Effect of Guided Discovery and Demonstration Methods on Student’s Achievement, Interest and Conceptual Change in Practical Biology in Secondary School.
CHAPTER ONE
Purpose of the Study
The purpose of this study was to ascertain the effect of guided discovery and demonstration method on students’ achievements, interest and conceptual change in practical biology. The researcher specifically sought to ascertain, the:
- effects of guided discovery and demonstration method on students’ mean achievement scores in practical biology.
- effects of guided discovery and demonstration method on students’ mean interest scores in practical biology.
- effects of guided discovery and demonstration method on students’ mean conceptual change scores in practical biology.
- influence of gender on mean achievement scores of male and female students in practical biology.
- influence of gender on mean interest scores of male and female students’ in practical biology.
- influence of gender on mean conceptual change score of male and female students’ in practical biology.
CHAPTER TWO
LITERATURE REVIEW
Theoretical Framework
The theoretical framework for this study is based on Bruner‟s Theory of Discovery Learning which was formulated out of Bruner‟s strong commitment not only to elucidate how children acquire and use information but also to ascertain how such knowledge may be applied to improve the practice of education. In the theory, Bruner insisted that the key to an effective understanding on how children think can be found in the process of representation. Representation consist of a system of rules by which an individual represents or conserves for future use his or her encounters and experiences with the events in his environment. It reflects those cognitive behaviours that are evident when the individual receives, codes and store information that are later retrieved for the purpose of making some sense out of the environment (Bruner, 1966 as cited in Schmidst, Loyens, van Gog and Paas, 2007). Indeed, representation is an individual‟s construction of the world, his model of reality. There are three major modes of representation in Bruner‟s Theory of Discovery Learning. These are:
The enactive or action mode.
The iconic or imaginery mode and
The symbolic representation.
The enactive mode commences at about the second half of the first year of an individual‟s life. During this stage period, the child represents past experiences through motor acts. Thus, for a child, a stimulus in the environment is known and reckoned by the actions that are associated with it. Bruner (1966) noted that, at the symbolic mode, language stands out as the most prominent and specialized form of symbolic representation. The child‟s thought processes become more flexible and abstract without indications of their being tied down to concrete images. Language is categorical and has the characteristic of remoteness and arbitrariness that offers some opportunity to the child to go beyond the immediate experiences and there by translate his personal experiences in novel ways. Bruner sees language as the most fundamental aspect of cognitive development which internalized thought that offers the child the ability to solve problems. Bruner (1966 in Domin, 1999) noted that, at the symbolic mode, language stands out as the most prominent and specialized form of symbolic representation. The child‟s thought processes become more flexible and abstract without indications of their being tied down to concrete images. Language is categorical and has the characteristic of remoteness and arbitrariness that offers some opportunity to the child to go beyond the immediate experiences and there by translate his personal experiences in novel ways. Bruner sees language as the most fundamental aspect of cognitive development which internalized thought that offers the child the ability to solve problems. On the place of biological maturation in cognitive growth Bruner stress on the need for encouraging maturity through the provision of appropriate learning experiences(Brunner, 1966 in Tobin, 1990).
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.
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 Effect of guided Discovery and demonstration methods on students achievement, interest and conceptual change in practical biology in secondary School. (A case study of aliero metropolis of Aliero local government kebbi 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 challenge of effect of guided Discovery and demonstration methods on students achievement, interest and conceptual change in practical biology in secondary School.
Summary
This study was one effect of guided Discovery and demonstration methods on students achievement, interest and conceptual change in practical biology in secondary School. (A case study of aliero metropolis of Aliero local government kebbi state). Seven objectives were raised which included: effects of guided discovery and demonstration method on students’ mean achievement scores in practical biology, effects of guided discovery and demonstration method on students’ mean interest scores in practical biology, effects of guided discovery and demonstration method on students’ mean conceptual change scores in practical biology, influence of gender on mean achievement scores of male and female students in practical biology, influence of gender on mean interest scores of male and female students’ in practical biology and influence of gender on mean conceptual change score of male and female students’ in practical biology. The study adopted a survey research design and conveniently enrolled 80 participants in the study. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from secondary schools in Aliero local government area. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
The results and findings of this research should move further rather than being additional data to the understanding of the theories in teaching and learning, it should rather be a way at ensuring better response to life changes in the real world, outside the classroom environment. If guided discovery strategy is employed in schools, and students are guided on their cognitive styles in biology class, there is the tendency for the teaching and learning of this subject (biology) in secondary schools to inculcate into learners the lifelong learning skills embedded in the teaching and learning strategies employed in this study.
Recommendation
Biology teachers should be encouraged to incorporate guided discovery method of teaching since the method provides the opportunity of engaging students in learning activities and this affects their achievement and attitude towards biology concepts.
Stakeholders should also provide conducive learning environment with necessary infrastructural facilities needed for effective guided discovery teaching since the method was found to be effective in boosting students’ attitude towards biology.
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