Impact of Solving Problem and Lecture Method on Biology Student’s Performance in Secondary Schools in Andoni Local Government Area, Rivers State
Chapter One
Purpose of the Study
The main purpose of this study is to determine the impact of the use of problem solving and lecture method in teaching biology education in secondary school student’s performance.
More so, the other objectives are specifically to determine:
- The academic performances of students taught with problem solving (PS) in Biology Education.
- The academic performances of students taught with Lecture method (LM) in Biology Education.
- The differences between the academic performances of male and female students taught with Problem solving and lecture method.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Biology Education in Nigeria
Biology is the study of living things and their vital processes Sarojini, (2010). Sarojini explained that it is the study of life, alongside Physics and Chemistry. Biology is one of the largest and most important branches of science. Because biology covers such a broad area, it has been traditional to separate the study of plants (botany) from that of animals (zoology), and the study of structure of organisms (morphology) and that of microorganisms (microbiology). As contended by Sarojini (2010) each field of biology mentioned above has contributed to mankind or the Earth’s well-being in numerous ways. According to Sarojini; the most prominent support is that of botany to agriculture; zoology to livestock and protection of ecologies, and microbiology to the study of disease and ecosystem in general. The teaching and learning of science in general and biology in particular in Nigeria has a lot of problems that needs re-appraisal resulting in science education policy that will positively affect the attitude, aptitude and temperament of students and teachers. For Nigeria to realize accelerated development in the 21st century, she needs qualitative science education in our schools especially in senior secondary schools. Over the last two decades, there have been repeated calls for reforms and innovations aimed at improving science education in Nigeria. This suggests that there are issues in science education in Nigeria that needs to be improved upon. Jonassen, and Tessmer (1996) reported that the problem of teaching science and mathematics are being associated with quality of teaching, teacher quality and its indicators and quality teaching and learning resources among other things. Explaining the quality of teaching, Oriaifo (2012) highlighted that inadequate teaching has been advanced as one of the problems of science education in general and biology in particular in Nigeria. Quality science teaching is 19 effective science teaching. Effective teaching occurs when students learn and achieve many scientific goals and not just being able to repeat scientific knowledge. During effective learning, students learn how to learn, develop conceptual understanding and thinking skills, thus helping students change their intuitive, everyday ways of explaining the world around them. According to Dike and Abimbola (2010), Quality teaching lies at the teacher’s capacity to transform written knowledge into forms that are pedagogically powerful and yet adaptive to the students’ abilities and background. Ayodele (2006) identified the use of inappropriate non-effective teaching methods as a major factor hindering students understanding and achievement in science generally and biology in particular. Ayodele further stated that the teaching and learning of science do not require theoretical and lecture approaches. The researcher posited that many inexperience teachers teach science in abstraction, thereby making science lessons boring and scientific concepts and principles difficult to understand. Omatsa and Vincent (2003) observed that most science teachers emphasize theory rather than practical aspect of science and problem solving aspects of the subjects and that most of them lack adequate knowledge of subject matter and the competence to deliver. In addition, they stressed that the teaching of science has been reduced to a descriptive exercises through the use of lecture method and very little inquiry. Although the Federal Ministry of Education (FME) emphasized the activity based and child centered learning, most science lessons are still based on the traditional lecture method. Our science lessons are yet to be structured, guided and students directed (Oriaifo, 2012). The teacher is the key in the success of any educational endeavour at all levels of the system. In order to help different learners master more challenging contents, teachers must go far 20 beyond dispensing information and giving tests and grades, (Omatsa and Vincent 2003). There has been shortage of qualified science teachers and this has led to the engagement of many unqualified teachers into the system. The teacher’s academic qualifications, knowledge of subject matter, competencies and skills, as well as his/her commitment, have a great impact on the teaching and learning process. Poor quality of science teachers in terms of adequate knowledge base and pedagogic skills is another factor identified to influence students’ achievement. Achieving the goals of science education requires qualified and highly scientifically literate teachers.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine impact of solving problem and lecture method on biology student’s performance in secondary schools. secondary schools in andoni local government area, Rivers state forms the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain impact of solving problem and lecture method on biology student’s performance in secondary schools in andoni local government area, Rivers state. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of solving problem and lecture method on biology student’s performance in secondary schools in andoni local government area, Rivers state
Summary
This study was on impact of solving problem and lecture method on biology student’s performance in secondary schools in Andoni local government area, Rivers state. Three objectives were raised which included: The academic performances of students taught with problem solving (PS) in Biology Education, the academic performances of students taught with Lecture method (LM) in Biology Education and the differences between the academic performances of male and female students taught with Problem solving and lecture method. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Andoni local government area, Rivers state. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
The study has proved that the use of problem based solving technique has helped students to develop process skills thinking ability and a positive attitude towards science (biology). PBST is a students centered approach which help the students to relate scientific concepts to real life situation.
Recommendation
Government should organize workshop and seminar for biology teachers on the use of PBST in teaching and learning of science in schools.
– Science teachers should ensure that they employ this innovation method in teaching science
References
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