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EFFECT OF
STUDENTS IMPROVISED INSTRUCTIONAL MATERIALS ON SENIOR SECONDARY SCHOOL STUDENTS
Abstract
The study
investigated the effects of student?s improvised instructional materials on
students? achievement in Biology. This study became necessary because of the
unavailability of instructional materials for teaching biology in the secondary
schools. The study employed a quasi experimental design, specifically the
pretest ? posttest non equivalent group design. One hundred and forty SSI students
from potiskum Education Zone from 2 schools randomly drawn from public primary
schools in Potiskum education zone of Yobe State formed sample of the study.
Three experts validated the instrument Biology Achievement Test (BAT). Five
research questions were answered and five hypotheses were tested. The data were
analyzed using mean, standard deviation and ANCOVA. The results revealed that
students taught using improvised instructional materials performed better than
students taught using conventional material; male students did not perform
better than their female counterparts in Biology; rural students performed
better than urban students in biology; The results do not suggest ordinal
interaction effect between mode of method and gender on students? achievement
in biology. This was because at all the levels of gender, the mean scores were
higher for student?s improvised instructional material; the result suggests
ordinal interaction effects between modes of method and location on students?
achievement in Biology; this was because at all the levels of location, the
mean scores were higher for student?s improvised instructional material
compared to conventional materials with lower mean scores; there was
significant difference in the mean score of students taught using students
improvised instructional material and those taught using conventional
instructional materials; there was no significant difference in the mean
achievement scores of male and female students in biology; there was
significant difference in the mean achievement scores of urban and rural
students in biology; The interaction effect of method and gender on students
mean achievement scores in Biology was, not statistically significant. The
interaction effect of method and location on students? mean achievement scores
in Biology was, not statistically significant. Based on the findings and
implications, it was recommended that teaching of Biology in secondary school
should be conducted in a manner that students will effectively understand and learn
the concept taught. It was suggested that further research could be carried out
on this topic using true experimental research.
CHAPTER ONE
INTRODUCTION
Background
of the Study
Science is
the bedrock on which modern day technological breakthrough is hinged. Different
authors according to their own understanding have defined Science. Igwe (2003)
defined science as a systematic study of the nature of the behaviour of the
material and physical universe through observation, experimentation,
measurement and recording. In addition, Esu (2004) defined science as a
systematic, precise, objective way to study the natural world. Science is often
an exciting and satisfying enterprise that requires creativity, skill and
insight based on this Fape (2007) defined science as rationally structured
knowledge about nature, which embraces systematic methods of positive attitudes
for its acquisition, teaching, learning and application.
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 Maduekwe (2006)
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, develop
self-confidence and self-reliance through problem solving activities in
science.
In recent
times, countries all over the world, especially the developing ones like
Nigeria, are striving hard to develop technologically and scientifically, since
the world is turning Scientific and all proper functioning of lives depend
greatly on Science. According to Ogunleye (2006), Science is a dynamic human
activity concerned with understanding the workings of our world. This
understanding helps man to know more about the universe. Without the
application of science, it would have been difficult for man to explore the
other planets of the universe. Science comprises the basic disciplines such as
Physics, Chemistry, Mathematics and Biology.
Biology is one
of the science subjects that senior secondary school students offer at the
senior levels in the Nigerian secondary schools, (FRN, 2004). Biology is a very
important science subject and a requirement for further learning of a number of
science-related professional courses like medicine, agriculture, pharmacy, etc.
In contemporary Nigeria, greater emphasis is placed on science and
technological development. As a result, students are being encouraged to take
up science-related subjects. Today, Biology pervades literally every field of
human endeavour, and plays a fundamental role in educational advancement. This
is seen in all the technological advancement in the world today, which is
because of scientific investigations. However, the issue remains that in most
secondary schools in Nigeria, there is high rate of failure in the subject.
Studies have
shown that secondary school students are exhibiting low interest in Biology
(Esiobu, 2005). This low interest of students in biology has been traced to
poor achievement in examinations. In our match towards scientific and
technological advancement, we need nothing short of good achievement in biology
at all levels of schooling. Unfortunately, achievement of students in biology
at the end of the secondary school has not improved in the last decade
(Umoinyang, 1999). Folorunso (2004) has linked poor achievement trend in
biology particularly to the lack of instructional resources in schools due to
poor funding of schools. The poor funding of schools has hindered the principals
from providing the teachers with adequate instructional resources.
The National
Policy on Education (FME, 2004) emphasizes the need for teaching and learning
of science processes and principles. The policy recommends practical,
exploratory and experimental methods of teaching. In this regards, Okebukola
(2004) stated that the basic tools that science uses in the learning of science
processes are the instructional materials.
Studies have
shown that the use of instructional materials have improved achievement
(George, 2008) and Nwagbo (2006). Instructional materials are wide varieties of
equipment and materials use for teaching and learning by teachers to stimulate
self-activity on the part of the students. The teaching of Biology without
instructional materials may certainly result in poor academic achievement. Poor
academic achievement in Biology could also be attributed to many factors such
as, low interest of students in biology, inadequate motivation from teacher,
poor incentives to biology teachers, lack of adequate supply of instructional
material, lack of qualified teachers, and use of teacher centered instructional
strategies, inadequate use of instructional materials and use of abstract
standardized materials. Among these factors, teacher?s use of abstract
standardized instructional strategy is considered as an important factor in
this study.
This implies
that the mastery of Biology concepts might not be fully achieved without the
use of instructional resources that the students are abreast with. The teaching
of Biology without instructional materials may certainly result in poor
academic achievement. Folorunso (2004) observed that there is lack of adequate
and appropriate instructional resources for effective teaching of Biology in
schools. For Ibitoye and Fape (2007), the poor achievement in biology was
traced to poor usage of instructional resources for biology teaching and
learning, poor state of infrastructure facilities, large class size, poor
teaching, use of faulty assessment practice, and inadequacy of quality
teachers. According to Okebukola (2004), the poor state of laboratory
facilities and inadequate use of instructional materials has constituted a cog
in the wheel of students? achievement in Biology in the Senior School
Examination. The verbal exposition does not promote skill acquisition,
objectivity, and critical thinking abilities that will enable the child to
function effectively in the society. This according to the researcher leads to
poor achievement of students in the subject. Okebukola and Jegede (1986)
stressed that a professionally qualified Biology teacher no matter how well
trained, would be unable to put his ideas into practice if the school setting
lacks the equipment and material resources necessary for him or her to translate
his competence into reality.
The report
of West African Examination Council (WAEC) on the Senior Secondary School
Certificate Examination (SSCE) (2011) on student enrolment and performance in
Nigeria by subject, grade, and sex revealed low enrolment of girls for science
subjects as well as low academic achievement in biology and other science
subjects and the persistent poor achievement of students in biology.
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