ABSTRACT
The study compared the effects of models, simulations and charts usage on achievement and retention of senior secondary school students in Biology in Akwa Ibom State. Six research questions were posed and six null hypotheses were formulated to guide the study. Pretest posttest non-equivalent groups of quasi experimental design was adopted for the study. The research population was 3310 Senior Secondary 2 (SS11) Biology Students comprising of 1664 males and 1646 females in 25 public secondary schools in Ikot Ekpene Education zone of Akwa Ibom State. Two hundred (200) students comprising of 106 males and 94 females, from four intact classes in four schools, drawn through purposive sampling, formed the sample for the study. Biology Achievement Test (BAT) adapted by the researcher served as instrument for data collection. The instrument was subjected to face and content validation by three experts, two in Biology Education and one in Measurement and Evaluation, all in the Department of Science Education, Michael Okpara University of Agriculture, Umudike, Abia State. The reliability coefficient of 0.82 was established using Spearman Brown Reliability Analysis. The research questions were answered using mean and standard deviation and the hypotheses were tested at 0.05 level of significance using Analysis of Covariance (ANCOVA). Results revealed that there is significant difference in the mean achievement and retention scores of Biology students taught using models, simulations, charts and textbook, with the students taught with simulations having the highest mean posttest and retention scores, followed by models and charts while those taught with textbook had the least mean posttest and retention scores. Based on the findings of the study, it was recommended among others that teachers should make good efforts in incorporating models, computer simulations and/ or charts in their pedagogical practices to enhance academic achievement of learners.
TABLE OF CONTENTS
Title Page i
Declaration ii
Certification iii
Dedication iv
Acknowledgements v
Table of Contents vi
List of Tables ix
List of figures xi
Abstract xii
CHAPTER
1: INTRODUCTION
1.1 Background
to the Study 1
1.2 Statement
of the Problem 10
1.3 Purpose
of the Study 11
1.4 Research
Questions 12
1.5 Hypotheses 13
1.6 Significance
of the Study 14
1.7 Scope
of the Study 15
CHAPTER 2: REVIEW OF RELATED LITRATURE
2.1 Conceptual
Framework 16
2.1.1 Concept
of Biology 16
2.1.2 Instructional
resources
17
2.1.3 Models 30
2.1.4 Simulations 33
2.1.5 Charts 41
2.1.6 Academic achievement in Biology 44
2.1.7 Retention 46
2.1.8 Gender and academic achievement in Science 46
2.2 Theoretical
Framework 48
2.2.1 Stimulus-Response
learning theory by B. F. Skinner (1904-1990) 48
2.2.2 Piaget’s
theory of intellectual development (Schemas) 50
2.3 Empirical
Studies 51
2.4 Summary
of Review of Related Literature
66
CHAPTER 3: METHODOLOGY
3.1 Design
of the Study
68
3.2 Area
of the Study
69
3.3 Population
of the Study 70
3.4 Sample
and Sampling Technique 70
3.5 Instrument
for Data Collection 71
3.6 Validation
of the Instrument 71
3.7 Reliability
of the Instrument 72
3.8 Method
of Data Collection 73
3.8.1 Experimental
procedure 73
3.8.2
Control of extraneous variable 75
3.9
Method of Data Analyses 76
CHAPTER 4:
RESULT AND DISCUSSIONS
4.1
Presentation and Analyses of Data 77
4.1.1 Research
question one 77
4.1.2 Hypotheses
one 78
4.1.3 Research
question two 80
4.1.4 Hypotheses
two 82
4.1.5 Research
question three 84
4.1.6
1.
2.
2.1
Hypotheses three 86
4.1.7 Research
question four 87
4.1.8 Hypotheses
four 89
4.1.9 Research
question five 90
4.1.10 Hypotheses
five 91
4.1.11 Research
question six 93
4.1.12 Hypotheses
six 94
4.2 Major
Findings of the Study 95
4.3 Discussion of Findings 97
CHAPTER
5: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1
Summary of the Study 105
5.2 Conclusion 106
5.3 Recommendations 106
5.4 Educational
Implications of the Findings 107
5.5 Suggestions
for Further Studies 108
REFERENCES 109
APPENDICES 124
LIST OF TABLES
1.
Mean
achievement scores of SS11Biology students taught mammalian digestive system using models, simulations,
charts and those taught using
textbook. 77
2.
Summary of analysis of covariance of the mean achievement score of
SS11 Biology students taught mammalian digestive system using models, simulations, charts and those taught using textbook. 78
3. Scheffe’s post-hoc pairwise comparison
of the mean post- test scores of students in the four groups. 79
4. Mean retention scores of SS11 Biology
students taught mammalian digestive
system using models, simulations, charts and those taught using textbook. 80
5. Summary of analysis of covariance of
the mean retention scores of
SS11 Biology students taught
mammalian digestive system using
models, simulations, charts and
those taught using textbook. 82
6. Scheffe’s
post-hoc pairwise comparison of the mean retention scores
of
students in the four groups. 83
7. Mean achievement scores of male and
female SS11 Biology students taught mammalian digestive system using models, simulations,
charts and those taught using textbook. 84
8. Summary of analysis of covariance of the mean
achievement scores of male and female SS11 Biology students taught mammalian
digestive system using models, simulations, charts and those taught using textbook. 86
9.
Mean retention scores of
male and female SS11Biology students taught mammalian digestive system using
models, simulations, charts and those taught using textbook. 87
10. Summary of analysis of covariance of the mean retention
scores of male and female SS11 Biology students
taught mammalian digestive system using models, simulations, charts
and those taught using textbook 89
11. Estimated marginal means of male and
female students’ post-test scores by instructional resources. 90
12. Analysis of covariance test for significant interaction effect of using
instructional resources and gender on the mean achievement scores
of SS11 Biology students taught
mammalian digestive system using models, simulations, charts and
those taught using textbook. 92
13. Estimated marginal means of male and female students’ retention
scores by instructional resources. 93
14. Analysis of covariance test for significant interaction effect of using
instructional resources and gender on the mean retention scores of SS11
Biology students taught mammalian
digestive system using models,
simulations, charts and those
taught using textbook. 94
LIST
OF FIGURES
1.
Graph of estimated marginal means of
male and female students’
post-test scores by instructional
resources. 91
2.
Graph of estimated marginal means of
male and female students’
retention
test scores by instructional resources. 94
CHAPTER
1
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Science
is the foundation upon which the bulk of the present day technological
breakthrough is built. Nations all over the world including Nigeria are
striving hard to develop scientifically and technologically. Since the
world is becoming more scientific and sophisticated; therefore, all proper
functioning of lives depend greatly on science. Different authors have defined
the term “Science” according to their own understanding. Owolabi and Oginni (2012)
defined science as an integral part of human society. For Eshiet (2015), science
is a systematic, precise and objective way to study the natural world.
The
major goal of science education is to develop scientifically literate
individuals that have high competence for rational thoughts and actions. The
objectives of science education in Nigeria include the need to prepare students
to observe and explore the environment, explain simple natural phenomena,
develop scientific attitudes and apply the skills and knowledge gained through
science to solve science-related problems in the environment (Eshiet, 2015).
According
to Ogunleye (2012), 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. In contemporary
Nigeria, greater emphasis is placed on science and technological development.
As a result, students are encouraged to take up science-related subjects (FRN,
2013). Among the science subjects offered at Senior Secondary School level
include: Physics, Chemistry, Agriculture and Biology.
Biology
is one of the science subjects that students offer at the senior level in the Nigerian
Senior Secondary Schools (FRN, 2013). Biology is a very important science
subject and a requirement for further learning of a number of science-related
professional courses like Medicine, Pharmacy and Agriculture among others. It
is obvious that no student intending to study these disciplines can be
successful without adequate knowledge of Biology. Today, Biology pervades
literally every field of human endeavour, and plays a fundamental role in
educational advancement.
In
spite of the importance of Biology in science and technological development,
students’ performance in the subject at Senior School Certificate Examinations (SSCE)
has been quite unsatisfactory over the years (See Appendix H). The desire to
know the causes of the poor performance in Biology have been the focus of
researchers for some times now (George, 2016).
A lot of efforts have
been made in research work through conferences, workshops and seminars to find
solutions to students’ poor performance in Biology but students’ performance in
the subject is still below expectations (Umoren, 2018). The poor performance of
Students in Secondary School Biology (West African Examination Council Chief
Examiners’ Report, 2016) has made it a matter of necessity to think about what
can be done to improve the situation. According to Etim (2016), a number of
factors have been identified as contributing to poor retention and invariably
leading to poor achievement. One of the factors is the teacher’s variable,
specifically the teacher’s method of teaching. A
report by Ibe-bassey (2018) indicated that most science teachers prefer the
traditional expository/lecture method of instruction to activity oriented
teaching methods which are student-centred. Many researches also revealed that
the prevailing teaching method employ by Biology teachers is talk and chalk
method without the involvement of appropriate instructional materials which
could help to engage the students actively in teaching and learning process
(Abu, 2018). As a complex subject with abstract concepts, the teaching
and learning of Biology cannot be handled effectively without the use of
appropriate instructional materials because the quality of Biology education
bears a direct relationship with the utilization of appropriate instructional
materials (Ariyibi, 2014; Adegoke, 2016).
The
National Policy on Education (FRN, 2013) 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
(2013) stated that the basic tools used in teaching and learning of science
processes are the instructional materials. Udo (2016) opined that the best
approach in the teaching of a particular science concept or phenomenon is the
presentation of instructional materials to the students in their learning
units. Verbal exposition alone does not promote critical thinking abilities and
problem solving skills that will enable the students to function effectively in
the subject. Okebukola and Jegede (2012) stressed that a professionally
qualified teacher, no matter how well trained, would not be able to present his
lesson to the students effectively if the school setting lacks instructional
resources necessary for him to translate his competence into reality.
Therefore, teacher’s ability to teach and impart knowledge to students cannot
be justified without the use of appropriate instructional materials (Okebukola,
2013).
Instructional
materials are resources or teaching materials which the teacher utilizes in the
course of presenting a lesson in order to make the content of the lesson
understandable to the learners (Igwe, 2011). The teaching of Biology without the
use of appropriate instructional materials could lead to poor achievement of
students in the subject (Udo, 2016).
George
(2016) has linked poor achievement trend in Biology particularly to the lack of
instructional resources in schools. For Ibitoye and Fape (2014), low levels of accomplishment
in Biology may be attributed to lack of resources and inadequate laboratory
equipment. Udoma (2017) observed that public
schools in Nigeria lacked instructional resources for effective teaching of Biology
and other science subject in the classroom. The poor funding of schools by
government has hindered the principals from providing the teachers with
adequate instructional resources. According to Folorunsho (2014), the poor
state of laboratory facilities and inadequate instructional materials has
constituted a cog in the wheel of students’ achievement in Biology. This
implies that students’ achievement in Biology might be dependent on teachers’
use of instructional resources.
Resources
are seen as materials, which help in doing something. For example, flour, sugar
and water, 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. Etim (2016) referred to instructional resources as a
broad range of instructional materials used by teachers to facilitate effective
communication in the classroom. Ibe-bassey (2018) reported that resources in
the classroom can be classified into nine 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 those
that combine both features and are classified as audio-visual (A-V) materials.
Others include: software, hardware, projected or non-projected, printed or
non-printed materials.
Nsofor
(2012) pointed out that for effective instructional processes, emphasis should be
more on those media that appeal to senses of perception. These media include;
models, computer simulations, charts, pictures, realia, specimens, mock-ups,
video tapes and so on. But in the conventional instructional environment,
teachers often teach the way they were taught sometimes using the very same
notebooks and textbooks they used as students (Ibe-bassey, 2018).
According
to Queen (2012), teachers pose as expert information providers while the
students take notes, learn by rote, memorize, regurgitate facts and prepare to
reproduce the facts during examinations. There could be competition among the
learners and rewards are given on a norm referenced basis or by ranking from
best to worst. The conventional way of Biology teaching and learning is based
on the assumption that students are passive subjects that store what they learnt
as a result of repeated practice and reinforcement (Queen, 2012).
The
need for Biology teachers to use appropriate instructional materials is very
important. According to Nwosu and Nzewi (2010), Biology has to be communicated
to learners in an active and interactive way since it is the study of living
things which are best studied in their natural habitats. Nsofor (2016) noted
that students’ poor performance in Biology could be as a result of abstract and
complex nature of some concepts which are difficult to comprehend. A Biology teacher
should be able to guide the students to obtain accurate information in some of
these concepts with the use of appropriate instructional resources. Biology teachers
should seek for more effective and efficient ways of teaching since the emphasis
of teaching is to enable the students apply what is learned during instruction
to a new situation (Eshiet, 2015). This has continued to drive researchers
towards finding different teaching techniques to facilitate the teaching and
learning of Biology in order to make it interesting and instructive to
learners. In doing so, a good teacher should plan effectively for the lesson by
selecting appropriate instructional resources so as to make the learners the
centre of all activities in the course of teaching (Onwioduokit, 2013).
Recent
trends and emphasis in Biology education suggest that the teacher should be a
“facilitator of learning” as opposed to being a lecturer of facts, concepts,
principles and generalization in science. As a result of this trend and
emphasis, there had been an expansion in the development of visual materials
which could assist the Biology teacher to achieve his objectives in the classroom
(Ekpo, 2017). Some of these instructional materials include; computer simulations,
charts and models.
Models
are 3-dimensional or scaled representation of real objects, used in any
instructional situation to present direct, concrete and purposeful learning
experiences (Ibrahim, 2018; Eshiet, 2013). The main
advantages of models is that they provide the opportunity for students to
visualize some ideas, or concepts which would be more difficult to understand
if presented in spoken or written words (Okebukola, 2013).
Models can be assembled or disassembled to provide the interior views that are
not possible with real objects (Ibe-bassey, 2018). For instructional purposes
especially in the sciences, the use of models provides for inquiry and
discovery learning on the part of learners. Ikitde (2014) stressed that models
enhances visual imagery, stimulate interest of learners and boost their
perceptions towards the subject. Ekpo
(2017) investigated the pattern of instructional materials
used
by secondary school teachers in Nigeria in two subject areas (Science and
Vocational Education) and observed that low percentage of Science teachers used models
for teaching despite the fact that models are closely associated with direct,
concrete and purposeful learning experience which is very appropriate for handling
of sciences.
Another
instructional resource which has the potential to enhance effective teaching
and learning of Biology is computer simulation (Chen & Liao, 2015). Computer simulation is one of the
modes of Computer-Assisted Instruction (CAI) which gives learners the opportunity to
observe a real life experience. According
to Mckinney (2011), one of the most promising computer applications in science
instruction is the use of simulations.
Computer simulations permit science
teachers to bring rich learning experiences into the classroom (Etiubon, 2011).
This is especially the case when simulation shows phenomena that cannot be
easily observed in the real word (Rivers & Vockell, 2017).
Computer simulations as instructional
medium have gained more popularity and enthusiasm in the past few years (Eke,
2018). In science education, computer simulations provide an opportunity to
apply scientific methods to the solution of problems. It provides learners with
a rich and variable learning opportunity, in which they can master skills, develop
understanding of concepts and strategic thinking (Kulik & Kulik, 2010). Similarly,
as suggested by Akpan and Andrew (2016), computer simulation offer a bridge
between concrete and abstract reasoning, allow learners to postulate abstract
concepts in a more concrete manner, gain an insight into complicated phenomena
and relationship, engage learners’ interest and provide the learner with an
active role in the learning process. Computer simulated experiments may be a
good substitute for laboratory experience in the teaching of some concepts (Frederking,
2015).
A term closely related to computer
simulation is fidelity. Fidelity refers to the accuracy with which the computer
simulation models a real-world system or phenomena (Alessi & Trollip, 2011).
A well-designed simulation can have a high degree of fidelity and facilitate learning
by simplifying elements present in a real-world setting (Alessi & Trollip,
2011). Computer simulation may be superior to other learning media such as
textbooks and tutorial courseware (Montero, 2014). This is because simulation
imitates real-world experiences and may increase students’ intrinsic motivation
by engaging them in solving challenging problems in science (Mintz, 2013; Akpan
& Andrew, 2016).
Another
instructional resource which has the potentials to enhance effective teaching
and learning of Biology is the chart. Charts are symbolic
representation of abstract information. Generally, a chart is a combination of
graphic and pictorial medium used to visualize relationships between key facts
and ideas (Ibe-bassey, 2018). It contains clear and well-defined instructional
process and is used to express only one major concept or configuration of
concepts (Ibe-bassey, 2018). The main advantages of charts is that they
provides the opportunity for students to visualize some ideas, or concepts
which would be more difficult to understand if presented in spoken or written
words (Okebukola, 2013). They are useful in presenting information relating to
experience, sequence, classification and organization (Akinbobola, 2014;
Olatoye, 2017). There are many types of charts both commercially produced as
well as teacher and student made charts
(Mackenzie & White, 2015). A good science teacher should be able to
guide the students to obtain accurate information from charts (James-inyang,
2015).
Another
instructional resource which has the potentials to enhance effective teaching
and learning of Biology is the use of Biology textbook. Biology textbook like
any other textbook is designed as the sole source of
information. Chew (2014) asserted that both
teachers and learners see Biology textbook as a framework or guide that helps them to
organize their learning both inside and outside the classroom. It assists while
doing activities and exercises, studying on their own, doing homework and
preparing the tests. Biology
textbooks are very helpful for teachers
who are new in the system (beginners). The materials to be covered and the
design of each lesson are carefully spelled out in details. Betty (2010) opined
that Biology textbook can serve different purposes for teachers such as; a core
resource, a source of supplementary material, an inspiration for classroom
activities, and a curriculum itself.
Enohuean
(2015) stated that Biology textbook needs
to be used judiciously with the following considerations; as a resource for
students and teachers, but not the only resource for instruction but as a guide.
Betty (2010) added that though Biology textbook enables the
users to learn better, faster, clearer and easier, there are learners’ hindrances and weaknesses
in using ready-made textbooks as follows; the textbook is designed as
the sole source of information, some textbooks are old or outdated, textbook
questions tend to be low level or fact-based, textbook does not take students'
background knowledge into account and the reading level of some textbooks are too
difficult to comprehend. Hence, the hallmark of teaching and learning is to foster
understanding of concepts which may bring about good achievement in the subject
(Ampene, 2010; Ingwu, Ogar & Ada, 2015).
Achievement
shows how a student performs in a school subject as symbolized by a score or
mark in a cognitive achievement test. Studies have contended that cognitive
achievement is dependent upon several factors such as instructional materials,
instructional methods and quality of learning in consideration of gender. However,
there is still need to investigate gender responses to the use of instructional
resources.
Gender
in this study refers to male or female students. The effect of gender on academic
achievement of students has now been attracting attention from researchers and
psychologists (Fakorede, 2019). There is however no consensus among scholars on
the influence of gender on students’ performance in the sciences. Evidence from
studies on gender-related differences in students’ achievement in the sciences
is inconclusive (Fakorede, 2019). Some researchers such as Udoma (2017) reported
that males are superior to females in science achievement while Udousoro (2013)
found out that female students perform better than their males’ counterpart in
the sciences. Some studies conducted by Bichi (2010) and Ekeh (2015) revealed
that there is no significant difference in the mean achievement scores of male
and female students in sciences. In some other reports, Nwosu (2016)
established that gender is not a significant factor in student’s achievement in
sciences. Ocho (2011) conducted a study on gender differences on student’s
achievement in sciences and established that there is no significant difference
in the mean achievement scores of male and female students in sciences.
Contrary to this, Connell (2013) found out that male students performed better
than females’ students in science and mathematics. Ariyibe (2014) carried out a
research on gender related differences in Biology; the result showed no
significant difference in academic achievement scores of male and female
students in Biology.
From
the above studies, it is explicit that the issue of gender in science
achievement of students has not yet been resolved particularly in relation to Biology
and in response to the use of instructional resources. Hence, the need for
further study on gender differences in achievement and retention in Biology
when exposed to the use of models, computer simulations and charts.
The
use of visual representations such as models, computer simulations and charts
for Biology instruction in most public secondary schools in Nigeria is not
common (Ajelabi, 2014; Adegoke, 2016). Very little is known about the use of computer
simulations in learning some concepts in sciences particularly in public secondary
schools in Nigeria (Adegoke, 2016). In fact, the use of computer as an aid to
teaching and learning in most schools in Nigeria is restricted to very few
privately owned schools and public schools (Adegoke, 2016). Thus, much remains
to be empirically researched on the effects of models, simulations and charts
usage on achievement and retention of senior secondary school students in Biology.
1.2 STATEMENT OF THE PROBLEM
The
Nigerian society has come to embrace the need for educating its’ populace
especially the younger generation who are perceived to be the leaders of
tomorrow. Akwa Ibom state has keyed into
this development process and has constituted the ‘free and compulsory
education’ up to the secondary school level for students in all the public
schools in the state. The ministry of
education therefore placed much emphasis on sciences and students are
encouraged to take up science subjects such as Physics, Chemistry, Agriculture,
Biology, among others. Biology is one of the basic science subjects in Nigerian
secondary school education system and it is a core subject for science
students. It is therefore a stepping stone for millions of secondary school
students for successful career in many area of science such as Medicine,
Pharmacy, Biotechnology, Dentistry, Agriculture and Veterinary Science among
others; all geared toward improving the quality of life.
In
spite all these benefits of Biology, students’ achievement in the subject both
in internal and external examinations over the years have not improve to any
appreciable extent in Akwa Ibom State. Research
studies and West African Examination Council Chief Examiners’ reports on students’
performance in the Senior School Certificate Biology Examinations over the
years indicate a persistent trend of students’ poor performance in Biology.
Among the factors indicted for students’ poor performance in Biology is failure
on the part of Biology teachers to incorporate instructional materials such as
models, computer simulations
and charts in the teaching and learning process. It is therefore pertinent to
ask; “how effective are the usage of models, computer simulations
and charts in facilitating academic achievement and retention in secondary
school Biology?” Therefore, this study sought
to determine the effects of models, simulations and charts usage on achievement
and retention of students in Biology.
1.3 PURPOSE OF THE STUDY
The main purpose of this study was to compare
the effects of models, simulations and charts usage on achievement and
retention of senior secondary school students in Biology in Akwa Ibom State. Specifically,
the study aimed to:
1. determine
the mean achievement scores of SS11 Biology
students taught mammalian digestive system
using
models, simulations, charts and those taught using textbook.
2. determine
the mean retention scores of SS11 Biology
students taught mammalian digestive system using
models, simulations, charts and those taught using textbook.
3.
determine the mean achievement
scores of male and female SS11 Biology students taught mammalian
digestive system using models, simulations, charts
and those taught using textbook.
4.
determine the mean retention
scores of male and female SS11 Biology students taught mammalian
digestive system using models, simulations, charts
and those taught using textbook.
5.
determine the interaction effect of
using instructional resources and gender on the mean achievement scores of SS11
Biology students taught mammalian digestive system using models, simulations,
charts, and those taught using textbook.
6.
determine the interaction effect of
using instructional resources and gender on the mean retention scores of SS11 Biology
students taught mammalian digestive system using models, simulations, charts,
and those taught using textbook.
1.4 RESEARCH
QUESTIONS
The following research questions were
formulated to guide the study.
1. What are the mean achievement
scores of SS11 Biology students taught mammalian
digestive system using models, simulations, charts and
those taught using textbook?
2. What are the mean retention scores
of SS11 Biology students taught mammalian
digestive system using models, simulations, charts
and those taught using textbook?
3. What are the mean achievement
scores of male and female SS11 Biology students taught mammalian
digestive system using models, simulations, charts
and those taught using textbook?
4. What are the mean retention
scores of male and female SS11 Biology students taught mammalian
digestive system using models, simulations, charts
and those taught using textbook?
5. What are
the interaction effects of using instructional resources
and gender on the mean achievement scores of SS11 Biology students taught mammalian
digestive system using models, simulations, charts, and those taught using
textbook?
6.
What are the interaction effects of
using instructional resources and gender on the mean retention scores of SS11 Biology
students taught mammalian digestive system using models, simulations, charts, and
those taught using textbook?
1.5 HYPOTHESES
The
following null hypotheses were formulated and tested at 0.05 level of
significance:
H01. There
is no significant difference in the mean achievement scores of SS11 Biology students taught mammalian digestive system using
models, simulations, charts and those taught using textbook.
H02. There
is no significant difference in the mean retention scores of SS11 Biology
students taught mammalian digestive system
using
models, simulations, charts and those taught using textbook.
H03. There
is no significant difference in the mean achievement scores of male and female SS11 Biology students taught mammalian digestive system using
models, simulations, charts and those taught using textbook.
H04. There
is no significant difference in the mean retention scores of male and female SS11 Biology students taught mammalian digestive system using
models, simulations, charts and those taught using textbook.
H05. There is no significant interaction
effect of using instructional resources and gender on the mean achievement
scores of SS11 Biology students taught mammalian digestive system using models,
simulations, charts and those taught using textbook.
H06. There is no significant interaction
effect of using instructional resources and gender on the mean retention scores
of SS11 Biology students taught mammalian digestive system using models,
simulations, charts and those taught using textbook.
1.6 SIGNIFICANCE OF THE STUDY
The
findings of this study would be of immense benefit to Biology teachers, students,
curriculum planners, educational administrators, government and researchers. It
is anticipated that the results of the study may provide Biology teachers with
a worthy perspective about the use of instructional materials that may aid
students’ understanding of the subject.
Biology
teachers may also benefit from the study as a source of sensitization on
effective use of instructional materials that may improve students’ performance
in Biology. The results of the study may provide Biology teachers with relevant
information on skills needed as teachers to make Biology lesson real, concrete
and interesting to the learners. The results of the study may also help teachers
in other fields of study to explore and adopt appropriate instructional
materials in teaching some concepts in their areas of specialization. The
outcome of the study may provide information for organization of seminars, conferences
and workshops for teachers by Ministry of Education and Science Teachers Association
of Nigeria (STAN).
To
the students, the findings of this study may help to reduce the difficulty in
learning and perhaps stimulate their desire towards the subject. The findings
of this study when applied correctly in the classroom may help to improve
students’ retention and ensure better quality Biology candidates for the senior
secondary school certificate examinations. Again, the results of the study may
help to produce more qualified candidates for courses in science and technology
in tertiary institutions of learning, which in turn may bring about greater
improvement in national wealth and development.
It
is anticipated that the results of the study will help curriculum planners to
design curriculum that will underscore the importance of instructional
materials usage for Biology instructions. Educational administrators may
benefit from this study as a source of enlightenment on the importance of
models, computer simulations and charts in the teaching of sciences. The
results of the study may encourage the government to provide instructional
materials to all the public schools as a support for academic excellence.
Finally,
the researcher hopes that the findings of this study, if published, will serve
as reference materials for teachers and students as well as other researchers
who will carry out further research in this and other related fields of study.
1.7 SCOPE
OF THE STUDY
The
study was delimited to comparing the effects of models, simulations, charts and
textbook usage on achievement and retention of Senior Secondary Two (SS11)
Biology students in public secondary schools in Ikot Ekpene Education zone of
Akwa Ibom State. The choice of
Senior Secondary Two (SSII) students was due to the fact that the concept for
the study is in the Senior Secondary Two (SSII) curriculum. The concept taught
to the students was Mammalian Digestive System. Digestive system is one of the concepts
in Biology students find difficult to comprehend according to West African
Examination Council Chief Examiners’ reports (2016). Senior Secondary Two
(SS11) students are not in final examination class, so they are more favourably
disposed to be involved in the study. The study was delimited to public
co-educational schools and four types of instructional resources (models, computer
simulations, charts and textbook).
Login To Comment