual fact if the appropriate method is adopted, knowledge acquired can be accelerated. Although studies have been conducted on different methods of teaching biology at the secondary school level, little has been done to determine which method is more suitable for biology teaching. The study is therefore, undertaken to determine the effect of discovery teaching method, using lecture teaching method as a control, on biology students’ achievement.
Lecture method of teaching is just one of the several teaching methods, though in schools it’s usually considered the primary one. The lecture method is considered more convenient especially with larger classroom sizes. This is why lecturing is the standard for most college courses, when there can be several students in the classroom at once; it allows teachers to convey information that he/she feels is most important, according to the lesson plan. Lecturing primarily involves an oral presentation given by an instructor to a body of students. Many lectures are accompanied by sort of visual aid, such as a slideshow, a word document, an image, or a film. Some teachers may even use a whiteboard or a chalkboard to emphasize important point in their lecture, but a lecture doesn’t require any of these things in order to qualify as a lecture. As long as there is an authoritative figure at the front of a room, delivering a speech to a crowd of listeners, this is a lecture (Udemy, 2014).
Lecture method is not sufficient because it is one way as information is dictated to students who have little to no opportunity to provide their own personal input, or protest the information being delivered, it is wholly a passive experience for students rather than an active role which hinders learning, it requires a considerable amount of unguided student time outside of the classroom to enable understanding and long-term retention of content, and requires the instructor to have or learn effective speaking skills.
Discovery learning is a technique of inquiry-based learning and is considered a constructivist based approach to education. It is supported by the work of learning theorists and psychologists Jean Piaget, Jerome Bruner, and Seymour Papert. The label of discovery learning can cover a variety of instructional techniques, according to a meta-analytic review conducted by Alfieri, Brooks, Aldrich and Tenenbaum (2011), a discovery learning task can range from implicit pattern detection, to the elicitations of explanations and working through manuals to conducting simulations. Discovery learning can occur whenever the student is not provided with an exact answer but rather the materials and equipment to find the answer themselves. Discovery learning takes place in problem solving situations where the learner draws his own experience from or performing experiments as suggested by the Grauer School “Learn by Discovery’’ (Grauer, 2016). Discovery method of teaching is an instructional strategy that is useful in teaching biology because it is an activity designed in such a way that students perform certain mental processes in an attempt to find a lasting solution to a problem. Mental processes in this respect include observation, classification, measurement, prediction, description, inference among others. This method of teaching is an unstructured exploration of the environment in which the learner through his/her mental processes draws general conclusions from data gathered (Egwu, 2005).
Discovery method can be of two types, “Guided” discovery and “Unguided” discovery (Ibenga, 2005). Guided discovery is that method of teaching which consist of an instructional mode, which can be inductive and deductive in nature. In guided discovery a general principle is given and the learner is required to use the principle in order to discover the solution to a specific problem. In this, the learners have no experience or relevant background on the principle given, knowledge is not established and there is need to save time. Thus, guided discovery is the only alternative. Unguided discovery method of teaching can be employed as the learner gets matured relevant background or knowledge and time need not be saved.
Advantages of using discovery teaching method abound. From equipping learners with skills of obtaining knowledge on their own to allowing active participation of learners in the learning process. It also allows better memory retention of what is learnt or discovered, creating greater confidence in learners ability to find information for themselves. For discovery method to be effective there is the need to carry out a pre-activity discussion before the actual discovery activity, apply moderated guidance, breaking large class of learners into small groups for effective supervision and meaningful activity and provide all necessary resource material and equipment for the activity.
1.2 Statement of the Problem
Biology at the secondary school level focuses on equipping the student with sufficient knowledge both theoretical and practical towards understanding the nature of living things as well as their environment. This knowledge is to be harnessed in order to target the achievement of national goals and objectives for self sustainability. However, this appears far from what is obtainable in secondary schools as concerned the teaching of biology.
The teaching of biology at the secondary school appears from been satisfactory. It has been observed that, most secondary schools in Makurdi metropolis neither involve students of biology on field work, field trips nor laboratory research and experimentation to discover things for themselves. Saka (2006) and Durmaz (2007) stated that biological science include many abstract concepts, events, topics and facts that students have to learn. This makes it hard for students to learn them if they are not involve in the learning process. Cimer (2007) highlighted teachers’ styles, techniques and methods of teaching may also be factors that affect students learning in biology. If students are not happy with the way biology is taught, they tend to show disinterest and negative attitudes towards biology which are some of the reasons for difficulties in learning biology (Zeidan, 2010). Thus, the teaching and learning of biology has to be encouraged in schools by adopting methods of teaching that allow the students explore the environment by themselves. Moreover, this neglect, no doubt has relegated this subject to the background in our senior secondary certificate examination. A close look at the 2008-2010 SSCE result records confirms that students’ performance has been very poor generally and particularly in biology practical, failure is a great problem as it affects the student achievement and furtherance to tertiary level of education and consequently hinder the nations dream for self sustainability by the year 2030 as provided by the sustainable Development Goals (SDGs).The major problem here is to investigate and determine between discovery method and lecture method which is more effective on students’ achievement in biology.
1.3 Purpose of the Study
The main purpose of this study is to find out the effect of discovery teaching method on biology students’ achievement in Makurdi metropolis. Specifically, the study intends to find out;
i. Whether there is significant difference in the mean score of students taught biology using discovery method and lecture method.
ii. Whether there is any significant difference between the mean score of male and female students taught biology using discovery method.
1.4 Research Questions
The following four research questions will guide the study;
Is there any difference in the mean scores of students taught biology using discovery and lecture methods?
Is there difference between the mean scores of male and female students taught biology using discovery method?
1.5 Research Hypothesis
There is no significant difference between the use of lecture and discovery methods of teaching on biology achievement of secondary school students.
1.6 Significance of the Study
It is hoped that, the results obtained from this research work will benefit the following; students, teachers, stakeholders, and parents.
Students; when students understand more the importance of discovery learning they will be able to learn on their own to have academic excellence as such will increase their interest in the learning of biology and other related subjects. Students will also be equipped with skills to contribute meaningfully to the development of the society.
Teachers; this research work will assist the teacher to teach the students through guided discovery and in proper organization of practical. It will also enable trained teachers to adopt multiple teaching methods that would aid them in organization of their subject matter before delivery to students.
Stakeholders; this study will help educational stakeholders to play their part of equipping secondary schools with the necessary equipment for the teaching of biology by discovery method.
Parents; this study will benefit the parents by revealing their role in the teaching and learning of biology by provision of the materials which will increase students achievement as it is the desire of every parent whose child is in this field of study.
1.7 Scope of the Study
The study is limited to secondary schools Makurdi metropolis
1.8 Operational Definition of Terms
Teaching: Teaching used here refers to passing knowledge to a learner.
Methods: The ways or means devised in passing biological knowledge to secondary school students.
Achievement: Achievement as used here refers to the extent or degree of performance in biology at the secondary school level.
Secondary School Students: In this study, secondary school students refer to all the students that offer biology as a subject.
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Effects of audiovisual technological aids on students’ achievement and interest in secondary school biology in Nigeria
ABSTRACT
While Science teaching and learning is changing at an amazing pace in developed countries, same cannot be said of developing countries. Nigeria secondary school classrooms have remained ‘chalk and board’ affair with students seated in rows copying notes. In a developing country such as Nigeria, teachers need sustained support from colleagues at tertiary level who are compliant with the new technologies to help them learn how best to integrate technology into their teaching. In this paper, we describe a study that employed quasi experiment of the nonequivalent control group design. 150 senior secondary two (SS2) students of two intact classes randomly selected from two schools were assigned one to experimental and other to control. . Training was given to a regular teacher of Biology that taught experimental group while the control group teacher did not receive training but given a template on the conduct of the study.
Two instruments for data collection were Biology achievement test and Interest scale. Mean and Standard Deviation and ANCOVA were used for data analysis. Result revealed that group exposed to lessons with Audiovisual technological contents integrated achieved higher in test scores than the group not exposed to. It was recommended that classroom teachers keep pace with development trend by learning and using new technologies (Audio-visual) in instructional delivery.
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PRE-PRIMARY SCHOOL EDUCATION AND SPEECH DEVELOPMENT OF PRIMARY SCHOOL CHILD IN OWAN WEST LGA
CHAPTER ONE
INTRODUCTION
Background of the Study
Early childhood education plays a crucial role in shaping the developmental trajectories of young children. Pre-primary school education, typically targeting children aged 3 to 6 years, is the first structured educational experience for many children. During this formative period, children acquire foundational skills and abilities, including language and speech development, that serve as the building blocks for their future academic success.
The role of pre-primary education in speech development is particularly significant. Speech and language skills acquired during this period lay the foundation for effective communication, literacy, and overall cognitive development. In the context of Owan West Local Government Area (LGA), Edo State, Nigeria, this research focuses on understanding the relationship between pre-primary school education and the speech development of primary school children.
Statement of the Problem
Language and speech development in children are critical aspects of early childhood education. However, in many regions, including Owan West LGA, there is limited research addressing the impact of pre-primary school education on the speech development of primary school children. As a result, the specific challenges, opportunities, and best practices in this context are not well-understood.
This study aims to address the gap in knowledge by examining the state of pre-primary school education in Owan West LGA and its influence on the speech development of primary school children. Identifying the factors that promote or hinder speech development in these children is vital for designing effective educational interventions.
Purpose of the Study
The primary purpose of this research is to investigate the relationship between pre-primary school education and the speech development of primary school children in Owan West LGA. By examining the current state of pre-primary education and its impact on speech development, this study seeks to provide insights that can inform educational policies, curriculum development, and teaching practices in the region.
The research will also assess the role of various stakeholders, including parents, teachers, and community leaders, in promoting speech development among primary school children. Understanding the challenges and opportunities in this context is essential for designing targeted interventions that enhance speech development.
Research Questions
To address the research problem, this study will seek to answer the following research questions:
What is the current status of pre-primary school education in Owan West LGA, including accessibility, quality, and enrollment rates?
How does pre-primary school education influence the speech development of primary school children in Owan West LGA?
What are the challenges and opportunities in promoting speech development among primary school children in this region?
What role do parents, teachers, and community leaders play in supporting speech development in primary school children in Owan West LGA?
What recommendations can be made to enhance pre-primary school education and speech development in this context?
Significance of the Study
This research holds significant importance for various stakeholders, including policymakers, educators, parents, and community leaders in Owan West LGA. By shedding light on the link between pre-primary school education and speech development, the study can inform the development of targeted interventions and policies to improve the educational experiences and outcomes of primary school children.
The findings of this research are particularly relevant in the context of Nigeria, where early childhood education and speech development are integral components of human capital development.
Scope of the Study
This study focuses on pre-primary school education and its impact on speech development among primary school children in Owan West LGA, Edo State, Nigeria. The research will explore the state of pre-primary education, speech development, and the role of various stakeholders in this specific regional context.
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EFFICACY OF COMPUTER-BASED SCIENCE SIMULATION ON STUDENTS LEARNING OF DIFFICULT CONCEPTS IN BIOLOGY IN SECONDARY SCHOOLS IN FCT ABUJA
Abstract:
This research study investigates the efficacy of computer-based science simulations in improving students’ understanding of difficult concepts in biology within the context of secondary schools. Difficult concepts in biology often pose challenges for students due to their abstract and complex nature. Traditional teaching methods may not always be effective in conveying these concepts. Computer-based science simulations offer an interactive and visually engaging alternative for teaching and learning.
This study explores the impact of computer-based science simulations on student learning outcomes, engagement, and motivation in the field of biology. It also considers the role of teachers in implementing and integrating these simulations into the curriculum. Additionally, the study examines the perceptions and attitudes of both students and teachers regarding the use of computer-based simulations in biology education.
The research methodology includes both qualitative and quantitative approaches, including surveys, pre- and post-assessments, and interviews. The study focuses on secondary schools in the Federal Capital Territory (FCT) of Abuja, Nigeria, and aims to provide insights into the effectiveness of computer-based science simulations in enhancing the learning of difficult biology concepts. The findings of this research will inform educators and policymakers about the potential benefits and challenges of integrating computer-based simulations into the biology curriculum.
The word concept has many different meanings to science educators. Concepts are the construction of the human mind (Lawson et al., 2000; Konicek-Moran and Keeley, 2015). Concepts are similar to mental representations which in their simplest forms (Carey, 2000), such as energy, force, evaporation, respiration, heat, erosion, and acceleration. They are abstraction developed in the minds of people who tried to understand what was happening in their world. Concepts may also consist of more than one word or a short phrase (Konicek-Moran and Keeley, 2015), such as conservation of energy, food chain, or closed system. Concepts imply meaning behind natural phenomena such as phases of the moon, transfer of energy, condensation, or cell division. When we use a concept, there are usually some understandings of what associated with it.
Cognitive scientists state that concepts are themselves complex representational structures (Carey, 2000). Moreover, concepts can be constructed directly by generalizing from experience of many instances. In some cases, examples of concepts are difficult to demonstrate or make real. For instance, it is hard to show example concepts such as ‘atom’ or ‘molecule.’ So that, a concept such as ‘molecule’ may be more readily established, instances are illustrating by constructing representations or models. Within a particular representational structure, concepts help students to clarify more complex ideas. Concepts could thus act as building blocks of more complex or even abstract representations.
Instruction to promote conceptual change requires time and effort on the part of learning (Adadan et al., 2010) and also carefully designed (Vosniadou et al., 2001). However, the practice of science instruction has emphasized of memorizing a lot of science concept (Chin, 2004). Students who are excellent at memorizing facts and definitions often engage in what may be called literal understanding (Konicek-Moran and Keeley, 2015). Students with this understanding, could explain any page in a textbook or reproduce any graph or picture at a moment notice exactly as it appeared in the book. These students might not have been able to understand basic concepts that provide explanatory evidence for ideas about phenomena. For instance, the concept of evaporation. Students rely on their memorization term of evaporation, but the students lack the conceptual understanding of what happens after the water evaporates. The students use the words evaporation, yet not understand where the water went or where it came from to explain a natural phenomenon. The important learning process is students think through all arguments on their “own” and “construct” further knowledge upon already understood concepts.
Meaningful science learning requires conceptual understanding rather than memorization (Adadan et al., 2010). Meaningful learning requires knowledge to be constructed by the learner, not transmitted from the teacher to the students (Jonassen, et al., 1999). Students who have conceptual understandings of certain concepts construct well-connected and hierarchically arranged conceptual frameworks (Mintzes & Wanderse, 1998). When students have an understanding of a concept, they can (a) think about it, (b) use it in areas other than in which they earned it, (c) state it in their own word, (d) find a metaphor or an analogy for it, or (e) build a mental or physical model of it (Konicek-Moran and Keeley, 2015).
CHAPTER ONE
INTRODUCTION
Background of the Study
Computer simulation has an overwhelming potential for the enhancement of the teaching and learning of science concept. Research into the use of computer simulations has a long history, as Smetana & Bell (2012) pointed out in their review. Computer simulations provide interactive, authentic and meaningful learning opportunities for learners because simulations facilitate the learning of abstract concepts since students would have the chance to make observations and get instant feedback (Bell & Smetana, 2008). Science simulations can give real environments structured according to principles in the domain. Spatial, temporal, and causal phenomena can be represented that may be otherwise unobservable and not directly manipulable because they are too large.
Science education plays a pivotal role in equipping students with the knowledge and skills necessary to navigate an increasingly complex and technology-driven world. Biology, as a fundamental branch of science, introduces students to a range of intricate concepts that form the foundation for understanding life processes, ecosystems, and the natural world. However, students often encounter difficulties in comprehending and internalizing these complex biological concepts. Efforts to enhance the learning experience in biology education have led to the incorporation of technology-based tools, such as computer-based science simulations, as potential aids for improving students’ understanding of intricate biological concepts.
This represents the use of computer-based science simulations as an instructional method.
Dependent Variable: Student Learning of Difficult Concepts in Biology
This represents the desired outcome of the study, which is the improvement in students’ understanding of complex biological concepts.
Mediating Variables:
Student Engagement and Motivation (SEM): This mediating variable signifies that computer-based science simulations are expected to enhance student engagement and motivation in learning biology.
Comprehension and Concept Retention (CCR): This variable represents the improved comprehension and long-term retention of complex biological concepts as a result of using computer-based science simulations.
Teacher’s Role and Instructional Strategies (TRIS): This variable acknowledges the influence of teachers in facilitating the effectiveness of computer-based science simulations.
Moderating Variables:
Student Characteristics (SC): Student characteristics such as prior knowledge, learning styles, and motivation can impact the effectiveness of computer-based science simulations.
Curriculum and Content Alignment (CCA): The alignment of simulation content with the curriculum can affect the efficacy of CBSS.
Contextual Variables:
FCT Abuja Secondary Schools (FCTSS): This variable represents the specific context of secondary schools in the Federal Capital Territory (FCT) of Abuja.
Statement of the Problem
The teaching of complex biological concepts in secondary schools in the Federal Capital Territory (FCT) of Abuja faces significant challenges. Students encounter difficulties in comprehending abstract and intricate biological processes, often leading to a lack of interest and motivation in the subject. Traditional teaching methods may not adequately address these challenges, and there is a need for innovative approaches to enhance students’ understanding of biology. Computer-based science simulations have emerged as a promising solution, but their efficacy in improving students’ learning of difficult biology concepts in FCT secondary schools remains a subject of investigation.
Purpose of the Study
The primary purpose of this research is to assess the efficacy of computer-based science simulations in enhancing students’ learning of difficult concepts in biology in secondary schools in the Federal Capital Territory (FCT) of Abuja. This study aims to determine whether the integration of computer-based science simulations into the biology curriculum can lead to improved comprehension, increased motivation, and overall enhanced performance among students.
Research Questions
To address the research problem, this study will seek to answer the following research questions:
To what extent do secondary school students in the FCT face difficulties in comprehending complex biological concepts?
How effective are computer-based science simulations in improving students’ understanding of difficult concepts in biology?
What are the perceptions and attitudes of students and teachers toward the use of computer-based science simulations in biology education?
Are there any significant differences in learning outcomes between students who receive traditional biology instruction and those who use computer-based science simulations in the FCT secondary schools?
Significance of the Study
This research holds significant importance for various stakeholders in the field of education, including students, teachers, policymakers, and educational institutions. The findings of this study will contribute to a better understanding of the potential benefits and challenges associated with the integration of computer-based science simulations in biology education. Ultimately, it has the potential to inform curriculum development, teaching practices, and educational policies, potentially improving the quality of biology education in secondary schools in the FCT of Abuja.
Scope of the Study
This study focuses on secondary schools in the Federal Capital Territory (FCT) of Abuja, Nigeria, specifically addressing the efficacy of computer-based science simulations in teaching complex biological concepts. It examines the impact of these simulations on students’ learning outcomes, attitudes, and motivation in the field of biology.
Null Hypotheses (H0):
There is no significant difference in the understanding of difficult biology concepts between students who receive traditional instruction and those who use computer-based science simulations.
The use of computer-based science simulations does not have a statistically significant impact on students’ motivation and engagement in learning difficult biology concepts.
Student characteristics, such as prior knowledge and learning styles, do not significantly moderate the relationship between computer-based science simulations and learning outcomes in biology.
Teachers’ attitudes and abilities to integrate computer-based science simulations into the curriculum do not significantly affect the efficacy of these simulations in teaching difficult biology concepts.
Alternative Hypotheses (H1):
Students who use computer-based science simulations in their biology education will demonstrate a significantly higher understanding of difficult biology concepts compared to students who receive traditional instruction.
The use of computer-based science simulations will lead to a statistically significant improvement in students’ motivation and engagement when learning difficult biology concepts.
Student characteristics, such as prior knowledge and learning styles, will significantly moderate the relationship between computer-based science simulations and learning outcomes in biology, with simulations being more effective for certain student profiles.
Teachers’ positive attitudes and effective integration of computer-based science simulations into the curriculum will significantly enhance the efficacy of these simulations in teaching difficult biology concepts.
These hypotheses are designed to help you test the impact of computer-based science simulations on students’ learning of difficult biology concepts while considering potential moderating factors and the role of teachers in the process. Depending on the specific focus of your research and the data you gather, you may refine and expand upon these hypotheses.
Organization of the Thesis
The remainder of this thesis is organized as follows:
Chapter 2 provides a comprehensive review of the literature on computer-based science simulations, their impact on biology education, and the challenges associated with learning difficult biology concepts.
Chapter 3 outlines the research methodology, including the research design, data collection methods, and data analysis techniques.
Chapter 4 presents the research findings and their implications for biology education in the FCT.
Chapter 5 offers a discussion of the results, draws conclusions, and provides recommendations for educators and policymakers.
The thesis concludes with a summary of key findings and their significance for the field of science education.
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OR
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Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
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THE EFFECTS OF TWO TEACHING METHODS ON SECONDARY SCHOOL STUDENTS’ PERFORMANCE IN BIOLOGY
CHAPTER ONE
1.1 BACKGROUND OF THE STUDY
Traditionally, the teaching in most Nigeria Senior secondary schools is dominated by a teacher-centered method (Zhenhui 2001, Wang & Farmer 2008). Several researchers have noted that eastern teachers of adults tend to emphasize knowledge, content, teacher-centered classrooms, and exam results while, concepts such as flexibility, problem solving, critical thinking and independent learning are not recognized (Boyle 2000, Zhenhui 2001, Adib-Hajbaghery 2005, Wang & Farmer 2008). As the teachers rely on lecture, most of Nigeria Senior secondary school students see knowledge as something to be transmitted by the teacher (Zhenhui 2001). Japanese, Chinese, Korean and Iranian students are often quiet, shy and uncommunicative in classrooms (Liu & Littlewood 1997, Adib-Hajbaghery, Salsali & Ahmadi 2004, Adib-Hajbaghery 2005, Wang & Farmer 2008). These claims are confirmed by Sato (1982), who compared the participation of Nigeria Seniorsecondary school students in the classroom interactions with that of non-Nigeria Seniorsecondary school students. Sato found that the Asians took fewer speaking turns than their non-Asian classmates. It has also been noted that Korean students prefer that the teacher be the authority (Harshbarger et al. 1986). Nigeria Seniorsecondary school students are reluctant to “stand out” by expressing their views or raising questions, particularly if this might be perceived as expressing public disagreement (Song 1995).
Some studies have also shown that most of the university teachers are not familiar with modern teaching methods (Stitt-Gohdes 2001, Farhadian et al. 2007) and traditional lectures are still the most popular instructional method in the universities (Benjamin 2002, John et al. 2007, Rahmani 2007, Saville 2009). According to Brown (2003), most of the university teachers have been taught in learning environments that were instructor centered, therefore, they teach in this way too. Factors such as simplicity of lecture presentation, its appropriateness for crowded classes, limitation of time and the massive amount of theoretical content which should be presented (Bligh 2000, Adib-Hajbaghery et al. 2004, Adib-Hajbaghery 2005, Farhadian et al. 2007) have also made the instructors to use lectures as the most popular teaching method.
Overly using of lecture method will induce a hidden curriculum that teaches students to be obedient, compliant and inexpressiveness and also will reduce their self-confidence (Espeland & Shanta 2001). Studies have shown that teacher-centered teaching methods are not appropriate to teach students in nursing or other fields that training involves context and gives it meaning (Caudron 2000). Some studies have also shown that nursing students prefer teaching methods with more student involvement (Salsali 2005, Abu-Moghli et al. 2005). Some conflicting results have also reported when academic investigators have compared the effects of lectures and more active teaching methods such (Perkins & Saris 2001, Qualters 2001, Hunt et al. 2003, Barnes & Blevins 2003, Yoder & Hochevar 2005, Riggio 2007, Saville 2009).
In a study by Yoder and Hochevar (2005) it was reported that student-led discussions not only produce favorable student performance, but also foster greater participation, self-confidence and leadership ability. Hunt et al. (2003) have also reported positive learning outcomes from team learning as compared to traditional lecture methods. In contrast to these findings, a study by Barnes and Blevins (2003) suggests that active, discussion-based methods are inferior to the lecture-based method. Some other researchers have also been compared the effects of lecture and other teaching methods like computer managed instruction (Halloran 1995), teaching in small groups (Salimi el al. 2007) technology-based instruction (Jeffries et al. 2003), and individual instruction (Coleman 2001) and reported that no significant differences were observed. A study by Qualters (2001) has also suggested that students do not favor active learning methods for the fear of not covering all of the material in the course, and anxiety about changing from traditional classroom expectations. Therefore, this question has been remained worldwide that which teaching method could be more appropriate in academic education especially for nursing students. Consequently, this study was conducted to compare the effects of teacher traditional lectures, Socratic Method, and students lectures on anxiety, exam score and students? learning satisfaction. The results of this study could be helpful for the teachers worldwide and especially in the Asian region as they have similar academic structures with Iran, in which the present study was conducted.
1.2 1.2 PROBLEM OF THE STUDY
The classroom is the heart of any educational system. No curriculum planning is complete without implementation and evolution, both of which are mainly carried out in the classroom. Most of the teaching methods take place while students are seated. The seating arrangement is therefore too important to suffer the kind of neglect being experienced by many secondary schools in the country. As rightly observed by Cohen and Manion (1983 p.221) “a careful attention to seating arrangement contributes as effectively as any other aspect of classroom management and control to overall success with a class subsequently”. Adesina (1990 p.13) also affirms that one potent index for evaluating educational standards and quality is an examination of the physical facilities available for learning experiences”.
The seating arrangement can make or mar any lesson. Ideally, in a secondary school, especially in a mixed ability grouping, as found in Nigeria schools, seats should be arranged in rows with a reasonable amount of space between them to allow for proper teacher-student and student-student interactions as well as allow for individual and group work (Cohen and Manion, 1983). To this end, the ratio of teacher to students should not exceed 1:30 or at most 40 judging by the size of the classrooms. But what one finds in many o these classes is between ratio 1: 50 and 1: 150 in certain cases.
This study was therefore interested in identifying the major problems caused by over-populated classes in Nigeria growing towns and cities with a view to making suggestions that could help to alleviate the problems. The popularity of class-size reduction may make it difficult for policymakers to increase teaching methods across the board in order to sustain other investments in education during a period of budget reductions. In that context, state policymakers should consider targeting CSR at students who have been shown to benefit the most: disadvantaged students in the early grades, or providing a certain amount of funding for CSR but leaving it up to local school leaders on how to distribute it.
In settings where state mandates on maximum teaching methods are relaxed, policymakers need to bear in mind that the effect of any increase in teaching methods will depend on how such an increase is implemented. For example, a one-student increase in the pupil/teacher ratio in the NIGERIA. would reduce the teaching workforce by about 7 percent. If the teachers to be laid off were chosen in a way largely unrelated to their effectiveness, such as seniority-based layoffs, then the associated increase in teaching methods might well have a negative effect on student achievement. But if schools choose the least effective teachers to let go, then the effect of increased teacher quality could make up for some or all of the possible negative impact of increasing teaching methods.
The national policy on education revised in 2010 stipulates that the maximum teacher –student ratio is one teacher is to thirty students. The obvious reason for this standard is to ensure that the teacher not only controls the class but also to ensure that he understands the learning capabilities of each of the learner in the classroom. Ozochi (2008) affirms that there is a limit to which a teacher can effectively control, anything more than that according to him will affect the school objectives.
However, in most of our secondary schools today the teacher –student ration has gone far beyond the stipulation of the national policy on education. Students stay more than fifty in each class, seating arrangement altered, thereby making teaching and learning difficult. Educational planners in Nigeria have attributed the over bloated teaching methods due to the explosion of the population of children of school age. Recently the Enugu State Government through her agently spliced most of the secondary schools located within the metropolis in order perpherps to expel the agony of overcrowded classroom.
Physical health education, like all other health science is an activity based subject, a situation whereby the learner is exposed mainly to the practical learning process under the guide and supervision of a teacher. Maduagwu et al (1998) opines that effectiveness of a classroom management results when the teacher and student achieve the purpose of which either are together in a class under an overcrowded classroom environment like what obtains in most of our schools today it becomes pertinent to ask, how effective is teaching and learning particularly in subject area that requires close monitoring of the learner by the teacher.
1.3 OBJECTIVE OF STUDY
1. To evaluate the effect of two teaching methods on students academic achievement in Seniorsecondary schools.
2. To assess the level of performance of students on biology based on the teaching method adopted by the teachers.
3. To evaluate from the various teaching methods which one the student prefer most to other through the proper assessment students grade points on biology.
4. To find out whether the Seniorsecondary school students who take biology are motivated to learn the subject matter because of their teachers’ teaching styles. Thus, this study tried to answer the following questions:
What teaching style/s used by teachers that are most preferred by the biology students.
5. To know the level of the biology students’ attitude towards the subject.
6. To whether there is a relationship between students’ preferred teaching styles and their attitude towards biology subject.
7. To evaluate the significant difference of the students’ preferred teaching styles based on gender and race.
1.4 RESEARCH QUESTION
1. What are the effect of two teaching methods on students academic achievement in Seniorsecondary schools?
2. Can one assess the level of performance of students on biology based on the teaching method adopted by the teachers?
3. Is it possible to evaluate from the various teaching methods which one the student prefer most to other through the proper assessment students grade points on biology?
4. What is the level of the biology students’ attitude towards the subject?
5. Is there a relationship between students’ preferred teaching styles and their attitude towards biology subject?
6. Is there a significant difference of the students’ preferred teaching styles based on gender and race?
1.5 RESEARCH HYPOTHESIS
H0: Two teaching methods has negative effect on students academic achievement in Seniorsecondary schools.
H1: Two teaching methods has positive effect on students academic achievement in Seniorsecondary schools.
H0: One cannot assess the level of performance of students on biology based on the teaching method adopted by the teachers.
H1: One can assess the level of performance of students on biology based on the teaching method adopted by the teachers.
H0: It is impossible to evaluate from the various teaching methods which one the student prefer most to other through the proper assessment students grade points on biology
H1: It is possible to evaluate from the various teaching methods which one the student prefer most to other through the proper assessment students grade points on biology.
H0: There is no significant difference of the students’ preferred teaching styles based on gender and race.
H1: There is a significant difference of the students’ preferred teaching styles based on gender and race.
1.6 SIGNIFICANCE OF THE STUDY
The major concern of the study is two teaching methods and effective teaching
and learning of biology in the Seniorsecondary school using selected Seniorsecondary schools in Ijebu-Ode Local Government Area of Ogun State as a case study. This study should lend to awareness of studying problems of student of the school and prefer corrective measures. It is hoped that the students would be made to realize that learning involves skills perhaps better understanding of what learning is, may shape a learning attitude towards his fellow friends, schools, parents also provide knowledge and general interest for further studies in this area to the need to examine the learning comprehension skills of students with a view to identify the factors responsible for their academic performance. The study is also aimed at making the government realize that their efforts to improve the standard of education will continue to be a mirage if the teaching of learning among other learning skill is neglected in the school course outline. The study is delimited to the cause of poor study habits of high school student and its implication to teaching effectiveness. The investigation include the specific problem such as the profile of respondents the poor study habits of high school student: The effect of their poor study in teaching and learning process. What is the teaching could do to change or improve the student
poor study habits and any suggestion of teacher to improve the students poor study habits There are reason to consider that makes this study important to some groups of people like the teacher, school administrator the parents and education. Student this is because this investigation
may give them in sight concerning the cause and effect of the poor study habits of the student to the teaching and learning process to the result of this study may be very important to teaching
not only in the public school but even those in private sector the result may give these teacher some significant ideas on what they must in case they find some student having poor study habits What teachers should do is to find out the cause of such poor study habits of the students and then find for the mass necessary solution to the problems. The teacher after knowing they must talked to the parents about it so their parents could suppressive their weakness on their lessons at home
similarly the result of the study may have be significant to parents because through this they may known what to do to help improve or correct the poor study habits of their student to study their lesson in the night after supper instead of watching television or playing video games. The researchers believes that students, particularly Community primary school Nkwerre will be benefited from the findings of this study since the study provides basis for awareness and better understanding of how their current study habits affected their academic performance. Likewise gives them a more focused and clear perspective on how the specific behaviours related to their studies influenced study habits. Consequently, this awareness also gives a much deeper understanding of their selves as students considering that the college life is typically beset of developmental adjustment demands. School administrators like subject area coordinators, may also be guided in the formulation of future modification of educational policies, curriculum and strategies toward a more effective delivery of learning.
Teachers will also be help in understanding better the diversity of learning of their students. As such, it is hoped that they could develop more effective methodologies in teaching their subject matter.
Guidance and Counseling Centre will also be help by this study through providing a more focused and factual knowledge on the factors affecting students study habits. This increased the understanding of the Guidance Counselors on the interplay of the variables studied in this research. Such knowledge is hoped to help the Guidance and Counseling practitioners towards the development and implementation of more effective programs in consideration of these variables. Students will be given information on how study affects their academic performance. The result of the study will make them aware of the common study habits among their co- education students.
The significance of the study, therefore is to identify the effect of classroom environment on the teaching and learning of Biology in secondary schools in Ofu local government area. The findings will be of immense use in the counseling programme even for brilliant students to improve on their standard.. Biology is as important to a country as protein is to young ones. For better understanding and to keep them in function of science and technology it works as a vital device, the discipline acts as the vital role of an initiate to the much desired technological development needed for the national development. It has become an essential objective for the education of Biology to facilitate the students to build up abilities to distinguish the relation between Biology and the facts of life, and to recognize and realize the character of Biology performing in the human life. The performances of female and male students in Biology are different by inequalities in their physiological structures. Even though the majority of the researchers have found the better performance of boys than girls particularly in higher education, a small number of other researchers found that girls performance better than boys and during early education, a number of other researcher found no important difference. An analysis of some gender based studies that were done in the decade between 1985 and 1995 showed that there is a significant discrepancy in the literature in the disparity performance between girls and boys in the subject of Biology. The researchers noted that by means of the contradictory results and noteworthy procedural flaws observed, further experimental researches are required to explore the reality of gender bias in the classroom (Fennema and Sherman, 1978).
1.7 SCOPE OF THE STUDY
This study is centered on effect of two teaching methods on academic achievement of seniorsecondary school in biology.
1.8 LIMITATION OF STUDY
Despite the limited scope of this study certain constraints were encountered during the research of this project. Some of the constraints experienced by the researcher were given below:
i. TIME: This was a major constraint on the researcher during the period of the work. Considering the limited time given for this study, there was not much time to give this research the needed attention.
ii. FINANCE: Owing to the financial difficulty prevalent in the country and it’s resultant prices of commodities, transportation fares, research materials etc. The researcher did not find it easy meeting all his financial obligations.
iii. INFORMATION CONSTRAINTS: Nigerian researchers have never had it easy when it comes to obtaining necessary information relevant to their area of study from private business organization and even government agencies. Teachers and students in Ijebu-Ode Local Government Area of Ogun State find it difficult to reveal their internal operations. The primary information was collected through face-to-face interview getting the published materials on this topic meant going from one library to other which was not easy.
Although these problems placed limitations on the study, but it did not prevent the researcher from carrying out a detailed and comprehensive research work on the subject matter.
1.9 DEFINITION OF TERMS
Teaching: Teaching is a process of assisting a learner to acquire knowledge and skills or experiences that could foster effectiveness in the later age. Thus, once a child learns what he has been taught teaching is said to have taken place. During the teaching/learning process, the teacher has to adopt a particular method or methods to impact knowledge to the learners coupled with useful materials that could help a learner to learn.
Attitudes: Attitudes are defined as “a learned predisposition to respond in a consistently favorable or unfavorable manner with respect to a given object” (Fishbein & Ajzen, 1975, p. 6). Lutz (1981, p. 234) defined attitudes as representing covert feelings of favorability or unfavorability toward an object, person, issue, or behavior. People learn attitudes over time by being in contact with the object directly (experience) or through receiving information about the object.
Main idea: The is the key or point that dominates the passage.
Word to word: Reading of every word of the passage one by one without any transition skill from one phrase to another.
Diagnosis: This is the investigation of the nature of the course and extent of the nature of the students’ strength and weakness.
Literal meaning: This involves ordinary meaning of words basic or usual meaning of a word or phrase.
Evaluation: This is the ability to read beyond the line. It involves critical assessment of the reader what he is reading.
Cognitive: Ability of knowing how to, knowing what and the ability of the reader to use experience.
Affective reading: Good reading and caring for materials.
Languages: A systematic means of conventionalized signs, sounds, gestures, or marks having understood meaning.
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• Factors- one that actively contributes to an accomplishments,results, or process
• Develop- to bring out the capabilities or possibilities of
• Study Habits- manner which you consistently use to study for school or college or even for the next day lesson.
• Students- describe as one who directs zeal at a subject. Student isused for anyone who is learning.
Operational Definition:
• Factors- these refers to anything that affects study habits
• Develop- refers to fast or gradual changes in a range of time
• Study Habits- refers to the ways of studying on a particular subject
• XU Students- referring to all officially enrolled students of Community primary school Nkwerre.
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