Pre-service Teacher Perception on the Impact of Simulation and Analogy on Students’ Achievement in the University of Agriculture, Makurdi
Chapter One
Objective of the study
The aim of the study is to investigate pre-service teacher perception on the impact of simulation and analogy on students achievement in university of Agriculture makurdi. The specific objectives are;
- To determine the impact of pre-service teacher perception on the impact of simulation on students achievement.
- To determine pre-service teacher perception on the impact of simulation based on gender.
- To determine pre-service teacher perception on the impact of analogy on students achievement
- To determine pre-service teacher perception on the impact of analogy based gender
CHAPTER TWO
REVIEW OF RELATED LITERATURE
CONCEPTUAL FRAMEWORK
Simulation method of teaching
Simulated teaching offers many opportunities to learners that extant far beyond the traditional lecture, classroom, tutorial or laboratory setting. It has the potential to provide the learner with an opportunity to take on a new role, to learn by doing, and to make decision within the safe context that is as close as we can get to the authentic workplace. Simulated teaching is a creative pedagogy held in a synthetic environment where students are given opportunities to teach the topic instead of attending lecture delivered by the teacher. Likened to a rehearsal, the student plays the role of teacher, wears a teacher’s attire, prepares quality materials and delivers the lesson in the classroom like as the real teacher do. Though, there are number of behavioral skills that cannot be acquired by simply listening lectures or reading books, but are learned best through practice. In this perspective, simulation is considered as a powerful tool for creating more realistic and experiential learning environments. Simulated teaching is a design to replicate real situation as closely as desired, where students assume the roles of teacher. As the simulation proceeds, students respond to changes within the situation by studying the consequences of their decisions and subsequent actions. In this way, the use of simulated teaching proved to be more effective in bringing out higher academic performance than the traditional method of teaching. Thus, it increases expertise in teaching, motivation, self-confidence and selfesteem. Nevertheless, it is important for teacher who uses simulation in the classroom, to allow time for discussions during and after the simulation. The purposes of discussion are, to guide the correct ways to precede simulated teaching and subsequently feedbacks provided for improvement in teaching and behavior modifications. Obviously, discussion should be as well-planned as any lesson, provides closure for the activity and should focus on learning outcomes for the simulation. Thus, discussion provides an opportunity for students to collect their individual experiences, discuss the principles contained in the simulation and relate these principles in real situation. It is concluded that simulated teaching is the alternative form of micro-teaching used for the same purpose i.e. to develop the skills of teaching in teacher-trainees. It is scaled down teaching in terms of time, class size and concept as we do in the case of micro-teaching. Similarly, it is also conducted on artificial environments, wherein the 2 peer group plays the triple role as a teacher, students and supervisor on the rotation basis and behaves artificially according to the topic. However, simulated teaching differs from micro-teaching by considering and practicing all teaching skills together, not emphasizing any one skill at a time as in the case of micro-teaching.
Concept of Analogy and Science Teaching
There are several definitions of analogy. Analogy is an exposition technique used for comparing sets of information which are adequately similar in important aspects to permit transportation of attributes across sets usually from familiar to unfamiliar. Treagust (1993) defined analogy as a process of identifying similarities between two concepts. Glynn, Russel and Noah (1997) defined analogy as a method of teaching that helps children form initial, mental models of key science concepts, by facilitating the introduction of the concepts in ways that are concrete, meaningful and relevant to children. Novak and a team of researchers (1999) defined analogy as a learning strategy that was developed as a research tool to represent learner’s prior relevant knowledge and later as a tool to enhance meaningful learning. Abimbola (2002) refers to analogies as pictorial, metaphorical or model methods of thinking that suggests areas of similarities between two or more things that require observation and/or experimentation to empirically establish findings. Analogy according to the oxford advanced learners dictionary is a comparison of one thing with another thing that has features that are similar (Hornby, 2006). Both science and science education literature contain many analogies that are proffered as ways for presenting difficult topics in science. For example, a cell making a protein molecule is likened to tradesmen building a house (Biermann’s, 1988).
Chapter Three
Research methodology
Research Design
The research design adopted in this research work is the survey research design which involves the usage of self-designed questionnaire in the collection of data. Under the survey research design, primary data of this study will be collected from students of University of Agriculture, Makurdi in order to determine pre-service teacher perception on the impact of simulation and analogy on students achievement in university of Agriculture makurdi. The design was chosen because it enables the researcher to collect data without manipulation of any variables of interest in the study. The design also provides opportunity for equal chance of participation in the study for respondents.
Population of Study
The population of study is the census of all items or a subject that possess the characteristics or that have the knowledge of the phenomenon that is being studied (Asiaka, 1991). It also means the aggregate people from which the sample is to be drawn.
Population is sometimes referred to as the universe. The population of this research study will be Seventy-five (75) selected students of University of Agriculture, Makurdi.
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND DISCUSSION
This chapter is about the analysis and presentation of data collected from the field through questionnaire. The analysis of the data with particular question immediately followed by the presentation of findings.
As mentioned in chapter three, 63 questionnaires were administered and 50 were retrieved and necessary analysis was carried out on them and presented as follows:
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain pre-service teacher perception on the impact of simulation and analogy on students achievement in university of Agriculture makurdi. 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 pre-service teacher perception on the impact of simulation and analogy on students achievement.
Summary
This study was on pre-service teacher perception on the impact of simulation and analogy on students achievement in university of Agriculture makurdi. Four objectives were raised which included: To determine the impact of pre-service teacher perception on the impact of simulation on students achievement, to determine pre-service teacher perception on the impact of simulation based on gender, to determine pre-service teacher perception on the impact of analogy on students achievement and to determine pre-service teacher perception on the impact of analogy based gender. The total population for the study is 75 selected students of Unibversity of Agrticulture, Makurdi. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
Preservice teachere perceives that students taught with Play simulation strategy achieved higher than students taught with analogy strategy and lecture teaching method. Thus play simulation has a positive effect on students’ achievement. Students taught using the lecture method achieve better than students taught using analogy teaching strategy. Thus, analogy teaching strategy has little effect on students’ achievement .
Recommendation
To begin, science teachers must understand that they are the most effective motivators in class. They can help a student achieve good grades.
Second, they must adapt their teaching methods to become more organized. A teacher’s decision to use a technique or a collection of techniques should be guided by his or her classroom goals. The teacher should create an effective lesson plan after deciding on the topic to be covered and the tactics to be employed.
Another recommendation is teachers must use a variety of methods to teach Science. If one strategy fails, he or she should try a different one. In other words, when it comes to teaching Science, teachers should be eclectic. One aspect teacher always keep in mind is that students’ growth does not happen overnight. Teachers must be patient, and students will progressively improve their performance.
References
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