Comparative Effects of Using Optical Filter and Full Light Spectrum in Demonstrating Phototropism and Biology Students Academic Performances in Senior Secondary Schools in Uyo Local Government Area

Comparative Effects of Using Optical Filter and Full Light Spectrum in Demonstrating Phototropism and Biology Students’ Academic Performances in Senior Secondary Schools in Uyo Local Government Area

Chapter One

Purpose of the Study

The purpose of this study is to determine the comparative effects of using optical filter and full light spectrum in demonstrating phototropism and Biology students’ academic performances/achievements in senior secondary schools in Uyo Local Government Area.

Specifically, the study intends to:

1. Compare the academic performances of biology students when taught phototropism using Optical filter model and those taught using Full light spectrum model.
2. Compare the academic performance of male students when taught phototropism using Optical filter model and those taught using Full light spectrum model.
3. Compare the academic performance of female students when taught phototropism using Optical filter model and those taught using Full light spectrum model.

CHAPTER TWO

REVIEW OF RELATED LITERATURE

This chapter is concerned with the review of other research work that are related to the present work. It is discussed under the following subheadings:

– Theoretical Framework

– Conceptual Framework

– Empirical Study Reviews and

– Summary of Literature Review

Theoretical Framework

Constructivist Theory

Bruner was one of the founding fathers of constructivist theory in 1940. Constructivism is a brand of conceptual framework with numerous perspectives; this theory is based on the theme that learners construct new ideas or concepts based upon existing knowledge.

Learning is an active process; facets of the process include selection and transformation of information, decision making, generating hypothesis and making meaning from information and experiences.  He looked at the role of strategies in the process of human categorization, and development of human cognition.  He presented the point of view that children are active problem-solvers and capable of exploring “difficult subjects”. This was widely divergent from the dominant views in education at the time, but found an audience.

He introduced the ideas of “readiness for learning” and spiral curriculum. Bruner believed that any subject could be taught at any stage of development in a way that fit the child’s cognitive abilities. He believed that intuitive and analytical thinking should both be encouraged and rewarded, his investigated motivation for learning says that interest in the subject matter is the best stimuli for learning.

Eventually, Bruner was strongly influenced by Vygotsky’s writings and began to turn away from the intrapersonal focus he had for learning,  and began to adopt a social and political view of learning.

Bruner argued that aspects of cognitive performance are facilitated by language.  He stressed the importance of the social setting in the acquisition of language.  His view are similar to those of Piaget but he places more emphasis on the social influence on development.

Features of Bruner’s theory

Predisposition to learn:  This feature specifically states the experiences which move the learner toward a love of learning in general, or learning something in particular. Motivational cultural and personal factors contribute to this. Bruner emphasized social factors and early teachers and parent’s influence on this. He believed learning and problem solving emerged out of exploration. Part of the task of a teacher is to maintain and direct a child’s spontaneous explorations.

Structures of Knowledge

It is possible to structure knowledge in a way that enable the learner to most readily grasp the information. This is a relative feature, as there are many ways to structure a body of knowledge and many preferences among learners.

Bruner offered considerable detail about structuring knowledge, the discrepancy between beginning and advanced knowledge in a subject area is diminished when instruction  centers on a structure and principles of orientation. This means that a body of knowledge must be in a simple enough form recognizable to the learner’s experience.

Anchored Instructional Theory

This theory was propounded by Kearsley G. Anchored.  The theory emphasized on the use of instructional technology which allows teachers to move from a role as “professor of knowledge” to that of coach or mentor. John Bransford (Vanderbilt University) has been an instrumental developer of this model, working with the cognition and technology group.

Anchored instruction is based on social constructivist theory. It is actually a paradigm for technology-based instruction and is based on general model of problem solving.

Anchored instruction has found applications in primary levels of reading materials and language skills.  The name is derived from the technique of designing instructional activities around an “anchor” which may be a theme, case study or problem to be solved.  Learners engage in exploration and discovery learning. The learning activities draw from many fields; this model for instruction arose to solve the needs of educators, which include:

(1) Limited instruction time and need to cover more material faster.

(2) Attempts to make information and learning more relevant, useful and meaningful.

(3)  Giving students an appreciation for the power of common concepts and cross contextual application.

(4) Adoption of multiple perspective when problem solving.

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CHAPTER THREE

RESEARCH METHOD

This chapter is concerned with the procedure used in the course of this research work.  These includes; Research design, Area of study, Population, Sample and sampling technique, Instrumentation, Validation of instruments, Reliability of instruments, Scoring, Research procedure and Data analysis.

Research Design

The research design adopted for this study is experimental design, otherwise called pre-experimental design. Specifically, it is known as the static Group Comparison or posttest only control group design (Ezejule and Ogwo, 1990). It describes an experimental design where there are both an experimental group (EG) and a control group (CG). The experimental group has been exposed to experimental treatment or stimulus while the control has not. Generally, the groups in this design have not been selected through randomization.

It is presented as follows:

EG 0₁

CG 0₂

EG – Experimental Group

CG – Control Group

-x – Treatment

0₁ & 0₂ – Posttest measurement

This design is very useful with respect to time and economy as it does not require pretest.  Though the design cannot be said to control some extraneous variable, it is however appropriate as explanatory research since further testable hypotheses or questions can be suggested from it.

Area of Study

The study was conducted in Uyo Local Government Area of Akwa Ibom State. Uyo is the capital city of Akwa Ibom State, sharing common boundary with Uruan, Abak, Itu and Cross River State. The socio-economic background of Uyo is that of a developing society as many of its inhabitants get involve in trade of various types; and educational background of majority of indigenes makes them advantageous.

Population of Study

The target population for this study is the Senior Secondary Two (SS 2) Biology students in public secondary schools under Uyo Local Government Area for 2013/2014 academic session.

CHAPTER FOUR

RESULTS  AND DISCUSSION

This chapter is organized to present results in tables with interpretation, discussion of results (based on each stated hypothesis), and summary of findings.

Results

Three null hypotheses were formulated and tested at 0.05 level of significance using t-test analysis.

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter is organized under the following sub-headings: Summary, Conclusion, Implication of the findings, Recommendations, Suggestion for further study, Reference, Appendices.

Summary of the Study

The purpose of this study was to determine the “Comparative effects of using Optical filter and Full light spectrum in demonstrating phototropism and biology students’ academic performances in Uyo Local Government Area.

The study specifically sought to:

• Compare the academic performance of biology students taught phototropism using Optical filter model and those taught using Full light spectrum model.
• Compare the academic performance of male students taught phototropism using Optical filter model and those taught using Full light spectrum model.
• Compare the academic performance of female students taught phototropism using Optical filter model and those taught using Full light spectrum model.

Three research questions and three research hypotheses were formulated to guide this study. The study was carried out in two secondary schools in Uyo Local Government Area, which involved only Senior Secondary Two (SS2) students.

The significance of this study was to search for more effective methods of teaching and enhancing meaningful learning, improve learners understanding and academic performances with regard to the concept of phototropism, provide a teaching/learning strategy that teachers of biology could adopt for effective teaching and learning, thereby meeting the needs of individual students in the class, influence the curriculum innovation programmes in biology. Study reviews were carried out on theoretical framework, conceptual framework and empirical review of literature.

Posttest only control group design was adopted as the research design for this study. The researcher-made instrument, Biology Achievement Test (BAT) on the concept of phototropism was used for data collection. Data collected was analysed using mean, standard deviation and t-test.

Results obtained from data analysis revealed that:

• There is significant difference in the academic performance of biology students taught phototropism using Optical filter model and those taught using Full light spectrum model
• There is no significant difference in the academic performance of male students taught phototropism using Optical filter model and those taught using Full light spectrum model.
• There is significant difference in the academic performance of female students taught phototropism using Optical filter model and those taught using Full light spectrum model.

Conclusion

The following conclusions were made based on the findings of this study:

1. Application of Optical filter model significantly enhanced better understanding of the concept of phototropism compared to the Full light spectrum model.
2. Comparing gender across the study groups influenced the academic performance of students.

Implication of the Findings

Considering the researcher’s findings, the role of Optical filter model is unique and significant. It enhanced the effective demonstration of the concept resulting in better understanding and academic performance of the students.

Recommendations

1. The federal and state ministries of education should make appropriate provision for materials and devices that could be used to reduce the “chalk-talk” practice method of teaching.
2. There should be well-planned seminar programme on the concept of improvisation for the teachers since such skills are only realizable in such fora. Improvisation demands, adventure, creativity, curiosity and perseverance on the part of the teacher.
3. Adequate funds should also be provided by federal and state ministries of education for improvisation. Improvisation, whether they cost less than standard manufactured ones or not; they cost money.
4. Suitable source of books on the concept of phototropism should be made available to all secondary school libraries.
5. The optical filter model is recommended in teaching the concept of phototropism.

Suggestions for Further Studies

The study has the following suggestions for further improvement:

1. The researcher used two senior secondary schools for the study. It is therefore suggested that more schools should be used for the investigation.
2. The study should be carried out in other local government area of the state and in other states of the federation to allow for generalization of findings.

REFERENCES

• Akpan (2014). Effect of using mimosa pedosa on irritability and students academic performance in Onna local government area.  Unpublished Project in Science Education.
• Akpan, B. B. (2008). Nigeria and the future of Science Education. Ibadan: Oluseyi Press Ltd.
• Briggs, W. R. (1963). Light dosage and phototropic responses of corn and oat coleoptiles. Plant Physiol. 35, 951-962.
• Bruner, J. (1960). The process of Education.  Cambridge MA, London: Harvard University Press.
• Curry, G. M. (1957). Studies on the spectral sensitivity of phototropism. Ph.D Dissertation (Cambridge, MA: Harvard University)>
• Ezejule, A. C. & Ogwo, E. (1990). Basic principles in managing research project. A.F.P. Limited Nigeria.
• Donalson (2004). The effect of optical filter in bean seedling and biology students’ academic performance in Enugu South. Unpublished Project in Science Education.

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