Adequate Use Of Teaching Materials In Promoting Biology Teaching And Learning In Public Secondary School

Abstract

The study investigated adequate use of teaching materials in promoting biology teaching and learning in public secondary school. 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 – posttestnon equivalent group design. 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 design.

Table of Content

Title Page
Certification
Dedication
Acknowledgement
Table of Content
List of Tables
Abstract

Chapter One:

Introduction

1.1 Background of the Study
1.2 Statement of the Problem
1.3 Objective of the Study
1.4 Research Questions
1.5 Research Hypothesis
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Limitation of the Study
1.9 Definition of Terms
1.10 Organisations of the Study

Chapter Two:

Review of Literature

2.1 Conceptual Review
2.1.1 Importance of Science (Biology) Teaching in Schools
2.1.2 Academic Achievement in Biology and its Impediments
2.1.3 Factors Influencing Student Achievement
2.1.4 Resources in Teaching/learning Process
2.1.5 Factors that affect the use of Instructional Resources
2.1.6 Factors to be considered in planning improvisation
2.2 Theoretical Review
2.2.1 Jerome Bruner’s Learning
2.2.2 Piaget’s Theory of learning
2.3 Empirical Review

Chapter Three:

Research Methodology

3.1 Research Design
3.2 Population of the Study
3.3 Sample and Sampling Technique
3.4 Source and Method of Data Collection
3.5 Instrument for data collection
3.6 Validation of Instrument
3.7 Reliability of the instrument

Chapter Four:

Data Presentation and Analysis

4.1 Data Presentation and Analysis
4.3 Discussion of Results

Chapter Five:

Summary, Conclusion and Recommendation

5.1 Summary
5.2 Conclusion
5.3 Recommendation
References
APPENDIX

Chapter One

Introduction

1.1 Background to 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.

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. 3 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 4 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 at senior school certificate examination (WAEC; Chief Examiner’s report 2007-2010), leaves one in doubt about the effectiveness of instructional materials and teaching methods popularly used by the biology teachers for the teaching and learning of biology.

On this note, resources are seen as materials, which help in doing something. For example, flour, sugar, water, and so on serve as resources for the preparation of bread or cake. In the classroom situation, resources are materials or devices that are used to facilitate teaching and learning. National Teachers Institute (2010) reported that resources in the classroom can be classified into two broad categories, those that appeal to the sense of sight which are classified as visual resources and those which appeal to the sense of hearing, classified as audio materials. There are also those that combine both features and are classified as audio-visual (A-V) materials. Isola (2010) referred to instructional resources as objects or devices, which help the teacher to make a lesson much clearer to the learner. Instructional materials are also described as concrete or physical objects, which provide sound, visual, or both to the sense organs during teaching (Agina-obu, 2005).

The teaching of Biology cannot be done effectively without interaction between the teacher, students and the environmental resources. The Biology curriculum is planned to enable the teacher use activity oriented, child-centred approach (guided inquiry) to teach 5 (Nzewi& Nwosu, 2010). However, evidence from research has shown that instructional materials, resources and equipments for science, especially biology are either in short supply or are completely lacking in schools to the extent that most teachers end up with verbal exposition of scientific principles, facts and concepts. Studies have also revealed that the achievement of Nigerian students in Ordinary Level Biology was generally and consistently poor over the years (Nwagbo, 2010). This has been a major source of concern to the school administrators, parents and the government at large.

Bassey (2002) opined that Biology is resource intensive, and in an era of poor funding or scarcity of resources, it may be very difficult to find some of the original materials and equipment for the teaching of Biology in schools adequately. A situation that is further compounded by the galloping inflation in the country and many at times, some of the imported sophisticated materials and equipment are found to be expensive and irrelevant ;hence the need to produce materials locally. Researchers such as Ogunleye (2002) and Obioha (2006) reported that there were inadequate resources for teaching biology in secondary schools in Nigeria. The authors further stated that the available ones are not usually in good conditions in most cases. According to Abolade (2004), some of the factory produced/imported instructional materials have also been discovered to be based on foreign ideas and culture. It is against this background that the need to fashion out ways by which local resources can be used for developing instructional materials becomes necessary. There is the need therefore, for improvisation.

1.2 Statement of the Problem

Evidence from the studies reviewed shows that failure rate in biology at senior certificate examinations is high. This could be attributed to a number of factors; one of such factors is lack or total absence of instructional materials. In teaching and learning, instructional materials play a key role towards concretizing learning. Instructional materials make learning meaningful and help to improve students’ academic achievement. However these advantages of instructional materials have not reflected in the education system because of the dearth of these instructional materials in our schools. Hence, the need for alternative instructional materials called improvisation. Biology is resource intensive, and in an era of poor funding or scarcity of resources, it may be very difficult to find some of the original materials and equipment for the teaching of Biology in schools adequately, improvisation becomes the next option. Studies have shown the importance of improvisation in teaching of Biology. All these studies used conventional instructional materials, but there have not been studies specifically on the effect of students’ 14 improvised instructional materials on students’ achievement in Biology. This study therefore, is geared towards finding out if the use of students’ improvised instructional materials could bring a solution to the problem of poor achievement of students in biology. Hence, the problem of this study is therefore posed as a question; what is the effect of students improvised instructional materials on students’ achievement in Biology?

1.3 Research Objectives

The main objective of this study is to Investigate adequate use of teaching materials in promoting biology teaching and learning in public secondary school. Specific objectives of this study include to determine:

The effect of students’ improvised instructional materials and conventional materials on students’ mean achievement scores in Biology.
The influence of gender on students’ mean achievement scores in biology when taught using students’ improvised instructional materials.
The influence of school location on students’ mean achievement scores in biology when taught using students’ improvised instructional materials

1.4 Research Questions

What are the mean achievement scores of students taught biology using students improvised instructional materials and those taught using conventional instructional materials?
What is the influence of gender on students’ mean achievement scores in biology when taught using students’ improvised instructional materials?
What is the influence of school location on students’ mean achievement scores in biology when taught using students’ improvised instructional materials?

1.5 Research Hypotheses

Ho1: There is no significant difference in the mean achievement scores of students taught biology using students improvised instructional materials and those taught using conventional instructional materials.
Ho2: There is no significant difference between the mean achievement scores of the female and male students taught biology using students’ improvised instructional materials
Ho3: There is no significant difference in the mean achievement scores of urban and rural students taught Biology with students’ improvised instructional material.

1.6 Significance of the Study

The theoretical significance of this study is anchored on the cognitive development theory of Jean Piaget. According to Piaget, children develop knowledge by inventing or constructing reality out of experience and thus mix their observation with their ideas about 15 how the world works. Piaget’s theory of intellectual development holds that cognitive development takes place from active interaction of the child with his environment. This means that the basis of learning is the child’s own ability as he interacts with his physical and social environment. Piaget is of the opinion that a child must act on the objects in his environment for him to learn. This means that he should be actively involved not be passive. The active involvement of the child may be in form of direct manipulation, visual observation or through mental or internal transportation or change. Therefore, this study will help to validate Piaget’s theory of cognitive development or question the theory. This study will be useful to classroom teachers, curriculum planners, students, researchers and parents. For teachers they will be better informed on how to help and guide their students on better way of producing improvised materials with local resources where standardised materials are unavailable or inadequate. The teachers can also engage students to do some of the illustrations during biology instructions. This study will help to develop problem solving skill in students and will also help student to be more resourceful during lessons. The study could be beneficial to curriculum planners who would design functional curriculum by taking into considerations studentsteachers improvised instructional materials.

The findings of this study, if discussed in workshops and seminars will guide the choice of improvised instructional materials used in the teaching/learning process in biology and other subject areas. The findings of this study will equally help to alleviate the problem of the scarcity of instructional materials for biology teaching/learning. The results of the study could provide information to researchers interested in working on student-teachers generated improvised materials in other subject areas. This may help them to get more information on the efficacy of improvisation, especially researchers in 16 the area of science and technology. Parents will be better informed on how to encourage and help their wards to produce improvised materials. This may be in form of sourcing local materials and providing funds for those that cannot be found in their environment.

1.7 Scope of the Study

This study investigates the effect of improvisation and world chart on biology students’ academic achievement in respiration.

The contents are:

Ecological concepts
Ecological factors; type
Soil; types and its effects on the vegetation
Functioning Ecosystem, food chain, food web, and trophic level Gender and location are the other moderating variables of the study.

1.8 Limitations of the Study

This study is limited by issues like the completion time, which seems insufficient to carry out this investigation successfully and efficiently. This study is further constrained by the paucity of materials on the subject, which appears to be quite rare. The quality and scope of this study were greatly influenced by the lack of compliance of the teachers and students who participated in the research.

1.9 Definition of Terms

Biology:

The scientific study of life.[1][2][3] It is a natural science with a broad scope but has several unifying themes that tie it together as a single, coherent field. For instance, all organisms are made up of cells that process hereditary information encoded in genes, which can be transmitted to future generations.

Improvisation:

The activity of making or doing something not planned beforehand, using whatever can be found. Improvisation in the performing arts is a very spontaneous performance without specific or scripted preparation.

Instructional Material:

Use to implement instruction and facilitate students achievement of instructional objectives.

Curriculum:

Broadly defined as the totality of student experiences that occur in the educational process. The term often refers specifically to a planned sequence of instruction, or to a view of the student’s experiences in terms of the educator’s or school’s instructional goals.

Examination:

An educational assessment intended to measure a test-taker’s knowledge, skill, aptitude, physical fitness, or classification in many other topics (e.g., beliefs). A test may be administered verbally, on paper, on a computer, or in a predetermined area that requires a test taker to demonstrate or perform a set of skills.

Performance Measurement:

The process of collecting, analyzing and/or reporting information regarding the performance of an individual, group, organization, system or component.

1.10 Organization of the Study

There are five chapters in this study, the first of which discusses the background, statement of the research problem, aims, research question, and research hypotheses as well as the study’s significance, scope, and limitations. Chapter 2 contains conceptual, theoretical, and empirical reviews. The study methodology is covered in Chapter 3. This chapter covers the research design, the study’s population, the sample size and methodology, the data collection source and method, the study’s instruments, the data analysis method, and the validity and reliability of the study.

Chapter Five

Summary of Findings, Conclusion and Recommendations

5.1 Summary of Findings

Summary of Findings Students taught using improvised instructional materials performed better than students taught using conventional material did. When the students generated instructional 72 materials, they seemed to understand their own materials better than the ones produced for them (conventional). Consequently, those exposed to students’ improvised instructional materials performed better in biology than those that were taught with conventional instructional material. The students’ improvised instructional materials were more effective because the students produced these materials and during the production process, their interests were captured which lead to maximizing comprehension of the subject matter. Even though students’ improvised instructional materials may not be aesthetically pleasing to the eyes than the conventional, they were very effective in stimulating students’ knowledge comprehension. This finding is in line with the observations of Ehikioya (2000), Olagunjo (2000), Abolade (2004), Olagungu (2000), Mbajiorgu (2003), Onasanya and Omosewo (2010), Adeyemi and Olaleye (2010) who found out that students’ improvised instructional material affects students’ achievement that conventional materials.

Results showed that male students did not perform better than their female counterparts in Biology did. The different socialization processes of male and female persons in which the male persons are expected to explore their environment while the female ones are to conform or maintain their existing environment notwithstanding; female students significantly perform better than male students. The finding did not support Onasanya and Omosewo (2010) who found out that improvised instructional materials in the comparison of the male mean scores of experimental and control groups were the same entry level with regard to academic ability. In addition to this, the studies by Ogunleye (2002) show that science achievement depends on gender. Nevertheless, Nwosu (2001) found that students’ acquisition of science process skills are not gender specific. Also, the studies by Ogunleye &Babajide (2011); Agommuoh&Nzewi, (2003) lend credence to non-significant gender effect 73 in science achievement. In addition, influence of gender on students’ conceptual change has been equally investigated. However, Madu (2004), and Agomuoh (2010) found that gender influences students’ conceptual shift in favour of the male.

The finding of the study showed that rural students performed better than urban students in biology did. This could be as a result of the fact that students in the rural areas have more advantage of having pools of natural resources around them, which helped that to be more conversant with some of the improvised instructional materials, thereby improving their academic achievement more that the students in the urban area. This finding is supported by the findings of Bosede (2010) and Ezeudu (2003) show that locations have no effect on students’ academic achievement. Contrary to the finding of this study, Onah (2011) and Owoeye (2002) found out that students in urban school perform better in science than their counterpart in the rural schools.

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. This finding is in line with the findins of Miriogu (2012), Madu (2004), and Agomuoh (2010) who found no interaction effect of gender and instructional treatment. Nevertheless, the result of the study contradicts with the finding of Baser (2006) who found out that gender significantly interacts with the instructional treatment.

5.2 Conclusion

It was found that students taught biology 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 75 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, therefore, not statistically significant. The interaction effect of method and location on students’ mean achievement scores in Biology was, therefore, not statistically significant.

5.3 Recommendations

Based on the findings of this study, and their implications, the following recommendations are made.

The teaching of Biology in secondary school should be conducted in a manner that students will effectively understand and learn the concept taught. It should be practical as the use of improvised instructional materials has play greater role in students’ achievement. b. Teacher should try to improvise instructional materials and encourage students to do the same. This will gives students enough understanding of Biology concepts as the child’s local environment will be use to source for the materials.
There should be cordial relationship between policy makers and schools for the provision of essential resource materials, like laboratory, glass wares, reagents, microscope, burner, etc.
It is suggested that regular meaningful workshop on improvisation technique for Science teachers should be conducted to improve and update their competence in teaching.
At the local education authority level, effort should be made from time to time to organize workshops for Biology teachers on improvisation and needs for the use of instructional materials. This is to compliment the efforts of the Millennium Development Goals (MDGs) for re-training of Science teachers.

Project Material Download

3,000 Naira

The Complete Material Will Be Sent to You in Just 2 Steps

Quick & Simple…

Make Payment (Through Transfer) of ₦3,000 to Any of the Account Below

	Acc No: 0811003731
	Samphina Academy
	Current Account

	Acc No: 1225513212
	Samphina Academy
	Current Account

	Acc No: 8143831497
	Samphina Academy
	Digital Account

Or CLICK HERE To Pay With Debit Card

FOR STUDENTS OUTSIDE NIGERIA

CLICK HERE To Purchase Material ($15)

FOR GHANIAN STUDENTS

Make Payment of 80 GHS to 0553978005 | Douglas Osabutey | MTN MoMo

Send the Following Details on WhatsApp ( 08143831497) After Payment

Payment Details
TOPIC: Adequate Use Of Teaching Materials In Promoting Biology Teaching And Learning In Public Secondary School

The Complete Material Will Be Sent To You On WhatsApp After Receiving Your Details
T & C Apply

Contact Our Help Desk

Need a Different Topic? Perform a Quick Search

List of Related Works

Click on Any Topic to Preview the Content

Frequently Asked Questions

What are the instructional materials for biology?

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.

Why is the use of instructional materials important in teaching agricultural science?

The use of instructional materials in teaching of agricultural science is very important because it provides a concrete basis for conceptual thinking motivates people to learn and captures pupils’ imagination if used correctly (Ajalla, 1997). Science has been regarded as the bedrock of modern day technological breakthrough is built.

Are instructional materials indispensable factor in a teaching learning process?

Esu (2004) added that instructional materials are indispensable factor in a teaching learning process. 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.

Why is biology such a popular subject in education?

Science therefore, is receiving much emphasis in education because of its significance and relevance to life and society. Biology as a branch of science and the prerequisite subject for many fields of learning contributes immensely to the technological growth of the nation.