ABSTRACT
This study investigated the effects of collaborative learning and individualized instructional methods on the academic achievement and retention of secondary school Biology students in Abia State. The study was guided by six research questions and six null hypotheses. The related literature for this study was reviewed in four sections; conceptual framework, theoretical framework, empirical studies and summary of literature review. Quasi experimental research design was adopted for this study. Specifically, non-equivalent control group research design was used. The study was carried out in Abia State. It is one of the five South Eastern States in Nigeria with 17 Local Government Areas. Abia State is located approximately within latitude 4040ʹ and 6014ʹ North and longitude 7010ʹ and 80 East. The population of the study comprised 13,306 SSII Biology students (6,415 males and 6,891 females) in 2020/2021 academic session. A sample of 115 SSII Biology students consisting of 54 males and 61 females was drawn in multi stages using purposive and simple random sampling techniques. Biology Achievement Test (BAT) adapted from past WAEC questions was used for data collection. The instrument was validated by three experts; one in measurement and evaluation and two in Biology education, all in the Department of Science Education, Michael Okpara University of Agriculture, Umudike. The instrument was subjected to reliability test using Kuder Richardson 20 (KR20) test statistics, and a reliability coefficient of 0.78 was obtained. Mean and standard deviation were used to answer the research questions while the null hypotheses were tested using Analysis of Covariance (ANCOVA) at 0.05 level of significance. Findings from the study showed that students taught Biology using collaborative learning method achieved higher than those taught with individualized instructional method. Students taught Biology with individualized instructional method recorded higher level of retention than those taught using collaborative method. Furthermore, there was no significant difference in the academic achievement of male and female students exposed to collaborative learning method. However, significant difference existed in the academic achievement of male and female students taught Biology with individualized method in favour of the males. The findings also indicated that there was no significant difference in the retention of male and female students taught Biology with both collaborative learning and individualized instructional methods. Based on the findings of the study, it was recommended that Biology teachers should use collaborative learning and individualized instructional methods in the process of teaching and learning for high academic achievement and retention. It was also recommended that male and female students be encouraged to study together in groups so as to learn from each other.
TABLE OF CONTENTS
Title Page i
Declaration ii
Certification
iii
Dedication iv
Acknowledgements
v
Table of Contents
vii
List of Tables x
List of Figures xi
Abstract xii
CHAPTER
1: INTRODUCTION 1
1.1
Background to the Study
1
1.2
Statement of the Problem 7
1.3
Purpose of the Study
8
1.4
Research Questions
8
1.5
Hypotheses
9
1.6
Significance of the Study 10
1.7
Scope of the Study 12
CHAPTER 2: REVIEW OF RELATED LITERATURE 14
2.1 Conceptual
Framework 14
2.1.1 Concept
of biology
14
2.1.3 Collaborative learning method 15
2.1.4 Individualized instructional method 21
2.1.5 Lecture method
27
2.1.6 Academic achievement 31
2.1.7 Retention 33
2.1.8 Gender 33
2.2 Theoretical
Framework 35
2.2.1 Theoretical
framework for collaborative learning 36
2.2.2 Theoretical
framework for individualized instruction 39
2.3 Empirical
Studies
44
2.3.1 Collaborative
learning, individualized instruction and academic
achievement 44
2.3.2 Collaborative
learning, individualized instruction and retention 51
2.3.3 Gender
and academic achievement in biology 52
2.3.4 Gender
and retention in biology
55
2.4 Summary of Reviewed Literature 57
CHAPTER
3: RESEARCH METHOD 60
3.1 Design of the Study
60
3.2 Area of the Study 61
3.3 Population of the Study 62
3.4 Sample and Sampling Techniques 62
3.5 Instrument for Data Collection 63
3.6 Validation of the Instrument 64
3.7 Reliability of the Instrument 64
3.8 Method of Data Collection 65
3.8.1 Experimental procedure 65
3.8.2 Control of extraneous variables 67
3.9 Method of Data Analysis 68
CHAPTER
4: RESULTS AND DISCUSSION 69
4.1 Results
69
4.2 Major Findings of the Study 82
4.3 Discussion of Findings 83
CHAPTER
5: SUMMARY, CONCLUSION AND RECOMMENDATIONS 89
5.1 Summary of the Study 89
5.2 Conclusion 90
5.3 Recommendations 91
5.4 Educational Implications of the Findings 92
5.5 Suggestions for Further Studies 83
References
Appendices
LIST OF TABLES
4.1: Mean
achievement scores of students taught biology with collaborative
learning, individualized instruction and lecture methods 69
4.2: Analysis
of covariance of the mean achievement scores of students taught
biology with collaborative learning, individualized instruction and lecture methods 70
4.3: Scheffe
post hoc analysis for the mean achievement scores of students taught
biology with collaborative learning, individualized instruction and lecture methods 71
4.4: Mean
retention scores of students taught biology with collaborative
learning,
individualized instruction and lecture methods 72
4.5: Analysis
of covariance of the mean retention scores of students taught biology
with collaborative learning, individualized instruction and lecture methods 73
4.6: Scheffe
post hoc analysis for the mean retention scores of students
taught
biology with collaborative learning, individualized instruction and lecture methods 74
4.7: Mean
achievement scores of male and female biology students exposed to collaborative learning method 75
4.8: Analysis
of covariance of the mean achievement scores of male and female students taught biology with
collaborative learning method 76
4.9: Mean
achievement scores of male and female biology students exposed to individualized instructional
method 77
4.10: Analysis
of covariance of the mean achievement scores of male and female
students taught biology with individualized instructional method 78
4.11: Mean
retention scores of male and female biology students exposed to collaborative learning method 79
4.12: Analysis
of covariance of the mean retention scores of male and female students taught biology with
collaborative learning method 80
4.13: Mean
retention scores of male and female biology students exposed to individualized instructional
method 81
4.14: Analysis
of covariance of the mean retention scores of male and female students
taught biology with individualized instructional method 82
LIST OF FIGURES
Fig. 2.1: Diagrammatic Representation of Conceptual Framework 35
Fig.
2.2: Diagrammatic Representation
of Theoretical Framework
44
CHAPTER
1
INTRODUCTION
1.1
BACKGROUND TO THE STUDY
Biology is one of the science subjects offered at the
post basic level of education in Nigeria. It provides knowledge about organisms
and their environment. It is the study of plants and animals and their
interactions with their physical environment (Ozoemezinem, 2015). Michael
(2012) posited that Biology is the study of life. From the foregoing, Biology
can be said to be the study of organisms and the relationship with their
environment. Freeman, Quillin, Allison and Black (2019) stated that Biology has
numerous branches which include genetics, biochemistry, molecular biology, cell
biology, histology, physiology, anatomy, microbiology and ecology. The
knowledge of these branches helps in the study of very important fields in the
society such as medicine, nursing, agriculture, pharmacy among others. The
foundations of these disciplines are given at the senior secondary school
Biology as stipulated in the objectives of Biology curriculum.
The objectives of Biology curriculum at senior
secondary school compiled by Nigerian Educational Research and Development
Council, Federal Republic of Nigeria (FRN, 2009) are to prepare students to
acquire:
adequate laboratory and field skills in Biology;
meaningful and relevant knowledge in Biology;
ability to apply scientific knowledge to everyday life
in matters of personal and community health and agriculture; and
reasonable and functional scientific knowledge.
These objectives explicitly show the importance of the
subject. Furthermore, in the National Policy on Education published by Federal
Republic of Nigeria (FRN, 2013), Biology at the secondary school level provides
preparatory ground to provide trained manpower in the applied sciences,
technology and commerce at sub professional grades as well as to provide
entrepreneurial, technical, vocational job – specific skills for self –
reliance, and for agricultural, industrial, commercial, and economic
development. Agboghoroma and Oyovwi (2015) opined that Biology provides a
platform for teaching students to develop the ability to apply science concepts
and principles in solving everyday life problems. Based on these assertions on the
importance of Biology, there is need for it to be properly taught in secondary
schools to improve students’ achievement and create an atmosphere that will
enable them to respond positively in the subject (Paul, 2016).
Academic achievement refers to outcomes that indicate
the extent to which a person has accomplished specific goals that were the
focus of activities in instructional environments, specifically, in school,
college and university (Steinmayr, Meibner, Weidinger & Wirthwein, 2017). For
Azubuike (2014), academic achievement is the knowledge attained or skills
developed in school subjects usually designated by test scores or marks
assigned by the teacher. Similarly, Saima and Sufiana (2017) stated that
academic achievement is the progress students make in relation to set goals and
objectives. Academic achievement therefore is the accomplishment in a
particular subject area indicated by grades, marks or scores.
Academic achievement of Nigerian students in Biology
has not been stable in recent years in standardized examinations such as West
African Senior School Certificate Examination (WASSCE). The analysis of Biology
students achievement in WASSCE (2015 – 2019) shows that only 47.39%, 46.89%,
44.93%, 50.52% and 46.48% passed Biology at credit level in 2015, 2016, 2017,
2018 and 2019 respectively (appendix VII, page 174). This further indicates
that for the period of five years, the pass rate of Biology students in WASSCE
remains 47.24%. This is below average and it calls for concern among Biology educators.
A research by Nwakolo, Adejoh and Okwara (2019) on comparative effects of
individualized and cooperative video based instructional strategies on
secondary school students’ achievement in Biology indicates that there is poor
academic achievement among Biology students in Benue state. This poor
achievement in Biology experienced over the years could be that the students
did not retain much of the lessons taught by the teacher as stated by Adegun
and Adegun (2013).
Retention is seen as having information stored in long
term memory in such a way that it can be retrieved in response to standard
prompts (Kyado, Abah & Samba, 2019). Similarly, Olarenwaju (2012), states
that retention is the ability to store information which can be easily
retrieved from the short and long term memory. In his contribution, Bichi
(2012) posits that retention of what is learned is a product of meaningful
learning when instruction is effective to the students; hence, retention of
learned material is the aspiration of every student. It can be deduced that
retention is simply the ability of a learner to remember what is learned. A
study conducted by Sangowawa (2019) on effects of scaffolding instructional
strategy on attitude, retention and performance in ecology among secondary school
students in Kaduna State showed that there was poor retention among secondary
school Biology students. The study also indicated that there was no significant
difference in the retention of male and female students exposed to scaffolding
instructional strategy.
Gender refers to whether one is born male or female.
Bello and Famakinwa (2014) defined gender as the social and cultural construct,
characteristics, behaviours and role which society ascribes to males and females.
Our physical characteristics such as penis and vagina determine male or female
respectively (Federal Ministry of Education, 2016). Some studies show that
gender influences academic achievement and retention. Amedu (2015) in a study
on performance of male and female students taught Biology with jigsaw
instructional strategy stated that males performed higher than the females in
biological associations. Aniodoh and Egbo (2013) reported significant
differences between male and female students taught ecology with collaborative
strategies in favour of females. However, Udosoro (2011) stated that gender has
no significant effect on achievement and retention in science. The researcher
further stated that generally, the academic achievement of students in Nigeria
is low. Adegun and Adegun (2013)
attributed students’ poor retention and consequent low achievement in sciences
to poor teaching methods which fail to inspire students’ learning.
Teaching method is a process or a way of operation or
teaching adopted to bring about the attainment of curricular objectives
(Maikano et al., 2012). There are
different methods used in teaching Biology in secondary schools. Dorgu (2015)
classified teaching methods into teacher centered and learner centered methods.
An example of teacher centered method is lecture method, while learner centered
methods comprises discussion, field trip, role playing, project, collaborative
learning and individualized approach among others.
Collaborative learning is an instruction that involves
students working in teams to accomplish a common goal (Johnson & Johnson,
2009). For Gokhale (2015), collaborative learning refers to an instructional
method in which students at various performance levels work together in small
groups toward a common goal. In collaborative situations, students work
together, teaching themselves and this helps them to improve their achievement
(Zakaria, Chin & Daud, 2015). Chandra (2015) stated that collaborative
learning gives opportunity for learners to relate with their peers as they work
together. This is very helpful for learners that have challenges with social
skills. Collaborative learning can be said to be a teaching method in which
learners study in groups; thus, learning from each other. Srinivas (2010)
posited that collaborative learning method comprises strategies such as think –
pair – share, three – step – interview, number heads and jigsaw. The form of
collaborative learning used for this study is jigsaw instructional strategy. In
this strategy, the students are grouped and each is given information that
comprises only one part of the lesson. Each student in the group has a
different piece of information. All students need to know all information to be
successful. Students leave their original groups and form “expert” groups in
which all persons with the same piece of information get together, study it and
decide how best to teach it to the peers in their original groups. After this
is accomplished, students return to their original groups and each teaches
his/her portion of the lesson to others in the group. Students work
collaboratively in two different groups; original and expert groups.
Collaborative learning ensures interdependence and status equalization unlike
individualized instruction where each learner seems to be independent.
Individualized instruction according to Olatoye,
Aderogba and Aanu (2017) is an instructional method in which the content,
instructional materials, instructional media, and pace of learning are based on
the abilities and interests of each individual learner. Mbakwem (2011) opines
that individualized instruction is an instructional mode that is tailored to
the need and ability of an individual learner. Nnamani and Oyibe (2016) stated
that individualized instruction helps learners to learn at their own pace, be
creative, enjoy learning activities, and be independent and more actively
involved in their own learning. Individualized instruction makes the learner to
proceed in a subject as far as his capability can permit. Cox (2016), states
that individualized instruction consists of multisensory approach, scaffolding
and tailoring instruction to suit students’ interests. Other forms of
individualized instruction include personalized system of instruction, Computer
Assisted Instruction (CAI), audio tutorial and distance education. The form of
individualized instruction used for this study is scaffolding. Scaffolding is
what is known in education as a bridge that is used to build upon what students
already know. In other words, it is a structure that allows students to
gradually reach higher levels of understanding (Cox, 2016). In scaffolding, learning
progresses from known to unknown (Maikano et
al., 2012). It also helps to break down the content to be learned into
chunks and providing a concrete structure for each (Alber, 2014). Scaffolding
is a learner centered approach unlike teacher centered approach such as lecture
method.
Lecture method according to Akpoghol, Ezeudu, Adzape
and Otor (2013) is one of the conventional methods of teaching which involves oral
presentation of ideas. The researchers further stated that the teacher does
most of the activities in form of talking while the students are passive
listeners or slightly involved. Iornem (2016) posited that lecture method is a
process of teaching whereby the teacher tells the students his planned facts
while the students listen and take notes. Major, Harris and Zakrajsek (2015)
stated that lecture method helps the teacher to teach a large group of learners
at the same time, cover a wide topic within a short time and students are provided
with facts so as to save their time and effort. Lecture method enables the
teacher to give uniform information to the learners as they are taught using
the same technique and material at the same time. There are different forms of
lecture method which include formal lecture, Socratic lecture, semi formal
lecture, lecture discussion, and interactive lecture (Major et al., 2015). The form of lecture used
for this study is formal lecture. Here, the lecturer delivers a well organized
and polished presentation. In formal lecture, students hold questions until the
conclusion of the lecture.
There are divergent views on the effects of the
various teaching and learning methods on the academic achievement of learners
in different subjects. A number of researches have been conducted on various
teaching methods in Biology but none has been seen to give a conclusive end to
the poor academic achievement. Some researchers have worked on collaborative
learning method while others have worked on individualized instructional
method, but the present study sought to determine how both methods affect
academic achievement and retention of Biology students in Abia State.
1.2 STATEMENT OF THE PROBLEM
Biology
is one of the science subjects offered in senior secondary schools. It is a pre
– requisite to the study of other science disciplines such as medicine,
nursing, agronomy, pharmacy, environmental studies and so on. Biology students
in secondary schools are therefore expected to achieve very high in Senior
School Certificate Examination (SSCE) such as West African Senior School
Certificate Examination.
In
spite of the relevance of Biology in the society, the academic achievement of
Nigerian students in Biology has been poor over the years. The result of
Biology students in West African Senior School Certificate Examination shows
that only 47.39%, 46.89%, 44.93%, 50.52% and 46.48% passed Biology at credit
level in 2015, 2016, 2017, 2018 and 2019 respectively. Hence, Biology students’
pass rate in WASSCE for the period of five years is 47.24% which is below
average. This poor performance has been the major concern of Biology educators
for many years.
Several
teaching methods have been investigated to foster solution to the poor academic
achievement and retention among secondary school Biology students but none has
been seen to give a conclusive end to the poor performance in the subject. Some
studies investigated the effect of collaborative learning while others focused
on the effect of individualized instruction on academic achievement of Biology
students. This study therefore sought to find out the effects of collaborative
learning and individualized instructional methods on academic achievement and
retention of secondary school Biology students in Abia State.
1.3
PURPOSE OF THE STUDY
The
purpose of the study was to determine the effects of collaborative learning and
individualized instructional methods on the academic achievement and retention
of secondary school Biology students in Abia State, Nigeria. Specifically, the
study sought to:
- determine
the mean achievement scores of students taught Biology with collaborative learning,
individualized instruction and lecture method.
- determine
the mean retention scores of students taught Biology with collaborative learning,
individualized instruction and lecture method.
- ascertain
the mean achievement scores of male and female students taught Biology
with collaborative learning method.
- ascertain
the mean achievement scores of male and female Biology students exposed to individualized instructional method.
- determine
the mean retention scores of male and female Biology students taught using collaborative learning
method.
- determine
the mean retention scores of male and female Biology students taught using
individualized instructional method.
1.4 RESEARCH QUESTIONS
The
following research questions were posed for the study.
1. What
are the mean achievement scores of students taught Biology with collaborative
learning, individualized instruction
and lecture method?
2. What
are the mean retention scores of students taught Biology with collaborative
learning, individualized instruction and
lecture method?
3. What
are the mean achievement scores of male and female Biology students exposed to
collaborative learning method?
4. What
are the mean achievement scores of male and female Biology students exposed to individualized instructional method?
5. How
are the mean retention scores of male and female Biology students exposed to
collaborative learning method different?
6. How
are the mean retention scores of male and female Biology students exposed to
individualized instructional method different?
1.5 HYPOTHESES
The
following null hypotheses were tested at 0.05 level of significance.
Ho1: There is no significant
difference in the mean achievement scores of students taught Biology with collaborative
learning, individualized instruction and lecture method.
Ho2: There is no
significant difference in the mean retention scores of students taught Biology
with collaborative learning, individualized instruction and lecture method.
Ho3: There is no
significant difference in the mean achievement scores of male and female
students taught Biology with collaborative learning method.
Ho4: There is no
significant difference in the mean achievement scores of male and female
students taught Biology with individualized instructional method.
Ho5: There is no
significant difference in the mean retention scores of male and female students
taught Biology with collaborative learning method.
Ho6: There is no
significant difference in the mean retention scores of male and female students
taught Biology wit h individualized instructional method.
1.6 SIGNIFICANCE OF THE STUDY
The
findings of this study may be of benefit to students, teachers, school
supervisors and professional bodies.
The
students may benefit from this study when the findings are published. Thus, the
findings from this study may expose the better instructional methods which the
teachers should use in teaching Biology so as to improve the students’
achievement and retention in Biology. This might bring the problem of poor
results in the WAEC and NECO senior school certificate examinations to an end.
Teachers
may benefit from this study because the findings may reveal the best of the
three instructional methods they can use so as to make their teaching more
meaningful to the students. The approaches to collaborative learning,
individualized instruction and lecture methods employed in this study may be
discussed in conferences and workshops. This would enable the teachers not only
understand what each of the methods mean but also how to employ them correctly.
The efficacy of the three instructional methods as revealed by the findings of
this study may equip the teachers with better and more effective methods of
teaching the students. This would help the students to achieve better results
in Biology in their senior school certificate examinations. As the students
achieve higher, the credit goes to the teachers and they will derive joy and
satisfaction for the job well done, and put in more efforts. The teachers may
also earn better assessment from their employers.
The
findings of this study may be beneficial to school supervisors. It would enable
them to be aware of many instructional methods at their disposal and direct
Biology teachers to use more effective instructional methods for better
achievement and retention in Biology. The findings of the study may be
available to the school supervisors when they attend conferences and when the
findings are published in journals.
Science
Teachers Association of Nigeria (STAN) and other professional bodies who have
interest in science education in Nigeria can suggest the instructional methods
of this study to science teachers during workshops and seminars. This may help
the professional bodies to retrain teachers on how to apply these methods in
the process of teaching and learning.
Theoretically,
the study was anchored on cognitive theory by Jean Piaget, Theory of social
constructivism by Lev Vygotsky, humanistic theory of personality by Carl Rogers
and theory of subsumption by David Ausubel. Piaget’s theory of cognitive
development states that human knowledge is innate and learning is attained
through construction of knowledge. In the same vein, Vygotsky’s theory of
social constructivism opines that a learner benefits much when he/she co –
construct knowledge with other learners. Collaborative learning method
authenticate both Piaget theory of cognitive development and Vygotsky theory of
social constructivism. This is because in this study, students taught Biology
with collaborative learning achieved higher than those taught with
individualized instructional methods. This could be due to the fact that the
learners co-construct knowledge together in group, with the teacher as a guide.
Rogers’ humanistic theory of personality sees the teacher as a facilitator to
learning rather than a conveyor of knowledge, as the learners are in control of
their learning. Furthermore, Ausubel’s theory of subsumption emphasizes that
what the learner already knows is a necessary factor that affects learning. The
work of the teacher here is to guide the learner to connect the known and the
unknown. The finding of this study on the effect of individualized instruction
on retention of Biology students is in line with Roger’s humanistic theory of
personality and Ausubel’s theory of subsumption. The finding indicated that
Biology students exposed to individualized instruction retained higher than
those taught with collaborative learning and lecture method. Individualized
instruction requires a learner to study based on his/her capability, pace and
interest, while the teacher serves as a guide, and learning proceeds from known
to unknown. Therefore, the findings of this study which are in line with the
theories that anchored this study may help teachers to see the need to use
learner centered methods in the process of teaching and learning.
1.7 SCOPE OF THE STUDY
This
study was restricted to the effects of collaborative learning and individualized
instructional methods on the academic achievement and retention of secondary
school Biology students in Abia State. The content scope of the study was
delimited to ecological management. This is because ecology is one of the
concepts in Biology most students fail during external examinations as reported
by WAEC chief examiner in 2019. Similarly Agboghoroma and Oyovwi (2015) stated
that in spite efforts through research on strategies to improve performance in
Biology, WAEC chief examiner’s annual reports have continued to highlight
students’ weaknesses in answering questions relating to concepts in areas such
as genetics, ecology and evolution. The study was delimited to public co –
educational secondary schools in Abia State. The choice of Abia State was
because there was seemingly limited works of this nature in the state within
the limits of accessible literature to the researcher. Public secondary schools
were chosen in order to work with schools that have almost the same characteristics
in terms of teachers’ qualification and teaching facilities. Co-educational
secondary schools were used because gender is a moderator variable in this
study.
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