BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
YOU CAN CALL: 08068231953, 08137701720, 09070569307, 08154275408
WHATSAPP US ON: 08137701720
EFFECT OF ACTIVE LEARNING STRATEGY ON PERFORMANCE OF UPPER BASIC2 SCIENCE STUDENTS IN KONSHISHA LGA OF BENUE STATE
CHAPTER ONE:
INTRODUCTION
1.1 Background of the Study
Education is the foundation of any society, shaping individuals and influencing national development. Science education, in particular, is critical in promoting technological advancement and innovation. At the upper basic level, science education lays the groundwork for students to develop critical thinking, problem-solving skills, and a deeper understanding of the natural world. However, the traditional teacher-centered instructional approach often fails to engage students effectively, leading to poor academic performance and a lack of interest in science subjects.
Active learning strategies, which involve students in the learning process through activities, discussions, and hands-on experiences, have gained attention as a means of improving student engagement and academic performance. Unlike passive learning, where students receive information passively from the teacher, active learning requires students to actively participate in their own learning, fostering a deeper understanding and retention of knowledge.
Konshisha Local Government Area (LGA) in Benue State, Nigeria, like many other regions, has faced challenges in the quality of science education at the upper basic level. Poor performance in science subjects has been a recurring issue, attributed to various factors, including the instructional strategies employed by teachers. This study seeks to investigate the effect of active learning strategies on the performance of Upper Basic 2 science students in Konshisha LGA, with the aim of identifying effective teaching methods that can enhance student performance and interest in science.
1.2 Statement of the Problem
The persistent low performance of students in science subjects at the upper basic level in Konshisha LGA has raised concerns among educators, parents, and policymakers. Despite various efforts to improve science education, the traditional teacher-centered approach continues to dominate classrooms, often leading to disengagement and poor academic outcomes among students. This study addresses the need for alternative instructional strategies that can foster better student engagement and improve academic performance in science.
Active learning strategies, which emphasize student participation and hands-on learning, have shown promise in improving academic outcomes in various educational settings. However, there is limited empirical evidence on the effectiveness of these strategies in the context of science education in Konshisha LGA. This study aims to fill this gap by exploring the impact of active learning strategies on the performance of Upper Basic 2 science students in the area.
1.3 Purpose of the Study
The primary purpose of this study is to examine the effect of active learning strategies on the academic performance of Upper Basic 2 science students in Konshisha LGA, Benue State. Specifically, the study seeks to:
Determine the level of student engagement in science classes using active learning strategies.
Compare the academic performance of students taught using active learning strategies with those taught using traditional teaching methods.
Identify the challenges faced by teachers in implementing active learning strategies in science education.
Provide recommendations for improving science education through the adoption of active learning strategies.
1.4 Research Questions
To guide this study, the following research questions have been formulated:
How does the use of active learning strategies affect student engagement in Upper Basic 2 science classes in Konshisha LGA?
What is the difference in academic performance between students taught using active learning strategies and those taught using traditional methods?
What challenges do teachers encounter in implementing active learning strategies in science education?
What strategies can be recommended to enhance the effectiveness of active learning in science education?
1.5 Research Hypotheses
The study will test the following null hypotheses:
There is no significant difference in student engagement between Upper Basic 2 science students taught using active learning strategies and those taught using traditional methods.
There is no significant difference in the academic performance of Upper Basic 2 science students taught using active learning strategies and those taught using traditional methods.
1.6 Significance of the Study
This study is significant for several reasons:
Educational Practice: The findings will provide insights into the effectiveness of active learning strategies in improving student engagement and performance in science education. This could lead to the adoption of more student-centered teaching approaches in Konshisha LGA and beyond.
Policy Making: The study’s outcomes could inform policymakers in the education sector on the need to revise curricula and teaching methodologies to incorporate active learning strategies, thereby improving science education outcomes.
Teacher Development: The study will highlight the challenges teachers face in implementing active learning strategies and suggest ways to address these challenges, which could enhance teacher training and professional development programs.
Future Research: The study will contribute to the existing body of knowledge on active learning in science education, providing a basis for future research in similar educational contexts.
1.7 Scope of the Study
This study focuses on Upper Basic 2 science students in Konshisha LGA of Benue State. It examines the impact of active learning strategies on student engagement and academic performance in science subjects. The study will involve a comparison between students taught using active learning strategies and those taught using traditional teaching methods. The scope is limited to science education at the Upper Basic 2 level, and the findings may not necessarily be generalizable to other subjects or educational levels.
1.8 Definition of Terms
Active Learning: An instructional approach that involves students in the learning process through activities, discussions, problem-solving, and hands-on experiences, as opposed to passive listening to a teacher’s lecture.
Traditional Teaching Methods: Conventional instructional approaches that are primarily teacher-centered, with the teacher delivering content while students passively receive information.
Upper Basic 2: A level of education in the Nigerian school system, equivalent to the eighth grade, where students are typically between the ages of 13 and 14.
Academic Performance: The level of achievement or proficiency demonstrated by students in their educational assessments, usually measured through tests, exams, or continuous assessment scores.
Science Education: A field of education that deals with the teaching and learning of science subjects, including biology, chemistry, physics, and integrated science, at various educational levels.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 09070569307, 08154275408 (1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>ATTENTION:
BEFORE YOU READ THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
NOTE:
WE WILL SEND YOU THE ABSTRACT, TABLE OF CONTENT AND CHAPTER ONE OF YOUR APPROVED TOPIC FOR FREE.
CHOOSE FROM THE LIST OF TOPICS BELOW. SEND YOUR EMAIL ADDRESS AND THE APPROVED PROJECT TOPIC TO ANY OF THESE NUMBERS-08068231953, 08168759420
WE WILL THEN SEND THE ABSTRACT, TABLE OF CONTENT AND CHAPTER ONE FOR FREE
NOTE ALSO:
WE CAN ALSO DEVELOP THE FULL PROJECT WORK
CALL: 08068231953, 08168759420
TOPICS IN SCIENCE EDUCATION
1. Instructional Approaches And The Teaching Of Agriculture In Secondary Schools
2. An Assessment of the Usage of Computer Application in the Teaching and Learning
3. teachers’ knowledge of improvisation and frequency of practical activities as correlates of achievement
4. FACTORS INFLUENCING THE CHOICE OF CHEMISTRY EDUCATION AS A COURSE OF STUDY AMONG…
5. INFLUENCE OF METACOGNITION AS 21ST CENTURY LEARNING STRATEGY ON THE ACHIEVEMENT OF BIOLOGY STUDENTS
6. Prospects of biology education in the development of tertiary education
7. Reciprocal and Semantic instructional strategies on secondary school students’ achievement in Chemistry
8. INFLUENCE OF FIELD TRIPS ON THE CONSERVATION OF NATURAL RESOURCES IN SENIOR SECONDARY SCHOOLS
9. PERCEPTION OF STUDENTS TOWARDS THE LEARNING OF MATHEMATICS WITH THE AID OF USING THE…
10. Teaching Strategies:Class Size And Students Performance In Physics
11. Students Perception Of Mathematics And Academic Achievement Among Secondary School Students
12. Effects of continuous assessment on students motivation and achievement in basic science learning
13. Factors influencing the attitudes of senior secondary school students towards the study of mathematics
14. CLASSROOM ENVIRONMENT AND TEACHERS CHARACTERISTICS ON STUDENTS PERFORMANCE IN BIOLOGY IN SENIOR SECONDARY SCHOOLS
15. CORRELATION OF CHEMISTRY TEACHER ATTITUDE ON STUDENTS PERFORMANCE IN PUBLIC AND PRIVATE SECONDARY SCHOOL
16. Effect Of Computer Assisted Teaching Strategy On Students’ Academic Achievement And Motivation In Biology…
17. EFFECT OF AVAILABILITY AND USE OF LABORATORY ON STUDENTS PERFORMANCE IN SCIENCE SUBJECT
18. Impact of culture and context on senior secondary school physics students critical thinking
19. INNOVATIVE STRATEGY OF TEACHING SCIENCE SUBJECTS IN SECONDARY SCHOOL
20. Impact Of Biology Education Towards Achieving Sustainable National Development
21. RELATIONSHIP BETWEEN FIELD WORK AND PERFORMANCE IN THE TEACHING AND LEARNING OF GEOGRAPHY
22. RELATIONSHIP BETWEEN SCHOOL LOCATION AND ACADEMIC PERFORMANCE OF STUDENTS IN NIGERIA
23. Availability And Utilization Of Biology Laboratory Materials In Secondary Schools
24. An Investigation Into Gender Difference On Academic Performance Of Science Students
25. The Influence Of Efficacy On Senior Secondary School Academic Performance In Biology
LIST OF SCIENCE EDUCATION PROJECT TOPICS FOR POSTGRADUATE STUDENTS
• SCIENCE EDUCATION PROJECT TOPICS AND MATERIALS
• RELATIVE ACHIEVEMENT OF STUDENTS ON DIFFERENT ECONOMICS TEST ITEM FORMATS IN SECONDARY SCHOOLS
• THE EFFECT OF TEACHERS’ QUALIFICATION AND ATTITUDE ON THE PERFORMANCE OF CHEMISTRY STUDENTS EXTERNAL EXAMINATION IN ENUGU METROPOLIS
• PROBLEMS OF STUDENTS IN CONDUCTING EFFECTIVE PHYSICS PRACTICAL IN SENIOR SECONDARY SCHOOLS IN ENUGU METROPOLIS
• POOR ATTENDANCE AND ITS EFFECT ON PRIMARY SCHOOL PUPILS PERFORMANCES IN GADA LOCAL GOVERNMENT AREA, ENUGU STATE
• INFLUX OF UNQUALIFIED TEACHERS IN TEACHING BIOLOGY IN SECONDARY SCHOOLS IN ENUGU METROPOLIS
• IMPORTANCE OF IMPROVISTION IN TEACHING BIOLOGY TO SENIOR SECONDARY SCHOOL STUDENTS IN ENUGU METROPOLIS
• IMAGES OF MATHEMATICS STAKEHOLDERS IN TEACHING AND LEARNING MATHEMATICS AT SECONDARY SCHOOLS IN ENUGU STATE
• DIFFICULT CONCEPTS IN CHEMISTRY AND THEIR EFFECTS ON THE ACHIEVEMENT OF STUDENTS
• COMPARATIVE STUDY OF COGNITIVE ACHIEVEMENT IN CHEMISTRY AND AFFECTIVE ATTITUDE OF SENIOR SECONDRY TWO CHEMISTRY STUDENTS IN ENUGU METROPOLIS
• A COMPARATIVE STUDY BETWEEN MALE AND FEMALE STUDENTS’ PERFORMANCE IN SENIOR SECONDARY SCHOOL MATHEMATICS (IN SOME SELECTED SECONDARY SCHOOLS IN KATSINA METROPOLIS)
• SURVEY OF MISCONCEPTIONS IN ORGANIC CHEMISTRY AMONG SENIOR SECONDARY SCHOOL STUDENTS’ IN DUTSIN – MA, KATSINA STATE
• INFLUENCE OF PEER GROUP ON STUDENTS’ ACHIEVEMENT IN SENIOR SECONDARY SCHOOL MATHEMATICS IN DUTSIN-MA METROPOLIS
• IMPACT OF SUPERSTITIOUS BELIEFS ON SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN BIOLOGY IN DUTSIN-MA METROPOLIS
• IMPACT OF COOPERATIVE LEARNING STRATEGY ON SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN BALANCING CHEMICAL EQUATION IN DUTSIN-MA METROPOLIS
• FACTORS AFFECTING ATTITUDES OF BIOLOGY TEACHERS TOWARDS IMPROVISATION OF INSTRUCTIONAL MATERIALS IN DUTSIN-MA LOCAL GOVERNMENT
• EFFECT OF CONSTRUCTIVIST TEACHING STRATEGY ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN WAVES AND OPTICS CONCEPTSIN DUTSIN-MA METROPOLIS
• AN ASSESSMENT OF PERSONNEL AND INFRASTRUCTURAL READINESS FOR THE IMPLEMENTATION OF BASIC SCIENCE AND TECHNOLOGY CURRICULUM IN KATSINA STATE
• EFFECTS OF INSTRUCTIONAL MATERIALS ON ACHIEVEMENT AND RETENTION OF BIOLOGY CONCEPTS AMONG SECONDARY SCHOOL STUDENTS IN DELTA STATE, NIGERIA
• EFFECT OF GUIDED-DISCOVERY AND PROBLEM-SOLVING STRATEGIES ON ATTITUDE AND PERFORMANCE TOWARDS GEOMETRY AMONG JUNIOR SECONDARY SCHOOL STUDENTS IN KADUNA STATE, NIGERIA
• EFFECT OF GUIDED DISCOVERY METHOD ON MATHEMATICS PERFORMANCE OF LOW AND HIGH AVERTED SECONDARY SCHOOL STUDENTS IN FCT ABUJA, NIGERIA
• SOCIAL INTERACTION IN MATHEMATICS CLASS ROOM: A CASE STUDY OF KOKEBETSIBHA GOVERNMENTAL SECONDARY SCHOOL
• AN ANALYSIS OF FEMALE STUDENTS PERFORMANCE IN MATHEMATICS IN SECONDARY SCHOOLS IN ENUGU METROPOLIS
• PERCEPTION OF JUNIOR SECONDARY SCHOOL STUDENTS ON TEACHERS’ ATTITUDE AND COMPETENCE IN BASIC SCIENCE TEACHING IN ENUGU STATE, NIGERIA
• INVESTIGATING RELATIONSHIPS BETWEEN AVAILABILITY OF LABORATORY FACILITIES AND ACADEMIC PERFORMANCE IN BIOLOGY AMONG SENIOR SECONDARY SCHOOL STUDENTS IN ZAMFARA STATE, NIGERIA
• EFFECTS OF TEACHING METHODS, GENDER AND SCHOOL LOCATION ON THE PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN MATHEMATIC: IN KANO STATE
• EFFECTS OF LABORATORY EXERCISES ON SCIENCE SECONDARY SCHOOL STUDENTS’ PERFORMANCE IN CHEMISTRY, IN KADUNA STATE, NIGERIA
• EFFECTS OF GUIDED DISCOVERY APPROACH ON STUDENTS’ ACADEMIC PERFORMANCE IN ECOLOGY IN SENIOR SECONDARY SCHOOLS IN ENUGU STATE, NIGERIA
• EFFECT OF AVAILABILITY AND UTILIZATION OF INSTRUCTIONAL RESOURCES ON STUDENT’S PERFORMANCE ON SCIENCE IN SENIOR SECONDARY SCHOOLS IN ENUGU STATE, NIGERIA
• IMPACT OF COMPUTER-AIDED INSTRUCTION AND ENRICHED LECTURE METHOD ON INTEREST AND PERFORMANCE IN PHYSICS AMONG SECONDARY SCHOOL STUDENTS, ZARIA-NIGERIA
• THE EFFECT OF JIGSAW LEARNING STRATEGY ON ACADEMIC ACHIEVEMENT OF JUNIOR SECONDARY SCHOOL STUDENTS IN BASIC SCIENCE IN MKPAT ENIN LOCAL GOVERNMENT AREA
• HANDS ON ACTIVITIES AND FIELD TRIP ON STUDENTS’ ACADEMIC PERFORMANCE IN BASIC SCIENCE AND TECHNOLOGY
• EFFECTS OF AUDIOVISUAL INSTRUCTIONAL MATERIAL AND STUDENT’S ACADEMIC PERFORMANCE IN THE CONCEPT OF PETROCHEMICALS
• EFFECTS OF GUIDED INQUIRY AND EXPOSITORY LECTURE METHOD ON THE ACADEMIC PERFORMANCE AND INTEREST OF STUDENTS IN BASIC SCIENCE AND TECHNOLOGY: A CASE STUDY OF IKOT ABASI LOCAL GOVERNMENT AREA
• EFFECT OF AUDIO-VISUAL AIDS AND STUDENTS ACADEMIC PERFORMANCE IN BASIC SCIENCE AND TECHNOLOGY IN MKPAT ENIN LOCAL GOVERNMENT AREA.
• AVAILABILITY AND UTILIZATION OF BIOLOGICAL EQUIPMENT ON ACADEMIC PERFORMANCE OF BIOLOGICAL STUDENTS IN MKPAT ENIN LOCAL GOVERNMENT AREA
• USE OF VISUAL AND AUDIO-VISUAL MATERIALS AND ITS EFFECT ON THE ACADEMIC PERFORMANCE OF BIOLOGY STUDENTS IN PRIVATE SECONDARY SCHOOLS IN ETINAN LOCAL GOVERNMENT AREA
• THE INFLUENCE OF INSTRUCTIONAL METHODS ON STUDENTS’ ACADEMIC PERFORMANCE IN SENIOR SECONDARY SCHOOL IN EKET LOCAL GOVERNMENT AREA
• THE EFFECTS OF TEACHING AIDS ON STUDENTS’ ACADEMIC PERFORMANCE IN BASIC SCIENCE AND TECHNOLOGY
• THE EFFECT OF COMPUTER SIMULATION AND TUTORIAL ON STUDENTS’ ACADEMIC PERFORMANCE IN BIOLOGY
• TEACHERS AND STUDENTS MADE IMPROVISED INSTRUCTIONAL MATERIALS AND STUDENTS PERFORMANCE IN BIOLOGY
• TEACHERS’ AWARENESS OF INSTRUCTIONAL STRATEGIES ON STUDENT’S ACADEMIC PERFORMANCE IN BASIC SCIENCE AND TECHNOLOGY
• SOCIOECONOMIC BACKGROUND AND SECONDARY SCHOOL STUDENTS’ ACADEMIC PERFORMANCE IN BIOLOGY IN MKPAT ENIN LOCAL GOVERNMENT AREA
• AWARENESS AND UTILIZATION OF ONLINE CHEMISTRY INSTRUCTIONAL RESOURCES BY SENIOR SCHOOL TEACHERS IN KWARA CENTRAL, NIGERIA
• EFFECT OF THE USE OF ACTIVITY AND CONVENTIONAL TEACHING STRATEGIES AND STUDENTS’ ACADEMIC PERFORMANCE IN BASIC SCIENCE AND TECHNOLOGY
• EFFECT OF GROUP-BASED LEARNING AND STUDENTS’ ACADEMIC PERFORMANCE IN BASIC SCIENCE AND TECHNOLOGY
• EFFECT OF ACTIVITY-BASED AND GUIDED DISCOVERY INSTRUCTIONAL STRATEGIES ON STUDENTS’ ACADEMIC PERFORMANCE AND RETENTION IN BASIC SCIENCE AND TECHNOLOGY
• INSTRUCTIONAL METHODS AND STUDENT’S ACADEMIC PERFORMANCE IN CHEMISTRY IN EKET LOCAL GOVERNMENT AREA, AKWA IBOM STATE
• INFLUENCE OF TEACHER’S CLASSROOM MANAGEMENT ON STUDENTS ACADEMIC PERFORMANCE IN BASIC SCIENCE
• GUIDED-DISCOVERY AND PROJECT METHODS OF TEACHING AND STUDENTS’ ACADEMIC ACHIEVEMENT IN MATHEMATICS
• FEEDBACK AS PREDICTOR OF STUDENTS’ ACADEMIC ACHIEVEMENT IN BASIC SCIENCE AND TECHNOLOGY
• JIG-SAW, BUZZ GROUP AND CONVENTIONAL LEARNING STRATEGIES AND STUDENTS’ ACADEMIC PERFORMANCE IN BASIC SCIENCE
• LEADERSHIP STYLE AND ACHIEVEMENT OF ORGANIZATIONAL GOALS A CASE STUDY OF AKWA IBOM STATE UNIVERSITY
• LABORATORY TEACHING, DEMONSTRATION LEARNING STRATEGY AND STUDENTS’ ACADEMIC PERFORMANCE IN PHYSICS
• EFFECTS OF OVER WEEDING OF COMMON SPECIES DIVERSITY
• EFFECTS OF TEACHERS’ KNOWLEDGE OF SUBJECT MATTER, UTILIZATION OF RESOURCES AND CLASSROOM MANAGEMENT ON THE ACADEMIC ACHIEVEMENT OF STUDENTS IN BIOLOGY
• THE USE OF LABORATORY FACILITIES AND SENIOR SECONDARY SCHOOL PHYSICS STUDENTS’ PERFORMANCE IN WAEC EXAMINATION IN IBESIKPO ASUTAN LOCAL GOVERNMENT AREA
• INQUIRY TECHNIQUES AND STUDENTS’ ACADEMIC PERFORMANCE IN PRACTICAL PHYSICS IN IBESIKPO ASUTAN LOCAL GOVERNMENT AREA OF AKWA IBOM STATE
• EXAMINED CASSAVA PRODUCTION AND ITS SOCIO-ECONOMIC IMPACT ON THE LIVELIHOOD OF FARMERS IN ETINAN LOCAL GOVERNMENT AREA, AKWA IBOM STATE
• TEACHERS’ EFFECTIVENESS AND THE ACADEMIC ACHIEVEMENT OF STUDENTS IN BIOLOGY IN URUAN LOCAL GOVERNMENT AREA
• TEACHERS’ VARIABLES AND STUDENTS’ ACADEMIC ACHIEVEMENT IN BIOLOGY
http://graduateprojects.com.ng/
BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
YOU CAN CALL: 08068231953, 08137701720
WHATSAPP US ON: 08137701720
IMPACT OF AUDIO-VISUAL AIDS IN TEACHING BASIC TECHNOLOGY IN JUNIOR SECONDARY SCHOOLS
ABSTRACT
In Teaching and learning communication skills, we have a lot to choose from the world of technology: TV, CD Rom, Computers, C.A.L.L., the Internet, Electronic Dictionary, Email, Blogs and Audio o Cassettes, Power Point, Videos, DVD’s or VCD’s. The last two decades have witnessed a revolution due to onset of technology, and has changed the dynamics of educational institutes, and has also influenced the educational system and the way people interact and work in the society. This rapid rising and development of information technology has offered a better pattern to explore the new teaching model. Using audio visual to create a context to teach communication skill has its unique advantages. As a result technology plays a very important role in teaching communication skill. This paper tries to analyze the necessity of audio visual technology to communication skill teaching and also brings out the problems faced by using these technologies. It also aims to make Basic technology teachers aware of the strategies to use it in an effective manner.
CHAPTER ONE
1.1 Background of the study
The use of audio visual in industries has been extensive, as it has been effective inincreasing productivity and retention rates, where research has shown that peopleremember 20% of what they see, 40% of what they see and hear, but about 75%of what they see and hear and do simultaneously (Lindstrom, 1994). Audio visual is now permeating the educational system as a tool for effective teaching and
learning. With audio visual, the communication of information can be done in a more effective manner and it can be an effective audio-visual medium for delivering information. Audio visual access to knowledge is one of the possibilities of information and communication technology that has tremendous impact on learning. The audio-visual media have emerged in a variety of resources, and equipment, which can be used to supplement or complement the teachers efforts in ensuring effective learning by students. It is recognized that conventional media technologies can no longer meet the needs of our teaching and learning processes; as a result they are being replaced by audio visual technology. This technology provides a learning environment that is self-paced, learner-controlled and individualized.
Audio visual is defined as the combination of various digital media types such as text, images, sound and video, into an integrated multi-sensory interactive application or presentation to convey a message or information to an audio ence. In other words, audio visual means “an individual or a small group using a computer to interact with information that is represented in several media, by repeatedly selecting what to see and hear next” (Agnew, Kellerman and Meyer, 1996).
Reisman (1994) described audio visual as a ray of “computer-driven interactivecommunication system, which create, store, transmit and retrieve, textual, graphicand audio tory networks of information.
Audio visual could be interpreted as a combination of data carriers, for examplevideo, CD-ROM, floppy disks, Internet and software in which the possibility for aninteractive approach is offered (Smeets, 1996; Jager and Lokman, 1996).
Fetterman (1997) also viewed audio visual as those resources used for instructionthat include one or more media such as graphics, video, animation, image andsound in addition to textual information. He identified four important characteristics of audio visual as:
The power of audio visual lies in the fact that it is multi-sensory, stimulating themany senses of the audio ence. It is also interactive, enabling the end users of theapplication to control the content and flow of information. This has introducedimportant changes in the educational system and impact the way we communicateinformation to the learners (Neo and Neo, 2000).Ogunbote and Adesoye (2006) expressed that audio visual technology adds newdimension to learning experiences because concepts were easier to present andcomprehend when the words are complemented with images and animations.
Stating further that it has been established that learners retain more when a varietyof senses are engaged in impacting knowledge; and the intensity of the experienceaids retention and recall by engaging social, emotional and intellectual senses.
The evolution of audio visual has made it very possible for learners to become more involved in their work. With audio visual technologies, they can create audio visual applications as part of their project requirements. This would make them active participant in their own learning process, instead of just being passive learners of the educational content.
Reinsman (1994) expressed that audio visual involves processing, storage, generation, manipulation and retention of audio visual system, and the resourcescould include text files, pictures, video, audio o, databases, archives, library catalogs, course notes, relevant links to various websites and easy access to search engines available on the Internet (Shuell and Ferber, 2001).
A study by Ubogu (2006) supports the view that audio visual resources facilitateaccess to all human knowledge, anytime, and anywhere in a friendly, multi-modal, efficient and effective way, by overcoming barriers of distance, language and culture, and by using multiple Internet-connect devices.
It is important to say that the use of audio visual technology has great significance in colleges, universities and research institutions in the Western countries. In these countries, the technology is being seen as a key player to development in all ramifications and essential component of education.
However, Babajide (2003) identified different types of audio visual communication, some of which include basic technology hardware, basic technology software, public address systems, slides, overhead projectors, opaque projectors, videos, cassettes, audio tapes, cassette recorders, flip, time sequence, stream charts, Diorama still motion pictures among others.
Audio visual in Education
Audio visual in Education has been extremely effective in teaching individuals a wide range of subjects. Audio visual is changing the way we communicate with each other. The way we send and receive messages is more effectively done and better comprehended.
While a lecture can be extremely informative, a lecture that integrates pictures or video images can help an individual learn and retain information much more effectively. Using interactive CD-ROMs can be extremely effective in teaching students a wide variety of disciplines
A multi-sensory experience can be created for the audio ence, which in turn, elicits positive attitudes towards its application (Neo and Neo, 2001). Audio visual has also been shown to elicit the highest rate of information retention and result in shorter learning time (Ng and Komiya, 2000). On the part of the creator, designing audio-visual technology that is interactive and multi-sensory can be both a challenge and thrill. Audio-visual technology design offers new insights into the learning process of the designer and forces him or her to represent information and knowledge in a new and innovative way (Agnew et al, 1996).
However, information technology application serves different purposes, such asknowledge sharing-portal, search engines, public administration, social service and business solution. Oshodi (1999) posits that awareness created towards the use of information and communication technology over the years is increasing in the classroom learning environment in the third world such that mere verbalization ofwords alone in the classroom to communicate ideas, skills and attitude to educatelearner is futile. Omagbemi (2004) supporting this view expressed that access to audio visual information could stimulate changes and creates conductive learning environment and make learning more meaningful and responsive to the localized and specific needs of learners. There is certainly no lack of vision within educational communities concerning the central role and importance of ICT in the educational contexts of the future (Wood, 1993). That vision is shared by many and is accompanied by an acknowledgement that in order to realize this vision, three factors – access, training and targets must be provided (DFE, 1995; Simpson, Payne, Munro and Hughes, 1999). However, Hoffman (2001) suggested that successful implementation of ICTs need to address five interlocking frameworks for change namely the infrastructure, attitude, staff development, support (technical and administrative) and also sustainability and transferability.
The many kind of ICTs implemented at teaching and learning can be used in education for different purpose. For instance, some of them help students withtheir learning by improving the communication between them and the instructors (Valasidou, Sidiropoulos, Hatzis and Bousiou-Makridou, 2005).
In a study conducted by Simpson et al (1999) it was found that 64% of the teachereducator used ICT in the production of traditional resources of overhead transparencies and hand outs using standard word processing package; 27% indicated that they made use of and had experience with more powerful communication and presentation software; 32% incorporated the use of any ICT software into the lectures and only 24% made use of CDi resource materials. The study also revealed that in the tutors’ delivery of the courses, the students seldomexperienced demonstrations of the use of ICT as a teaching tool, that is, the tutorsseldom modelled its use through their own practices. However, these tutors gave lack of time to practice skills and the limited accessibility of some specialized facilities as constraint factors on their use of ICTs in teaching.
Studies have shown that, there are some factors that determine academics’ useand non-use of new technologies for teaching and learning in the advanced countries and these include, the needs of the learner, the characteristics and experiences of academics, the technology available, the environment within whichacademics work and how valuable they perceive the use of technology to be for teaching their students (Spotts, 1999; Jager and Lokman, 1999; Chun and Kwan,2005; and Munoz – Repiso and Tejedor, 2006) and the disciplinary context of which the academic is part (Rowley, Banwell, Childs, Gannon – heary, Londsdale,Urguhart and Armstrong, 2002). However, research have demonstrated that thereare disciplinary and subject differences in the way ICTs are being used and adopted in teaching and learning (Jager and Lokman, 1999; Jones, Zenois andGriffiths, 2004 and Eynon, 2006).
In developing countries, Nigeria inclusive, factors like lecturers’ attitude (Agbonlahor, (undated); Perception and use of media (Mabawonku, 1987); Perceived ease of use (Mabawonku, 1987; Ehikhamenor, 2005) quoted by Agbonlahor (undated); Perceived usefulness (Aghonlahor, (undated); Characteristics of lecturers (Gender, Age, Experience; Qualification etc); Adekunmisi, Ojo, Amusa and Obadeyi 2009; Training (Osunade, Philips and Ojo
(undated); Opinions of “significant others” and or peers in the university community (Agbonlahor, (undated); Availability of infrastructural facilities (Osunade et al (undated); Iloanusi and Osuagwu (undated); Cost of Purchasing (Ehikhamenor, 2005; Iloanusi and Osuagwu (undated); Management attitudes (Sife, Lwoga and Sanga, 2007); Use/knowledge of basic technology (Anadarajan, Igbaria and Anakwe, 2002); Power supply (Osunade et al (Undated); Iloanusi and Osuagwu (Undated) amongst others.
There is an urgent need to improve the quality of education to bridge the gapbetween developed and developing nations, and audio visual instruction is considered as a necessary tool for this purpose. However, the presence of audio visual alone will not stimulate significant changes in a school. Teachers are important ingredient in the implementation of audio visual instruction in education.
Without the involvement of teachers, most students may not take advantage of allthe available potential benefits of audio visual on their own. Teachers need to actively participate in the use of audio visual facilities. They have to be trained in the use of audio visual and in its integration in the classroom activities to enhance thinking and creativity among students. They must also learn to facilitate and
encourage students by making them responsible for their own learning. Many ofthe current graduates were found to be lacking in creativity, communications skills, analytical and critical thinking and problem – solving skills (Teo and Wong, 2000;
Tan, 2000).
In this study, attempts are therefore made at examining such issues as arepertinent to audio visual utilization for teaching in the Faculties of Arts and
Education, University of Ibadan, Oyo State, Nigeria.
Specifically, the objectives of this study are to:
1. Determine the availability of audio-visual audio visual in the Faculties of Arts and Education for teaching and learning.
2. Determine the pattern and frequency of use of audio visual by lecturers in these selected faculties for teaching and learning
3. Investigate the adequacy of audio visual facilities for teaching and learning of basic technology .
4. Identify factors, if any, which limit the use of audio visual by the teachers.
The study is structured to provide answers to the following research questions:
1. How available are the audio-visual audio visual for teaching and learning in basic technology ?
2. What is the pattern and frequency of use of the audio visual for teaching andlearning by the lecturers of the facility?
3. How adequate are the audio visual facilities for teaching and learning of basic technology ?
4. What factors limit the use of audio visual by teachers of the subject?
H0: The application of audiovisuals does not have a significant positive impact in teaching basic technology in junior technical schools in Oredo LGA, Edo state
H1: The application of audiovisuals have a significant positive impact in teaching basic technology in junior technical schools in Oredo LGA, Edo state
HOW TO RECEIVE PROJECT MATERICAL(S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
http://graduateprojects.com.ng/
BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
WHATSAPP US ON 08137701720
THE INFLUENCE OF CONCRETE INSTRUCTIONAL MATERIALS IN TEACHING AND LEARNING OF BASIC SCIENCE IN PRIMARY SCHOOLS
ABSTRACT
The study examined the influence of concrete instructional materials in teaching and learning of basic science in primary schools. This study made use of Survey Research Design. TEN (10) Government and private primary schools were used. It had the population of 2,150 basic science students and 30 basic science teachers. Sample of 206 students were randomly selected with 10 basic science teachers. The instrument used for collection of data was a questionnaire designed by the researcher for the teachers and students of basic science. Based on this study, instructional materials was seen as possessing characteristics of visibility, simplicity, attraction, and clarity. That instruction material is important to influence students academic performance in basic science. Recommendations were made in line with the findings, which include the basic science teachers should endeavour to use and try to improvise instructional materials for effective teaching of basic science in primary schoolS. Government should ensure the adequate employment of dedicated and qualified basic science teachers and make funds available and sponsor the teachers attendance at conferences, seminars, and workshops on utilization of basic science instructional materials. In conclusion, students perform better when appropriate and improvised materials were made available and utilized in teaching basic science. The basic science knowledge and subsequent performance of students in both pre and pre primary schoolS and basic science as a subject becomes more interesting to learn when it was taught by experienced, well committed, dedicated and qualified basic science teachers. Teaching of basic science will not be completed if the instructional materials needed to facilitate learning are not sourced for, and properly utilized for each basic science topic designed to be taught and construct others using available local materials.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The influence of instructional materials on teaching of basic science has being noted in promoting students’ academic performance, teaching and learning in educational development. The teaching of Basic Science in Nigerian primary school needs to be properly handled. Creativity contributes to the nation’s economic development, hence, the need to be taught thoroughly if it is to meet the educational and economic development. Basic Science is one of the subjects in Primary school, it cannot be taught effectively without the use of appropriate instructional materials (Ajayi, 1988. Learning by doing was emphasized in the curriculum so that the students should be able to understand the simple basis of science and learn to be creative. A series of activities were suggested in the curriculum to ensure the development of psychomotor skills in basic science by the students. Students achievement should be continuously assessed through various forms of tests and their experiments’s should be well organized in class and laboratories. Also individual assessments should be carried out to ascertain those students who are educationally sound, so that proper attention can be given more on those still struggling to meet up. From research, educational materials when given to students, especially books with pictures of inventions, it spurs the wide thinking of students to take their academics seriously. Hence for effective and positive creative thinking to be done by children in primary schoolS, there is suppose to be teaching aids that this students will accept and learn faster with.(Oyedun, 2000).
The teacher alone cannot provide all the needed condition for an effective teaching and learning process, other supporting materials should be provided. The students learn better when most of the senses are appealed to the instruction and use of instructional materials in creativity science education has added a new dimension in the positive promotion of the teaching and learning process. It provides the much need sensory experiences needed by the learners for an effective and meaningful behavioural change. Instructional materials are meant to improve the quality of education for effective academic performance of basic science students in schools. The performance of the students on the intended learning outcome provide the validation – loop on the success of the interaction and instruction (Bakare, 1986).
Teachers normally dodge the use of instructional materials in most of their teaching topics, while they try to do all they could during their experiments teaching in their course of study; even though some of these materials are not usually available in the schools for teachers’ use. Basic science experimentss use a lot of specimens/ materials based on the specific experiment to be carried out. Most of these materials are only made available for students’ use for the purpose of examinations. These specimens are those that have not been seen or used before by the students. “In most of the primary schoolS, instructional materials are not judiciously used expecially public schools with no adequate libraries as ought to be. Many teachers teach in abstract without using the required materials” (Ibrahim, 2000).
In making use of any instructional materials, such materials must be previewed that is, having full knowledge of the material; prepare the environment where it will be used; prepare audience by means of making sure that the materials to be used will attract attention, arouse, motivate and provide the rationale that could be used in the beginning, middle or end. The effectiveness of utilizing appropriate instructional materials in teaching and learning of basic science is not void of quality instructor. In order to give quality education to the younger generation, there is need for employment of more competent, experienced and qualified basic science teachers.
The need to identify the suitable instructional materials, by which students can be made to comprehend the extent of the subject easily and intelligibly, is the focus of this study. An indepth look at the pre schools basic science programmes revealed that there is the need for improving all phases of the programmes (IMAA, 2004). For example, there is need for the introduction and use of instructional materials and equipments for use in both the classrooms and school laboratorys. The broad aim of any good training materials are to induce and support the learning process that leads to improve on-the-job performance through affecting changes in the knowledge, attitudes, skills and practices of the learners. With the above reasons, it is worth investigating the influence of instructional materials in the teaching of Basic Science in our Primary schoolS, for better performance of students in their examination and chosen career in the field of creativity. If instructional materials are used in Primary schoolS, it would help improving the teaching and learning and hence the academic performance of students in Basic Science effectively.
1.2 Statement of the Problem
Many of the school authorities have very lukewarm attitudes over the provision of needed tools, equipments, and specific educational materials for basic science, especially for experiments in primary schoolS. This non-challant attitude tend to retard genuine efforts of some teachers of basic science in the primary schoolS. Inspite of the emphasis being placed on basic science as one of the subjects in primary schoolS, there is usually not enough time provided in the time-table for a meaningful basic science work (Adeyemi, 2000).
Anything that saves students from performing poorly in basic science, will also save parents or guardians from wasting their hard-earned money. It may put an end to parents or guardians wasting their hard-earned money re-enrolling their wards to repeat basic science examinations which they are not guaranteed passing even after several attempts. The unusual way some basic science teachers approach the
teaching of basic science has contributed to the students’ development of negative attitude to both the subjects and the teachers. Most of the primary schoolS cannot meet up with the academic (experiments) requirements of this subject as they lack instructional materials for adequate teaching and learning of the subject.
1.3 Objectives of the Study
The major objective of this study is to determine the influence of instructional materials on teaching basic science in primary schoolS, in makurdi, Benue state. The specific objectives are to:
Identify the types of instructional materials being used for teaching in order to achieve students’ academic performance in basic science;
Determine the characteristics of instructional materials that can be used to influence students academic performance in basic science;
Evaluate the importance of using instructional materials to achieve students academic performance in basic science.
Examine the factors affecting the use of instructional materials to influence the academic performance of students in basic science.
1.4 Research Questions
The following research questions were answered in the course of the study.
What are the types of instructional materials available for use in the teaching of basic science to students in primary schoolS in Benue State?
What are the characteristics of instructional materials being used to teach students basic science in primary schoolS in makurdi ?
What is the importance of instructional materials on basic science in primary schoolS in makurdi?
What are the factors affecting the use of instructional materials in teaching basic science in primary schoolS in makurdi ?
1.5 Research Hypotheses
The following null hypotheses (Ho) were stated to guide the study.
There is no significant relationship between the use of available instructional materials and students academic performance in basic science in primary schoolS in Benue State.
There is no significant relationship between the characteristics of good instructional materials used and academic performance of students in basic science in primary schoolS in Benue State.
There is no significant relationship between the importance of using instructional materials and the academic performance of students in basic science in primary schoolS in Benue State.
There is no significant relationship between the factors affecting the use of instructional materials and students’ academic performance in basic science in primary schoolS in Benue State.
ATTENTION:
BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
YOU CAN CALL: 08068231953, 08137701720
WHATSAPP US ON: 08137701720
HOW TO RECEIVE PROJECT MATERICAL(S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
http://graduateprojects.com.ng/
ATTENTION:
BEFORE YOU READ THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
NOTE:
WE WILL SEND YOU THE ABSTRACT, TABLE OF CONTENT AND CHAPTER ONE OF YOUR APPROVED TOPIC FOR FREE.
CHOOSE FROM THE LIST OF TOPICS BELOW. SEND YOUR EMAIL ADDRESS AND THE APPROVED PROJECT TOPIC TO ANY OF THESE NUMBERS-08068231953, 08168759420
WE WILL THEN SEND THE ABSTRACT, TABLE OF CONTENT AND CHAPTER ONE FOR FREE
NOTE ALSO:
WE CAN ALSO DEVELOP THE FULL PROJECT WORK
CALL: 08068231953, 08168759420
TOPICS IN SCIENCE EDUCATION
LIST OF SCIENCE EDUCATION PROJECT TOPICS FOR POSTGRADUATE STUDENTS
http://graduateprojects.com.ng/
BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
WHATSAPP US ON 08137701720
THE INFLUENCE OF CONCRETE INSTRUCTIONAL MATERIALS IN TEACHING AND LEARNING OF BASIC SCIENCE IN PRIMARY SCHOOLS
ABSTRACT
The study examined the influence of concrete instructional materials in teaching and learning of basic science in primary schools. This study made use of Survey Research Design. TEN (10) Government and private primary schools were used. It had the population of 2,150 basic science students and 30 basic science teachers. Sample of 206 students were randomly selected with 10 basic science teachers. The instrument used for collection of data was a questionnaire designed by the researcher for the teachers and students of basic science. Based on this study, instructional materials was seen as possessing characteristics of visibility, simplicity, attraction, and clarity. That instruction material is important to influence students academic performance in basic science. Recommendations were made in line with the findings, which include the basic science teachers should endeavour to use and try to improvise instructional materials for effective teaching of basic science in primary schoolS. Government should ensure the adequate employment of dedicated and qualified basic science teachers and make funds available and sponsor the teachers attendance at conferences, seminars, and workshops on utilization of basic science instructional materials. In conclusion, students perform better when appropriate and improvised materials were made available and utilized in teaching basic science. The basic science knowledge and subsequent performance of students in both pre and pre primary schoolS and basic science as a subject becomes more interesting to learn when it was taught by experienced, well committed, dedicated and qualified basic science teachers. Teaching of basic science will not be completed if the instructional materials needed to facilitate learning are not sourced for, and properly utilized for each basic science topic designed to be taught and construct others using available local materials.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The influence of instructional materials on teaching of basic science has being noted in promoting students’ academic performance, teaching and learning in educational development. The teaching of Basic Science in Nigerian primary school needs to be properly handled. Creativity contributes to the nation’s economic development, hence, the need to be taught thoroughly if it is to meet the educational and economic development. Basic Science is one of the subjects in Primary school, it cannot be taught effectively without the use of appropriate instructional materials (Ajayi, 1988. Learning by doing was emphasized in the curriculum so that the students should be able to understand the simple basis of science and learn to be creative. A series of activities were suggested in the curriculum to ensure the development of psychomotor skills in basic science by the students. Students achievement should be continuously assessed through various forms of tests and their experiments’s should be well organized in class and laboratories. Also individual assessments should be carried out to ascertain those students who are educationally sound, so that proper attention can be given more on those still struggling to meet up. From research, educational materials when given to students, especially books with pictures of inventions, it spurs the wide thinking of students to take their academics seriously. Hence for effective and positive creative thinking to be done by children in primary schoolS, there is suppose to be teaching aids that this students will accept and learn faster with.(Oyedun, 2000).
The teacher alone cannot provide all the needed condition for an effective teaching and learning process, other supporting materials should be provided. The students learn better when most of the senses are appealed to the instruction and use of instructional materials in creativity science education has added a new dimension in the positive promotion of the teaching and learning process. It provides the much need sensory experiences needed by the learners for an effective and meaningful behavioural change. Instructional materials are meant to improve the quality of education for effective academic performance of basic science students in schools. The performance of the students on the intended learning outcome provide the validation – loop on the success of the interaction and instruction (Bakare, 1986).
Teachers normally dodge the use of instructional materials in most of their teaching topics, while they try to do all they could during their experiments teaching in their course of study; even though some of these materials are not usually available in the schools for teachers’ use. Basic science experimentss use a lot of specimens/ materials based on the specific experiment to be carried out. Most of these materials are only made available for students’ use for the purpose of examinations. These specimens are those that have not been seen or used before by the students. “In most of the primary schoolS, instructional materials are not judiciously used expecially public schools with no adequate libraries as ought to be. Many teachers teach in abstract without using the required materials” (Ibrahim, 2000).
In making use of any instructional materials, such materials must be previewed that is, having full knowledge of the material; prepare the environment where it will be used; prepare audience by means of making sure that the materials to be used will attract attention, arouse, motivate and provide the rationale that could be used in the beginning, middle or end. The effectiveness of utilizing appropriate instructional materials in teaching and learning of basic science is not void of quality instructor. In order to give quality education to the younger generation, there is need for employment of more competent, experienced and qualified basic science teachers.
The need to identify the suitable instructional materials, by which students can be made to comprehend the extent of the subject easily and intelligibly, is the focus of this study. An indepth look at the pre schools basic science programmes revealed that there is the need for improving all phases of the programmes (IMAA, 2004). For example, there is need for the introduction and use of instructional materials and equipments for use in both the classrooms and school laboratorys. The broad aim of any good training materials are to induce and support the learning process that leads to improve on-the-job performance through affecting changes in the knowledge, attitudes, skills and practices of the learners. With the above reasons, it is worth investigating the influence of instructional materials in the teaching of Basic Science in our Primary schoolS, for better performance of students in their examination and chosen career in the field of creativity. If instructional materials are used in Primary schoolS, it would help improving the teaching and learning and hence the academic performance of students in Basic Science effectively.
1.2 Statement of the Problem
Many of the school authorities have very lukewarm attitudes over the provision of needed tools, equipments, and specific educational materials for basic science, especially for experiments in primary schoolS. This non-challant attitude tend to retard genuine efforts of some teachers of basic science in the primary schoolS. Inspite of the emphasis being placed on basic science as one of the subjects in primary schoolS, there is usually not enough time provided in the time-table for a meaningful basic science work (Adeyemi, 2000).
Anything that saves students from performing poorly in basic science, will also save parents or guardians from wasting their hard-earned money. It may put an end to parents or guardians wasting their hard-earned money re-enrolling their wards to repeat basic science examinations which they are not guaranteed passing even after several attempts. The unusual way some basic science teachers approach the
teaching of basic science has contributed to the students’ development of negative attitude to both the subjects and the teachers. Most of the primary schoolS cannot meet up with the academic (experiments) requirements of this subject as they lack instructional materials for adequate teaching and learning of the subject.
1.3 Objectives of the Study
The major objective of this study is to determine the influence of instructional materials on teaching basic science in primary schoolS, in makurdi, Benue state. The specific objectives are to:
Identify the types of instructional materials being used for teaching in order to achieve students’ academic performance in basic science;
Determine the characteristics of instructional materials that can be used to influence students academic performance in basic science;
Evaluate the importance of using instructional materials to achieve students academic performance in basic science.
Examine the factors affecting the use of instructional materials to influence the academic performance of students in basic science.
1.4 Research Questions
The following research questions were answered in the course of the study.
What are the types of instructional materials available for use in the teaching of basic science to students in primary schoolS in Benue State?
What are the characteristics of instructional materials being used to teach students basic science in primary schoolS in makurdi ?
What is the importance of instructional materials on basic science in primary schoolS in makurdi?
What are the factors affecting the use of instructional materials in teaching basic science in primary schoolS in makurdi ?
1.5 Research Hypotheses
The following null hypotheses (Ho) were stated to guide the study.
There is no significant relationship between the use of available instructional materials and students academic performance in basic science in primary schoolS in Benue State.
There is no significant relationship between the characteristics of good instructional materials used and academic performance of students in basic science in primary schoolS in Benue State.
There is no significant relationship between the importance of using instructional materials and the academic performance of students in basic science in primary schoolS in Benue State.
There is no significant relationship between the factors affecting the use of instructional materials and students’ academic performance in basic science in primary schoolS in Benue State.
ATTENTION:
BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
YOU CAN CALL: 08068231953, 08137701720
WHATSAPP US ON: 08137701720
HOW TO RECEIVE PROJECT MATERICAL(S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
WHATSAPP US ON 08137701720
BASIC SCIENCE TEACHERS’ RESEARCH AWARENESS AND UTILIZATION
CHAPTER ONE
INTRODUCTION
Background to the Problem
The purpose of education is not only to make students literate but also to improve their knowledge, self-sufficiency and their ability to think rationally. In any society, education is tool for growth and progress because it not only imparts knowledge, skill and right type of values, but, also builds human capital which breeds, drives and sets technological innovation and economic growth. Many advances in science and technology have helped nations to promote efficiency, self reliance and the overall wellbeing of humanity through invention/innovation in telecommunication, transportation, health, agriculture etc.
In Nigeria, the National Policy on Education (FRN, 2004) clearly spells out the objectives of science teaching from pre-primary to tertiary level. Specifically, at the Secondary level, it entails equipping students to live effectively in our modern age of Science and Technology. It is aimed at all ages of learners of all abilities and interests. Science is a process that helps in the development of the society. The global change in science curriculum arising from knowledge explosion and new wave in science and technology development demands for qualitative science teaching.
From the range of evidence in the science education literature and studies by Awodi (1984), Akpan (1996), Madu (2004), Okebukola (2005), it is clear that science education in Nigeria is faced with numerous problems that need to be addressed. Such problems include the inability of students to engage in complex problem solving activities and also the inability of Nigerian Students to apply school knowledge to real life problems in work place. The problems need to be addressed so that the goal of equipping students to live efficiently in our modern ages of science and technology as well as the acquisition of appropriate skills, mental, physical and social abilities and competences to live in and contribute to the development of the society, as formulated in the Nigeria National Policy on Education (FRN, 1981; 1998.) is achieved.
Buseri (2010) contends that to meet up with the rapid scientific progress in technology requires the presence of well-trained, efficient, knowledgeable and skillful teachers who are versatile in discharging their duties and responsibility. The persistent poor performance of student in science subjects at School Certificate level and the studies by Achor (2003); Umoren and Ogong (2007); Ogbeba (2009) has given rise to an assumption that most science teachers in secondary schools in Nigeria probably do not make use of varying form of teaching strategies to be able to cope with some specific difficulties associated with the teaching of science. In order words, it implies that teachers are knowledgeable in science content but not in pedagogical aspects. Ezeliora (2004), pointed that most of the time, science is taught to the learners using descriptive or lecture method instead of hands- on approach.
Biology is defined as the basic science that deals with the study of living things, it attempts to understand the teeming diversity of life on earth, a diversity of level we are all part of (Adegbite, 2005). Life is not a simple concept, which may be one of the reasons why the teaching of biology is important (Adegbite, 2005). There are two major branches of biology namely; Zoology (the study of animals) and Botany (the study of plants) and sub-divisions such as ecology, physiology, histology, mycology, entomology, virology, anatomy, etc. The teaching of biology is very important because the knowledge of biology helps in improving the quality of life, as it helps to solve many societal problems relating to health, poverty, food shortage, crop production and environmental conservation.
The learning of biology in real life context is necessary for personal development and also, the development of scientific and technological world. The use of multiple and relevant learning and teaching strategies, and assessment practices will provide a basis for this. In any research work in Science education, more attention is placed on science education; this is because biology is one of the various subjects that explain science and also in Nigeria, biology is the general basic science subject. In an attempt to ensure result oriented biology delivery in schools, Akubuilo (2004) suggested the use of activity-oriented strategies such as guided-inquiry, cooperative learning, demonstration, thinks and do, use of analogy and many others. Thus, research in Science Education in Nigeria has continued to seek better ways of teaching biology in order to improve academic performance of students (Okebukola, 1998).
1.2 Statement of the Problem
Science Education is said to be the most appropriate and fastest vehicle for the planned transformation of any society (Jegede, Lagoke & Oyebanji 1995). Despite its‟ importance to mankind, the effort of researchers to improve its‟ teaching and learning, as well as it being the general science subject, students‟ performance in biology compared to the other pure science subjects taught in Nigeria remains low. This observable problem has been blamed on a number of factors, namely, inadequate teachers, inadequate material resources, lack of using effective methodology for the teaching of the subject in secondary schools etc. Further, it has been observed based on previous studies that the present methods used in teaching science in general and biology in particular in Nigeria secondary schools do not produce maximum result (Maduabum, 1994; Okebukola, 1998).
Researchers in science education have studied on the various innovative teaching strategies like, problem solving, field trips, individualism, cooperative learning, use of analogy, constructivism, computer assisted instruction, inquiry, among others and how they can be used to improve the teaching and learning of science in general and biology in particular, examples of such researchers are
Olatoye & Adekoya (2009), Yusuf & Adedeji (2010), Oludipe & Oludipe (2010),
Jiya (2011), Udeani & Okafor (2012) among others. Most of these researchers studied on the effectiveness of these strategies, some compared these strategies with conventional methods, Olatoye & Adekoya (2010) etc. without examining the awareness of in-service teachers on the existence of these strategies, their level of awareness and the degree of application of the ones they are aware of. Thus, this study was set out to investigate biology teachers‟ awareness and utilization of innovative teaching strategies in public schools in Oyo South senatorial district, Nigeria.
Similarly, Samba, Achor and Ogbeba (2010), examined science teachers awareness and utilization of 19 innovative teaching strategies in Benue State, but the variables involved were: age, teaching experience and profession and is different from this study as this involved only biology teachers and took into consideration teachers‟ gender, teaching experience and qualification. Khurshid & Zahur (2013), compared the awareness and utilization of 16 innovative teaching strategies in Private and public sector schools in Islamabad, the variables they took into consideration included teachers‟ gender, age, teaching experience and professional qualification. The study did not specify on any particular subject, and was general compared to this study which was specifically on Biology teaching at senior secondary level.
1.3 The Purpose of the Study
The main purpose of the study was to investigate the biology teachers‟ awareness and utilization of innovative strategies, specifically the study determined:
1. The secondary schools biology teachers‟ awareness of the innovative teaching strategies.
2. The level of awareness of the innovative teaching strategies by the biology teachers.
3. The extent to which the innovative strategies are put to use by the biology teachers.
4. The difference in the utilization of the innovative teaching strategies based on the biology teachers‟ teaching experience.
5. The difference in the utilization of the innovative teaching strategies based on the biology teachers‟ qualification.
6. The difference in the utilization of the innovative teaching strategies based on the biology teachers‟ gender.
1.4 Research Questions
1. Are the biology teachers in Oyo state, aware of the selected innovative teaching strategies?
2. To what extent are the biology teachers aware of the innovative teaching strategies?
3. To what extent are the innovative strategies put into use in the teaching of biology in Oyo state?
4. To what extent does the utilization of the innovative teaching strategies differ based on the biology teachers‟ teaching experience?
5. Does qualification of the biology teachers influence the utilization of the innovative teaching strategies?
6. How does the utilization of the innovative teaching strategies differ based on the biology teachers‟ gender?
1.5 Research Hypotheses
HO1: There is no significant difference in the basic science teachers research awareness and utilzation.
HO2: There is no significant difference in the utilization of the innovative teaching strategies by qualified and unqualified biology teachers.
HO3: There is no significant difference in the utilization of the innovative teaching strategies by male and female biology teachers.
1.6 Significance of the Study
In an effort to improve the teaching of biology in Nigerian secondary schools and make the learning of biology more attractive to students, this study may make the following important contributions to knowledge and education.
This study would provide science educators and government with detailed information about the actual picture of biology teaching, biology learning, and effective ways of improving the situation. It provides information on different innovative strategies that can be used to improve biology teaching and learning in senior secondary schools in Nigeria.
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
WHATSAPP US ON 08137701720
THE PROBLEMS AND PROSPECTS OF TEACHING BASIC SCIENCE SUBJECT IN SECONDARY SCHOOLS
ABSTRACT
This study was carried out in order to determine the effects of qualification of Basic science teachers on the performance of secondary schools in Shagamu LGA.
It was born out of the fact that Basic science teaching in secondary schools is highly neglected. The investigation so far carried out covers four secondary schools in the locality.
The findings were based on four basic research questions.
From the research question it was discovered that the following factors absence of laboratories and lack of instructional materials limited and incompetent teachers of the subject were found to be responsible for the inefficient teaching of Basic science in schools.
TABLE OF CONTENT
Title page
Certification
Dedication
Acknowledgement
Abstract
Table of content
CHAPTER ONE
Introduction
Statement of problems
Research question
Hypothesis
Purpose of the study
Significance of the study
Scope of the study
Limitation of study
Definition of terms
CHAPTER TWO
Irregularity and unpunctuality to class
Neglecting of practical work in Basic science
Lack of proper attention at home
Attitude of head master, teachers and students toward the teaching of Basic science
Unqualified teachers and shortage of Basic science equipment
Teaching profession not been motivated
No proper planning of lesson
No provision of incentive to both students and teachers
Summary of literature
CHAPTER THREE
Designed of the study
Sampling procedure
Sampling population
Research instrument
Data collection
Data analysis
CHAPTER FOUR
Analysis of data
Summary of analysis of data
CHAPTER FIVE
Finding, recommendation and conclusion
REFERENCE
APPENDIX
CHAPTER ONE
BACKGROUND TO THE STUDY
In the Nigeria national policy on education (1981) it stated that school education should “equip students to live attentively in our modern age of Basic science” in accordance with this aim of education, Boge (1979) has his to say, “in an era that is most accurately described by its social and religiousprocess, one major educational problem is preparing the young people to cope with the intellectual and religious environment characterized by rapid changes” in order for students to understand this rapidly, social and religious society, it is assumed that these young people should have some basic understanding for the Basic science
Experimental Basic science is one of the most recently included subject content of the curriculum Basic science it inclusion, Basic science has continued to occupy its separate place and some time, it is often neglected in some schools even where the various branches of Basic science are taught they are done without regard for the basic requirement needed in spite of the effort made during the present decade by the federal and state government of Nigeria to give Basic science subject their role in education note much has been achieved in some selected schools in Shagamu Local Government AreaofLagos state the effect of the deficiency in teaching Basic science in schools are particularly evident in developing countries such as Nigeria
STATEMENT OF PROBLEM
RESEARCH QUESTION
HYPOTHESIS
The ineffective teaching of Basic science schools is brought by several factors the researcher has it in mind that the factors listed below could be responsible for it
PURPOSE OF STUDY
The purpose of this study is to find out the problem militating against the teaching of Basic science the schools
SIGNIFICANCE OF STUDY
The teaching of Basic science has not been as effective as it output to be is easily of students in schools it is therefore necessary to diagnose the various factors responsible for this unheeding state of affairs and proper means by which the anomalies could be arrested
The importance of Basic science in the life of man need to be over emphasized therefore if the subject is note effectively taught, the rudiment that are necessary for development of the basic concept of Basic science would be lacking at the secondary schools level and this could permeate the other state of the nation’s educational level it is believed that the importance of Basic science is well under stood and all the factors responsible for it’s unhealthy development are quickly nipped on the bud it would be possible to build a Basic science culture oriented society which will augur well for the healthy development of the nation
SCOPE AND DELIMITION OF STUDY
The study will be restricted to Shagamu Local Government Areain Benin City Lagos state a large number of primary school is located there hence Shagamu Local Government Areawill serve as the centre of the study this will enable one to know the factor militating against effective teaching of Basic science
Selected secondary schools in Shagamu Local Government Areaare to be used for the study
The selected schools are:
LIMITATION OF STUDY
To carry out a project such as this there are bound to be procedural and methodological flew inherent in the item developed human biases are likely to aggravate the internal weakness that are likely to exist however, conscious effort will be made to evolve method that will control for such extraneous influences in order to ensure the validity and reliability of the study
It is also expected that distance, times, finance and lack of human co-operation can pose serious threats to the successful execution of this project to this end it is hoped that every effort will be made to minimize, if not totally eliminating such threats and steps taken be highlighted to serve as a guide to those who may wish to replicate the project
DEFINITION OF TERMS
In the course of study, it is important to know what the following terms stand for technology may be defined as the use of organized knowledge to solve practical problems
Basic science laboratory is a place equipped for experimental studies in Basic science
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
WHATSAPP US ON 08137701720
EFFECT OF USING COMPUTER-AIDED INSTRUCTION IN TEACHING BASIC SCIENCES IN JUNIOR SECONDARY SCHOOL
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Science and technology have greatly contributed to the convenience and comfort of man. Every manufactured good seen at home and place of work is a product of science and technology. For instance, mobile phones, radio and television sets, PC tablets, iPads, iPhones, iPods, laptops, desktops among other devices are products of science and technology (Tunde & Anthony, 2010). In the same way, the fruit juices and soft drinks consumed daily, the cars, the motorcycles and bicycles, the clothes and shoes are all products of science and technology. In view of these contributions, Ashiker (2012) opined that concrete steps should be taken to get the Nigerian citizens well groomed in science and technology for the country’s scientific and technological advancement.
As the world is constantly changing and ways in which human beings function at home, place of work and school are also changing. The speed at which technology is developing plays a major role in these changes. From offline to on-line classes, computers are influential in human life, and can enhance the learning process in schools in various ways. This may be the reason why Keziah, (2011) asserted that, with the increasing popularity of computer technology, it is essential for school administrators to support and encourage computer technology in our education system as it has become an important medium in instructional delivery. In recognition of the importance of computer in the teaching/learning process in Nigeria, the National Council on Education introduced computer education in 1987.
Computer-aided instruction involves the use of computers to supplement classroom instruction. Computer-aided instruction does not fully replace the teacher in a classroom environment. The computer is simply an electronic device or machine that accepts data, processes data and gives out output with great speed and accuracy. Computer-aided instruction uses a combination of texts, graphics, sound and videos in the learning process. Computer-aided instruction system is designed to automate certain forms of drill and practice instruction in delivering basic skills (Tinto, 2007). There are different types of computer-aided instruction software in science education including drill and practice, tutorial software, instructional games, simulations, problem-solving software and discovery environment.
However, this study is anchored on drill and practice software. This software provides opportunities for students to work on problems or examples one at a time and then receive feedback on performance. It is used as a mean to learn or review new content. It is made up of flashcard activities, branching drills and extensive feedback activities. Many of these programs are smartphone friendly so students can access the activities anywhere.
The Federal Republic of Nigeria (FRN, 2004), in release of educational objectives for secondary schools, emphases the need to equip students to live effectively in this modern age of science and technology. The major goal of science education is to develop scientifically literate individuals that are concerned with high competence for rational thoughts and actions. The objectives of science education in this country according to FRN (2004) include the need to prepare students to observe and explore the environment; explain simple natural phenomena; develop scientific attitudes including curiosity, critical reflection and objectivity; apply the skills and knowledge gained through science to solve everyday problems in the environment; and develop self-confidence and self-reliance through problem-solving activities in science.
In an effort to attain these objectives, several strategies and resources have evolved for science teaching and learning. The resources range from human to materials including the audio-visual and media materials that can be used to sustain the attention of the students during the lesson. Towards the end of the 20th century and at the beginning of the 21st century, it became apparent that national development depends on educational advancement which in turn depends on technological progress (Onasanya, Shehu, Ogunlade & Adefuye, 2011). It is in respect of this, that Samba and Eriba (2011) opined that teaching must go beyond the chalk-and-talk method and it must involve the totality of the student, the instructions must be prepared in such a way that at any time, students’ learning must make use of more than two senses.
The roles of computer-aided instruction in science education are varied and these include fostering students interest and motivation; promoting students commitment to learning; making lessons more exciting and interesting for both teachers and students; making students to do science effectively and conducting experiments as viewed on screen; and facilitating the process of learning through interaction with drill and practice software and simulations. The most important feature in computerized instruction is that it permits a high degree of individualization. This means that students can proceed at their own pace, following a path through the curriculum as suited to their particular interest and talent.
In view of the relevance of computer technology in science education, the study of effect of computer-aided instruction on junior secondary basic science students’ achievement and retention in Benue State is undertaken. Two groups of learners studying the same curriculum will be compared; one group will use computer-aided instruction; and the other will use modified lecture method.
Achievement is the performance of students in a test or examination. In determining the students’ achievement using computer-aided instruction, Ash (2005) found that computer-aided instruction packages enhanced students’ academic achievement in an aspect of mathematics in middle schools. Study conducted by Kingsley and Boone (2008), revealed that students who used computers in addition to textbooks in instruction scored higher on a standardized State test. Computer-aided strategy could expose science in active data based form and allow students and teachers to fully participate in the teaching-learning process. This may help to reduce the long time stigma of the chalk-and-talk approach to science teaching.
As the growth of educational programs continues to rapidly accelerate, concern over the retention of the students’ knowledge is increasing. Retention is the ability of a student to hold and bring to mind a memory of the previously learned skills, knowledge and experience during and after examination. Retention is significantly important, not just for student success, but also for the success of academic institutions. Nnaobi (2013) found that computer-aided instruction has the ability to sustain students’ interest, encourage them to participate actively in the lesson and retain concepts learnt for a long time.
Astin (2006) asserted that the higher the school Grade Point Average (GPA) and the Scholastic Aptitude Test (SAT) examination scores of a college student, the stronger the chance that the same student will retain knowledge in schools. Deducing from this, school managers should benchmark their students’ scores and GPA higher to increase students’ retention abilities. The true art of memory and retention is the skill of attention (Tinto, 2007). For effective retention of the learnt concepts, principles, theories, laws, ethics and assumptions of science in students’ short and long term memories, science teachers should get, use, link and picture the learning experience through the use of the computer.
Gender issues in students’ achievement and retention have caused a lot of concerns to educationists. Gender is the biological anatomy that differentiates a male from female. Gender issues have been linked with students’ achievement and retention in academic tasks in several studies without any definite conclusion. But there is a general conclusion that there is a little or no gender imbalance in computer use, access, career and attitude. This is why Davies, Klawe, Ng, Nyhus, and Sullivan (n.d.) suggested that the role that technology will play in the future should be a concern for men and women, practitioners, policy makers and parents. This study is out to compare the achievement and retention of male and female students in basic science exposed to computer-aided instruction.
The integrated science (now basic science) curriculum is a broad field curriculum in which subject matter from different subject areas of biology, chemistry, physics, astronomy, geology and environment are synthesized to provide a holistic and unified nature of science (Adejoh, 2006). It is a three-year course developed in spiral to form themes whereby topics get increasingly more detailed as the year progresses. The aim of basic science is to begin to teach students what science is and how a scientist works. To realize this objective, it is expected that students carry out the kind of activities scientists carried out in their works, which is the beginning of the acquisition of series of skills, attitudes, principles, knowledge, assumptions and ethics of science.
Conventional teaching methods such as chalk-and-talk known as a traditional teaching method in which teachers address students by using board to provide examples or illustrations have been continually used by the science teachers despite its criticisms by the experts in science education. It is an oral presentation intended to teach students about concepts, theories, history, background and equations which places students in passive rather than an active role.
Nevertheless, the Nigerian Educational Research and Development Council (NERDC, 2007) stipulates the use of activity-based and guided inquiry approaches to basic science teaching, but the adoption and application of these methods are still an illusion because of paucity of instructional materials and unwillingness of the science teachers to improvise alternative materials locally to improve instructional delivery. Consequently, teachers resort to conventional lecture method, walk into the classroom with a key-point text for one-way communication; and copy a few points on the chalkboard. Lessons are rarely been planned and instructional materials are hardly been used by these teachers.
Computers are capable of improving and contributing to growth in students’ achievement and retention in basic science. The interest of this study is the input of computer-aided instruction to enhance students’ achievement and retention in Nigerian schools.
1.2 Statement of the Problem
Studies have shown that students’ achievement and retention in basic science are unimpressive (Ibraheem, 2004; & Ncharam, 2008). Instructional strategies and cognitive factors have been identified majorly as being responsible for poor achievement and retention in the sciences. Factors such as absence of computers and software packages, fluctuating internet connectivity, arbitrary charges of data bundles, epileptic power supply, computer illiterate teachers and students and gender are hindrances to the use of computer in schools.
Researchers, educators, administrators, Science Teacher Association of Nigeria (STAN) and other relevant educational agents have tried to develop various teaching strategies, yet schools have continually produced students with poor results in basic science as well as other science subjects. These efforts have not yielded desired results in students’ achievement and retention as conventional teaching methods have been used in teaching sciences. This has been attributed to the use of inappropriate teaching strategy in teaching science subjects. Both male and female students of basic science perform poorly.
Mofeed (2011) opined that computer-aided instruction has the ability to empower teachers and learners, and transform teaching and learning processes from being highly teacher-dominated to student-centered. This transformation will result in increased students’ performance; create opportunities for learners to develop their creativity, problem-solving abilities, informational reasoning and communication skills. Consequently, computer-aided instruction could be an adequate strategy in teaching and learning of basic science. Specifically, the problem of this study is how could computer-aided instruction affect JS II students’ achievement and retention in basic science?
1.3 Purpose of the Study
The purpose of this study is to investigate the effect of computer-aided instruction on junior secondary basic science students’ achievement and retention in Benue State. It would aim at the following objectives:
1. To find out if the use of computer in teaching basic science enhances students’ achievement in the subject better than the lecture method.
2. To determine whether students’ retention in basic science is improved by the use of computer-aided instruction when compared with lecture method.
3. To compare the achievement scores of male and female students in basic science exposed to computer-aided instruction.
4. To compare the retention scores of male and female students in basic science exposed to computer-aided instruction.
1.4 Research Questions
The following research questions will guide the study:
1. What is the difference in the mean achievement scores of the students taught using computer-aided instruction and those taught using modified lecture method in basic science?
2. What is the difference in the mean retention scores of the students taught using computer-aided instruction and those taught using lecture method in basic science?
3. What is the difference between the mean achievement scores of male and female students in basic science exposed to computer-aided instruction?
4. What is the difference between the mean retention scores of male and female students in basic science exposed to computer-aided instruction?
1.5 Hypotheses
This study will be guided by the following null hypotheses which will be tested at 0.05 level of significance:
Ho1. There is no significant difference in the mean achievement scores of students taught using
computer-aided instruction and those taught using modified lecture method.
Ho2. There is no significant difference in the mean retention scores of students taught using
computer-aided instruction and those taught using lecture method.
Ho3. There is no significant difference in the mean achievement scores of male and female
students exposed to computer-aided instruction.
Ho4. There is no significant difference between the mean retention scores of male and female
students in basic science exposed to computer-aided instruction.
1.6 Significance of the Study
The widening gap between developed and developing nations in terms of overall development and wealth creation could be traced to the acquisition and utilization of scientific skills and principles. For Nigeria to close this gap with priority and vigour, the result of this study may serve as a useful tool for students, teachers, policy makers and administrators, for a functional and impact-oriented computer-aided instruction in science education programme.
The study could allow students to study basic science concepts while advancing at their own pace, enabling them to spend the necessary time on each concept. The teacher’s role in this environment is to provide targeted help to students when they need additional assistance. The computer program covers many administrative aspects such as lesson planning, grading, homework and assignment so that teachers may spend more time on individual instruction with struggling students.
The study could allow for more individualized instruction, then it could be more beneficial for struggling students who may not keep up with the pace of the lectures in traditional classrooms or for more advanced students who could progress faster at their own pace. In a traditional classroom, students missing class will miss all the material covered in class that day. In contrast, the computer would pick up where the student left off the last time he/she was in class regardless of whether it was the day before or 5 days before.
The study could help the policy-makers and school administrators to evaluate the use of computer-aided instruction. This includes the cost of hardware and software, the cost in training teachers, and the time that students devote to computer-aided instruction that they would otherwise spend in other forms of instruction. It would be an eye-opener for the school administrators to equip the schools with necessary CAI packages and ICT facilities in all subjects and also train manpower to produce software for science education.
The findings of this study are expected to encourage teachers to adopt appropriate teaching technique like computer-aided instruction which would improve teaching and learning of science subjects. This strategy could expose science in a concretized form and allow students to fully participate in teaching/learning process. This could be achieved through making learning software available in schools and at homes.
It is expected that the findings of this study would bring about understanding and retention which are products of meaningful learning when teaching is effective and meaningful to students as the use of computer-aided programs might be a source of excitement and motivation to Nigerian students in their courses.
The findings would motivate educational administrators to keep abreast with the paradigm shift in pedagogy that is at the heart of education reform in the 21st century. Thus, a shift from conventional chalk-and-talk to computer-aided instruction. This would promote the acquisition of knowledge and skills that would empower students and teachers for lifelong learning.
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
WHATSAPP US ON 08137701720
THE EFFECTIVENESS OF DIFFERENT WEIGHING SCALES IN CARRYING OUT ACCURATE PRACTICALS IN SCIENCE LABORATORIES
CHAPTER ONE
INTRODUCTION
Laboratory balances encompass precise weighing instruments used to measure all kinds of samples in a laboratory environment.
Inscale offers a full selection of lab scales and chemical scales such as micro and analytical balances that can weigh very small increments, to larger top pan balances for larger sample sizes. Types of laboratory scales include precision balances, analytical balances, and moisture analysers.
Analytical balances are the most popular type of laboratory balance with high readabilities reaching 0.1mg and above. These balances can be used for numerous weighing applications including density determination, dynamic weighing and formulation. Ideal for weighing chemicals precisely in advanced science experiments or medical research.
Moisture analysers are used for accurately determining the moisture content in food or organic mass by employing the Loss-On-Drying (LOD) method. Adam Equipment’s PMB moisture analyser employs a halogen bulb to heat and dry samples in order to provide a pre-heated and heated weight value of the product.
Many laboratories weigh samples multiple times a day so it’s important to find a lab scale that can be accurate and provide constant weight readings. For questions or help finding the right balance for your application please contact us.
There may have been previous researches in this subject. This work gives further explanations and analysis in the effectiveness of different weighing scales in carrying out accurate practicals in science laboratories.
H0: There is no relationship between different weighing scales in carrying out accurate practicals in science laboratories.
H1: There is a relationship between different weighing scales in carrying out accurate practicals in science laboratories.
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420