Relative Effects of Teacher-Directed and Student-Directed Instructional Strategies on Students’ Environmental Knowledge in Biology
CHAPTER ONE
PURPOSE OF THE STUDY
The purpose of this study is to investigate the Relative Effects of Teacher – Directed and Student – Directed Instructional Strategies on Students’ Environmental Knowledge in Biology. The specific objectives of this study are as follows:
- To determine the relative effects of the teacher’s instructional strategies on students’ environmental knowledge in biology
- To examine the influence of gender on students’ environmental knowledge in biology.
- To examine the adequacy of the teacher-directed, student-directed instructional strategies used in the teaching of biology in Secondary schools
- And also identify solutions to the problems that hinder students’ environmental knowledge in biology.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
The Concept of Cooperative learning
Cooperative learning is a teaching approach in which small groups, each with learners of diverse levels of capability, use a range of educational activities to enhance their comprehension of a topic (Dyson & Casey, 2012). Cooperative Leraning is one of the recent remarkable and productive areas of research, theory, and practice in education. It denotes students functioning together to attain the objectives and the instructional events that organize the students’ joint efforts (Gömleksiz, 2007). Cooperative education is learner-centred and has been executed widely and fruitfully in English Language Teaching (ELT). According to Lv (2014), CL has become one of the most common approaches to language teaching in the world. Lv used secondary data to compile the findings supporting application of CL in learning English in China. The author demonstrated that the CL strategies had an optimistic influence on the college English education through the factual examples of the college English classroom environment. In her report, she concluded that CL strategies, such as Jigsaw Learning, Group Investigation, etc. that encouraged interaction between peers “Have a positive effect on the college English learning” (Lv, 2014). Lv also found that students who were exposed to CL strategies were more motivated and enthusiastic. Other advantages included an increase in communicative competence, language knowledge and skills, as well as a higher level of enthusiasm and cooperation within the class. Furthermore, advanced students were able to help those students whose fluency was less developed. In a similar study, Hua (2014) found that cooperative learning had positive effects on students participating in a large-sized English class in China. Hua (2014) explored the feasibility and effectGiveness of CL learning strategies in Chinese universities, through a pre-test and post- test experiment, where two classes of over 100 students participated. One class was exposed to CL strategies, and the other was taught using more traditional, teacher-centred approach. Data was collected through the use of surveys and questionnaires, as well as a pre-test and post-test assessment of speaking, listening, writing, reading, and vocabulary skills. Hua (2014) found that the experimental group, which had engaged in CL strategies, had higher scores in all domains, but especially in vocabulary, and listening and speaking skills. Cooperative learning is not just a synonym for students learning in groups. A learning practice only qualifies as cooperative education to the degree that the key cooperative learning elements are encouraged, which is: cognitive complexity and the development of quality teamwork (Cursedieu, & Pluut, 2013). According to Cuseau and Pluut, cooperative learning facilitates the development of cognitive complexity in other words, the level and depth of knowledge a group has regarding a certain subject or area of knowledge. Quality teamwork has many aspects that CL can help develop in a group, including collaboration, cooperation, and group cohesion. Also, CL can be employed in any type of task that can be assigned to students in learning classes, project-based courses, or laboratories (Maceirasa, Cancelaa, Urrejolab, & Sancheza, 2011).
Anaekwe (1997) investigated the effects of students’ interaction patterns on cognitive achievement, retention and interest in Chemistry. The investigation found 18 cooperative learning efficacious. Igbo (2004) found peer-teaching effective in improving the learning disabled achievement in mathematics. There is therefore the need to explore the effects of the two child-centered instructional approaches: cooperative learning and peer-teaching on students’ achievement and interest in some perceived difficult Chemistry concepts so as to probably improve students’ performance in Chemistry and avert the problems of poor achievement and interest in senior secondary school Chemistry.
CHAPTER THREE
RESEARCH METHODOLOGY
This chapter focused on the research method used in this study.
Research Design
The study adopted a quasi-experimental separate sample pre-test/post-test control group design. It consists of three experimental groups, two training groups and one control. The quasi-experimental design was appropriate for this study because it involved human behaviour and did not permit complete randomization of subjects and control of all variables (Nwadinigwe, 2002; Ilogu, 2005).Training was done in intact classes which the researcher equated by matching and randomization of treatment. The control group was placed on a waiting list.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
Data obtained from the field work using the research instruments was presented here. Descriptive and Inferential statistical tools were used where applicable .The five hypotheses formulated to guide the study were tested with Analysis of Covariance (ANCOVA) at 0.05 level of significance. The results are presented in tables, which are grouped under each of the hypotheses according to the different independent measures. The Least Significance Difference (LSD) Post Hoc Multiple Comparison tool was used to determine where the significance of the groups differences lies. The acceptance or rejection of the hypotheses was provided with evidence to support them.
CHAPTER FIVE
DISCUSSION, CONCLUSIONS AND RECOMMENDATIONS
This study examined the Effects of Student-Directed and Teacher-directed instruction on students’ academic achievement in Biology in Oluyole local government area Oyo state Nigeria. This chapter discusses the result of the statistical analysis relating to the research questions postulated and the hypotheses tested. The discussion of findings tries to place the findings of the study in perspective vis-à-vis other related findings. It highlights the implications of the findings to Educational Psychologist, Guidance Counsellors, Policy Makers, Researchers and Evaluation Experts in Nigeria. The chapter also provides specific recommendations on the findings.
Discussion of Findings
Relationship between post-test scores in Biology achievement test among participants exposed to the three experimental conditions. The Findings from the study revealed that there is a difference between the post tests in Biology among participants exposed to Student-Directed and teacher-directed Learning. This findings was derived from the testing of hypothesis one which stated that there is no significant difference in the post-test scores in Biology achievement test among participants exposed to the three experimental conditions. From the analysis it was discovererd that Student-Directed was better in improving student performance in Biology than teacher-directed Learning. However, students who undergo teacher-directed Learning are better than those in the Control group.
Recommendations
Based on the findings of this study, the following recommendations are proffered:
- There is need to engage students in the teaching and learning process in order to help them increase their understanding of the subject. They should not merely know what the teacher says but should have a better grasp of the concepts. This will have a high impact on students’ performance in Biology.
- The Students should be encouraged to believe that their actions produce the outcomes they desires and to persevere in the face of obstacles or adverse circumstances.
- There is the need for students to be connected with the learning materials. This will improve performance in Biology.
- Frequent and regular use of Student-Directed and teacher-directed learning would help students to learn many life skills and share common goals which allow them to learn to trust each other as they achieve more than would be possible on their own.
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