ABSTRACT
This study examined the effect of teaching and learning media
on the performance of secondary school students in Biology, Lagos. The study
adopted survey method using simple random sampling technique in selecting two
hundred respondents (thirty teachers and one hundred and seventy students) from
Yaba, Mushin, Surulere, Bariga and Ebutte-meta in Lagos. Simple percentage was
used to analyse the respondents' demographic information while chi-square
analysis was used to test the research hypothesis. It was discovered that there
is significant effect of teaching and learning media on secondary school
students' performance in Biology.
The challenges militating against the adoption of media in
Biology teaching and learning has significant impact on its future prospects.
Therefore, the study conclude that for the benefit of media
to be enjoyed by teachers and students, there is need for more training and
development for students and teachers in the use of ICT tools. The study
recommended that government and other interested bodies in use of technology
should ensure that critical factors for acceptance of media should be addressed
in the implementation process.
TABLE OF CONTENT
Title
Pages
Title page
i
Certification page
ii
Approval page
iii
Dedication
iv
Acknowledgement
v
Abstract
vi
Table of Content vii
Chapter One: Introduction
1.1 Background of the Study 1
1.2 Statement of the problem
1.3 Purpose of the study
1.4 Significant of the study
1.5 Research Questions
1.6 Research Hypothesis
1.7 Scope of the study
1.8 Definition of Terms
Chapter Two: Literature Review
2.0 Introduction
2.1 Concept of Teaching and Learning Media
2.2 Types of Teaching and Learning Media
2.3 Improvement of students' performance in Biology through
Teaching and Learning Media
2.4 Constraints encountered by teachers in using Teaching and
Learning Media
2.5 Summary of the Literature Review
Chapter Three: Research Methodology
3.0 Introduction
3.1 Design of the study
3.2 Area of the study
3.3 Population of the Study
3.4 Sample and Sampling technique
3.5 Research Instrument
3.6 Method of Data collection
3.7 Method of Data analysis
Chapter Four: Presentation of Results
4.0 Introduction
4.1 Analysis of Research Questions
4.3 Chi-square Analysis of the Hypothesis
4.3.1 Summary of the findings
Chapter Five: Discussion, Conclusions and Recommendations
5.0 Introduction
5.1 Discussion of results
5.2 Conclusions
5.3 Educational Implication of the findings
5.4 Recommendation
5.5 Limitation of the Study
5.6 Suggestion for Further studies
Reference
Appendices
(1) Student
Questionnaires
(2) Teacher
Questionnaires
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE
STUDY
Biology is a natural science that deals with the living
world. How the world is structured, how it functions and what these functions
are, how it develops, how livingthings came into existence, and how they react
to one another and with their environment (Umar, 2011). This includes
medicines, pharmacy, nursing, agriculture, forestry, biotechnology,
nanotechnology, and many other areas (Ahmed & Abimbola, 2011).
Biology is seen as one of the core subjects in secondaray
school curriculum. Because of its importance, more students enrolled for
biology in the senior secondary school certificate examination (SSCE) than for
physics and chemistry (West African Examination Council, 2011). Biology is
introduced to students at senior secondary school level as a preparatory ground
for human development, where career abilities are groomed, and potentials and
talents discovered and energized (Federal Republic of Nigeria, 2009). The
quality and quantity of science education recieved by secondary school students
are geared toward developing future scientists, technologist, engineers, and
related professionals ( Kareem, 2006).
Inspite of the importance and popularity of biology among Nigerian
students, performance at senior secondary school level has been poor (Ahmed,
2008). The implication of this failure in education is that Nigeria may have
shortages of manpower in science and technology-related disciplines. This may
affect Nigeria's vision to become one of the 20 industrialized nations in the
world by year 2020.
Poor teaching methods adopted by teachers at senior secondary
school level in Nigeria have been identified as one of the major factors
contributing to poor performance of students in biology (Ahmed & Abimbola,
2011; Kareem, 2006; Umar, 2011). The convectional teaching method is
classroom-based and consists of lectures and direct instructions conducted by
the teacher. This teacher-centered method emphasizes learning through the
teacher's guidance at all times. Students are expected to listen to lectures
and learn from them. The teacher often talks at the students instead of
encouraging them to interact, ask questions, or make them understand the lesson
thoroughly. Most classes involve rote learning, where students depend on
memorization without having a complete understanding of the subject. Just
passing the tests, consisting of descriptions, matching, and other forms of
indicators, is all that matters to complete the curriculum (Adegoke, 2011;
Umar, 2011).
The persistence use of this method makes students passive
rather than active learners. It does not promote insightful learning and
long-term retention of some abstract concepts in biology (Ahmed, 2008; Ahmed
& Abimbola, 2011; Kareem, 2006; Umar, 2011).
From research evidence, educators see the pressing need to
reconsider the techniques and methods of instruction at senior secondary school
level. To address these challenges, there is need for an instructional system
that is supported by technology for meaningful learning. In the 21st century, a
motivating and captivating approach should be encouraged to help students
better learn, understand, and retain biology concepts and promote their future
involvement. One of the promising approaches, according to Adegoke (2010); Kuti
(2006); Mayer, Dow, and Mayer (2013); and Moreno and Mayer (2007), involves
multimedia presentations supported in visual and verbal formats supplemented
with pictures, animations, texts, and narration.
Media refers to the system used to present instruction.
Students' interest and retention could be aroused and retained through the use
of multimedia instructional approach (Adegoke, 2010). Starbek, Eriavec, and
Peklai (2010) reported that students acquired better knowwledge retention and
improved comprehension skills more than the other groups when taught genetics
with multimedia. Similarly, Achebe (2008) and Gambari and Zubairu (2008) found
that students who were taught food and nutrition at senior secondary school level,
and pupils taught primary science at nursery and primary school levels
performed better and had better retention than those taught with traditional
methods respectively.
According to Kim and Gilman (2008), it is necessary to apply
learning theories in designing effective multimedia instruction. For instance,
Mayer and his colleagues propounded six principles of multimedia learning: (a)
the multimedia principle – students
learn better from words and pictures than from words alone; (b) the spatial contiguity principle - students
learn better when corresponding words
and pictures are presented close or next
to each other rather than far apart on the page or screen; (c) the temporal contiguity principle – students
learn better when corresponding words and pictures are presented simultaneously rather
than successively; (d) the coherence
principle – students learn better when extraneous words, pictures, and sounds are excluded rather than
included; (e) the modality principle – students learn better when words in
a multimedia are presented as spoken
rather than printed text; (f) the
redundancy principle – students learn better from animation and narration than from animation,
narration, and on-screen text (Mayer,
2007).
According to Adegoke (2011), all six principles have
been proven repeatedly in empirical
research e.g., Mayer, Bove, Bryman,
Mars, and Tapangco (2013) for multimedia principle; Mousavi, Low and Sweller
(2014) for modality principle; Mayer,
Heiser, and Lonns (2007); Moreno & Mayer (2006); Tabbers, Martens,
and Van-Merrieboer (2006) for redundancy principle. However, Thalheimer (2006) has reported
findings that were not in consonance
with Mayer’s (2014) multimedia learning
principle. For instance, Muller, Lee, and Sharma (2008) found that the redundancy principle did not
transfer to normal classroom situations.
In his study, Muller (2008) suggested that addition of interesting information
may help maintain the learners’ interest in a normal classroom environment.
The effective use of animation and its positive results
on instructional message design is made
evident by other research. For instance, Nusir, Alsmadi, Al-Kabi, and Shardqah
(2010) found that the computer animation
learning courseware had positive effects
on students’ academic performance and achievement level (high and low).
Moreno and Mayer (2008) and Tabbers (2006) found that learning outcomes of students who learnt
biology with courseware version of
animation + narration were better than
their colleagues who learnt biology either with animation + on-screen
text or animation + narration + on-screen text. Mayer and Anderson (2014) reported that
simultaneous presentation of animation
and narration improved learning.
However, Grobe and Struges cited in Saibu (2007) found that those taught
through the conventional teaching methods
achieved a mean posttest score slightly higher than those taught by the audio-tutorial (narration) method.
Studies on animation + narration + on-screen text were made
evident by Mubaraq’s (2009) results that a still picture is better than (sound) words, animation better than a
still picture, and sound better than
silence. This was supported by Adegoke (2010),
Adegoke (2011), and Chuang (2009) in their studies which examined the effect of animation, narration,
and on screen text-based materials when
combined simultaneously; the result
showed that students in the animation + narration + onscreen text group scored significantly higher on the
postbiology achievement test than their
colleagues who were in the animation +
narration only group, as well as those who were in the animation + on-screen text group. These
studies were also not in agreement with the redundancy principle. However, Okwo
and Asadu (2012) reported that three media (video, audio + picture, and audio)
were found to be equally effective with no significant difference effect among
the means when used for teaching Biology.
1.2 STATEMENT OF THE
PROBLEM
The picture today is that biology education is failing. The results
of the Senior Secondary School Certificate Examination (SSSCE) of biology
students in Nigeria are highly disturbing, considering the fact that the
students would become future scientists.
According to West African Examination Council 2009-2014 Annual
Report, the number of students that passed biology at credit level (A1-C6) was
consistently less than 50% for the past five years (2009-2014) in Nigeria.
From research evidence, educators see the pressing need to
reconsider the techniques and methods of instruction at senior secondary school
level. To address these challenges, there is need for an instructional system
that is supported by technology for meaningful learning. In the 21st century, a
motivating and captivating approach should be encouraged to help students
better learn, understand, and retain biology concepts and promote their future
involvement. One of the promising approaches, according to Adegoke (2010); Kuti
(2006); Mayer, Dow, and Mayer (2006); and Moreno and Mayer (2010), involves multimedia
presentations supported in visual and verbal formats supplemented with
pictures, animations, texts, and narration.
It is well recognized that multimedia remains the key
towards improving learning outcomes.
However, the extent to which this has been achieved has not yet been addressed
in biology education. Therefore, this
study investigates the effect of teaching and learning media on the performance
of secondary school students in Biology, Lagos.
1.3 PURPOSE OF THE
STUDY
The main purpose of the study is to determine the effect of
teaching and learning media on the performance of secondary school students in
Biology, Lagos.
Specifically, the study is aimed to determine:
1. the types of teaching and learning media;
2. how teaching and learning media improve student
performance in Biology;
3. the constraints encountered by teacher in using teaching
and learning media
1.4 SIGNIFICANCE OF THE
STUDY
The essence of this study is to conduct an inquiry into the
effect of teaching and learning media on the performance of secondary school
students in Biology, Lagos. This research will be of great importance to the
students, teachers, parents, government, curriculum planner and the nation at
large. This project will equally help to correct misconception of any student
or teacher on media. This research also will enable the educators to see the
need to integrate media into education, it encourage the curriculum planner to
design curriculum with the use of media, which involves the infusion of media
as a tool to enhance learning and understanding in a content area or in a
multidisciplinary setting.
Benefit to Students: Media environment enables students to
learn in ways not previously possible. Effective integration is achieved when
students are able to select media to obtain information in a timely manner,
analyze and synthesize the information and present it effectively. Student are
more engaged in the lesson and they take ownership of their learning.
Benefit to Teachers: Teachers have a more positive
attitude towards their work and are able to provide more personalized learning.
The teacher also finds a convenients way of gathering and keeping students
record through the use of media.
Benefit to Parents: The Parents will benefit from this
resaerch by seeing their children excelling in Biology class and being able to
grasp and comprehend information and instruction they give to their children.
Benefit to Nation: The country also benefit from this in terms of Economic
progress which can result from direct job creation in the technology industry
as well as from developing a better educated workforce.
1.5 RESEARCH QUESTIONS
1. What are the types of teaching and learning media?
2. How does teaching and learning media improve students'
performance in Biology?
3. What are the constraints encountered by teachers in using
teaching and learning media?
1.6 RESEARCH HYPOTHESIS
Ho: Teaching and learning media does not have a significant
effect on the performance of secondary school students in Biology.
H1: Teaching and learning media have a significant effect on
the performance of secondary school students in Biology.
1.7 SCOPE OF THE STUDY
The scope of the study is limited to the effect of teaching
and learning media on the performance of secondary school students in Biology,
Lagos.
1.8 DEFINITION OF TERMS
Media: Collective communication outlets or
tools that are used to store and deliver information or data.
Visual media: This is a colloquial expression used
to designate things such as television, film, photography and painting, etc.
Audio media: It's a communication outlets through
audio devices like analog tape cassettes, radio, etc.
Audio-visual media: This is a communication outlets
through both video and audio outlet such as a computer set with speaker, etc
Multimedia: Using more than one medium of
expression such as combining video with audio.
Click “DOWNLOAD NOW” below to get the complete Projects
FOR QUICK HELP CHAT WITH US NOW!
+(234) 0814 780 1594
Login To Comment