STUDENTS’ PERCEPTION OF BIOLOGY CLASS-ROOM ENVIRONMENT ON THEIR ACADEMIC ACHIEVEMENT IN SENIOR SECONDARY SCHOOLS
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STUDENTS’
PERCEPTION OF BIOLOGY CLASS-ROOM ENVIRONMENT ON THEIR ACADEMIC ACHIEVEMENT IN
SENIOR SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
The senior
secondary which is also three years of training, involves development of the
scientific skills learnt in the JSS (junior Secondary School) level, while the
four years of university education relate to the adaptation of the skills
learnt. It is these skills that the individual applies in his daily life to
enable him fit into the society.
The new
biology education with the new curriculum was started to be implemented from
1998-1999 education year. The goals and objectives of the new biology curriculum
were identified in the way that would give rise to learning far from
memorization and students would not only grasp the subject in the best pattern
but also use the knowledge in daily life. New curriculum aimed at getting
students to gain consciousness of health care, thus topics are made linked to
human health. Teaching learning strategies of each topic were explained in
detail and supported with different kinds of examples and questions.
(Chalin&Manske, 2005). Education is the most important instrument of change
in the society and that any fundamental change in the intellectual and social
outlook of any society. The perception of both the teachers and the students in
biology classroom learning environment influence the achievement of students in
biology education.
The fact
that a lot of factors are responsible for students’ under achievement in
biology is not new to researchers but amongst those factors could be students’
perception of biology classroom learning environment. Recent studies indicate
that there is a substantial impact of the classroom learning environment on
students’ achievement in biology learning.
Arguaye
(2001), have strongly argued that students perception of the learning
environment are very important on the achievement of students in biology and
that the knowing the students' perception will help the teacher in shaping
their students’ class perception and relatively their achievement in biology.
Over the years, a number of research projects on classroom learning environment
have been carried outby some researchers for examples; (Ben Ari, 2003;
Carnegie1989; Jackson & Davis, 2000; Kaplan &Middleton, 2002; Manning,
2000; McCombs &Whisler, 2000; National Middle School Association, 1995;
Payne, Conroy, & Racine, 1998; Stipek, 2002).
The interest
in the study of learning environment has become more prominent since it has
been evident that learning outcomes and students’ attitude towards learning
were closely linked to the classroom environment refers to a setting of space
where teachers and learners interact with each other and use variety of tools
and information resources in their pursuit of learning activities (Wilson
2002).
The
classroom has become an important place for educational research because most
learning takes place there. The importance of the classroom learning
environment has been increasingly recognized internationally over the past 30
years.
According to
Wilson (2002), classroom learning environment is a place where learners and
teachers interact with each other and use a variety of tools and information
resources in their pursuit of learning activities. Research in education that
focuses on classroom and school-level learning environments has produced
promising findings leading to an enhancement of the teaching and learning
process.Classroom learning environment consist of factors which are teachers’
support, instructional materials, task orientation, study habit, classroom
disciplinary climate and locate of adequate laboratory facilities,
teacher-studentinteraction, equality, method of teaching and qualification of
the teachers.
Perception
refers the way one think about something and ones’ idea of what it is like also
it is an ability to understand the true nature of a subject especially as it
affects our environment. However, students perception of biology classroom
learning environment determines the students’ learning progress, hence,
learning is a process which produces series of changes in behaviour or it is
more or less a change in behaviour that result from activities, training or
observation. It is a change in behaviour that confirms learning. According to
Ajayi (2000) learning is a process which produces progressive series of changes
in behaviour or it is more or less a change in behaviour that results from activity
and these activities takes place in the classroom environments.
Fraser
(1986) argues that perceptions of the students are very important when
investigating the learning environment (Wubbels&Brekelmans, 2004). The role
ofstudents’ perceptions of the classroom environment in influencing cognitive
and affective outcomes has been addressed in many learningenvironment studies
and strong relations between student outcomes and their perceptions about their
learning environment have been shown by many researchers (Fraser & Fisher,
2000; Wubbels, &Brekelmans, 2002; den Brok, Brekelmans, &Wubbels,
2004). Fraser (2001) emphasized that relations between outcome measures and
classroom environment perceptions have been replicated for a variety of cognitive
and affective outcomes, with a variety of instruments, across different
countries and grade levels. Learning environment research has studied these
associations in different types of classroom environments (Fraser, 2002), for
instance science laboratory classroom environments, constructivist classroom
environments and cross-national studies of science classroom environments.
However,
there has been a wide range of problems with the available classroom learning
environment in senior secondary schools in Nigeria which prevent effective
learning to take place. Some of the problems associated with class room
arrangement which includes the tall students obstructing the short students at
the back to see the chalk board inadequate chairs and tables which can cause
discomfort to students. Another problem is poor classroom with little or no
cross ventilation, poor interaction between the students and the teachers, lack
of teaching materials, poor study habit etc.
1.2 STATEMENT OFPROBLEM
The
classroom is the basic unit of organization of the educational system. By
continuing to increase the knowledge of the interactions that occur within the
classroom, the quality of science education can be improved with understanding
of students’ development, their perception about learning environment.
Fraser
(1989) mentioned that the classroom environment is such a potent determinant of
students’ outcomes that it should not be ignored by those wishing to improve
the effectiveness of schools. He emphasizes that students spend a great amount
of time (more than 15,000 hours) in the classroom environment. Therefore the
quality of the environment of these classrooms has a significant impact on
students’ learning (Fraser, 1989).
Over the
years, the problem of under achievement of science students in biology has been
a general problem, for example many researchers in Nigeria have conducted
series of researcheson classroom learning environment to actually find out what
could be responsible for the problem of poor performances of students in science
subjects such as biology, physics and chemistry. Factors such as locate of
adequate laboratory facilities, teaching aids, ineffectiveness and lack of
teaching proficiency of teachers and teaching methodshad been identified as
causes of poor classroom environment thereby resulting to students’ under
achievement in science subjects.
Despite all
these efforts, the poor performances of students still exist. However, little
emphasis has been made in the student’s perception of biology classroom
learning environment therefore in order to improve students’ performance in
biology there is need to place more emphasis on this topic so as todetermine
some factors of the classroom learning environment. Hence, this calls for the
need for the study of the students’ perception of biology classroom learning
environment on their academic achievement in senior secondary schools.
1.3 PURPOSE OF THE STUDY
The main
purpose of this study is to investigate students’ perception of effect of
biology classroom environment on their academic achievement.
The
objectives of the study include;
1. To determine the students’ perception
ofteachers’ support in the classroom
2. To determine the students’ perception
based on thelevel of availability of instructional materials.
3. To determine the students’ perception
based on their study habit?
4. To determine the students’ level of
involvement in the classroom.
5. To determine the students’ perception
based on the classroom disciplinary climate of the class room.
1.4RESEARCH
QUESTIONS
1. What is the students’ perception on
teachers’ support in a biology classroom?
2. What is the students’ perception based on
the level of availability of instructional materials?
3. What is the students’ perception based on
the study habit?
4. What is the students’ level of
involvement in the classroom?
5. What is the students’ perception based on
the classroom disciplinary climate of the class room?
1.5 SCOPE OF LIMITATION
The study
will be carried out in Lagos state in Shomolu Local Government Area in four
different secondary schools for students in SS 1 and SS 2and it will look into
the variables of:
· Students perception on Teachers’
support in a biology classroom,
· Students’ perception based on the
level of availability of instructional materials,
· Students’ perception based on
students’ habit
· Students’ level of involvement in the
classroom and
· Students’ perception based on the
classroom disciplinary climate of biology class room.
1.6 SIGNIFICANCE OF THE STUDY
This study
would be of importance towards improving the perception of students towards the
learning of biology study at the secondary school level.
The study
also lies in its contribution to the pedagogical body of knowledge. It’s value
to teacher effectiveness, academic development and performance of the students.
It is also important in investigating student perception of biology class room
learning environment to enhance development of positive approach towards
biology and to understand the way students perceive their biology learning
environment because of its effect and achievement on the subject and its
influence on students’ learning.
Understanding
students’ perceptions of their classroom learning environments and the factors
associated with their perceptions may help teachers and educational researchers
to find out some alternative ways that enhance the student’s learning.
This study
provides information and moreover helps to discover the weakness of some
classroom determinants such as students’ habit, teachers’ support, classroom
climate, availability of instructional material, students’ involvement which
when sort out will improve the perception of students towards their classroom
learning environment.
The study
will enhance the active participation of students in the class and also help
teachers to be aware of suitable and required teaching methods that will
promote teacher-students interaction in the class room environment and also
help to give teachers the reason to place more emphases on giving the students
tasks in the classroom setting.In student centered learning environment
learners are given actual control and self-direction of academic tasks through
task and assessment design by enhancing classroom learning environment.
As teachers
and students actively participate in the teaching and learning process with the
aim of resolving the challenges unveiled, there will thus, be an enhancement in
the academic achievement of students thereby improving the learning of biology
and preparing the students for the future.
1.7 OPERATIONAL DEFINITION OF TERMS:
SCHOOL
LEARNING ENVIRONMENT:School learning environment is the perception of the
student and is a summatedscore measured by a self-administered rating scale on
parameters such as teachers’ support,study habits, students’ involvement,
instructional materials, and laboratory facilities in the school,
ACADEMIC
ACHIEVEMENT:Average of the previous and current years’ marks is the academic
achievement.
ACADEMIC:It
pertains to school subjects or to fields of liberal arts or to the sphere of
ideas and abstraction (Chaudary, 2004).
ACHIEVEMENT:
It was denoted by knowledge attained or skills developed by pupilsusually in
the schools, measured by test scores or by marks assigned by teachers
(Chaudhary, 2004).
BSPQ:Biology
Students’ Perception Questionnaire
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