Impact of Teaching, Planning on Students Achievement in Biology
CHAPTER ONE
OBJECTIVE OF THE STUDY
The objectives of the study are;
- To ascertain the impact of teaching, planning on students achievement in biology
- To ascertain the teaching method and academic performance of student in Biology
- To ascertain the causes of poor performance of student in Biology
- To ascertain whether teacher’s qualification affect student performance in Biology
CHAPTER TWO
REVIEW OF RELATED LITERATURE
TEACHING STRATEGIES USED IN BIOLOGY
Development in science education has seen various pedagogical strategies being used in the teaching of biology, such as the didactic approach i.e. lecture, chalk and talk which is characterised by verbal and / or textbook instruction as the main sources of facts and information, with emphasis in giving and getting the right answers. According to Dowdeswell (1981), the didactic approach is largely teacher oriented and consists of handing out information pre-packaged with little or no class involvement. This method was used by many biology teachers because of the influence by the methodology used during their initial training and the pressure of national examinations with the need to cover the wide syllabus in time for revision. This method is outmoded and does not assist the learner in understanding and acquiring scientific skills. However, there are many occasions when the lecture method can be used in teaching biology, for example, to summarise information in a concise and comprehensible form as a prelude to further inquiry. Towards the late 1950s, science education in Britain was undergoing dramatic change with the Nuffield School Science Project (SSP) which encouraged students to carry out experiments to bring about better understanding of scientific concepts (SMASSE, 1999). In support of the SSP, a Chinese proverb was quoted “I hear and I forget, I see, I remember, I do and I understand”. Although the SSP programme listed among other characteristics, experiment and practical enquiry i.e. creating concepts at first-hand in the laboratory to answer original thought, many learners still faced problems in understanding science, hence the slogan “I do and am even more confused” (Solomon, 1980). The first two decades after independence in Kenya led to curriculum reforms that played a central role in strategies that improved the quality of science education. Major innovations such as the School Science Project were introduced but failed to respond to the problems faced due to the low quality curriculum material, inappropriate instructional approaches and its irrelevant content to the Kenyan child. Other approaches that have been used in the teaching of biology include the expository approach which is characterised by the predominance of teacher talk with little or no involvement of students in practical activities (Teacher-centred approach) and the empiricist approach where biological knowledge is acquired through observation, recording, data analysis and drawing of conclusions by students and at the turn of the 20th century, advocates of the heuristic approach believed that learners should be involved in observation, recording, data analysis and drawing conclusions (Eshiwani, 1993).
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought to impact of teaching, planning on student’s achievement in biology.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in 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 teaching, planning on students achievement in biology
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 impact of teaching, planning on student’s achievement in biology
Summary
This study was on impact of teaching, planning on student’s achievement in biology. Three objectives were raised which included; To ascertain the impact of teaching, planning on students achievement in biology, to ascertain the teaching method and academic performance of student in Biology, to ascertain the causes of poor performance of student in Biology, to ascertain whether teacher’s qualification affect student performance in Biology. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff of selected secondary schools in Egor Local Government Area of Edo State was selected randomly. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made up principals, vice principals administration, senior staff and junior staff were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
From the findings of the study it is clear that the use of instructional materials in the teaching of biology at Senior Secondary Schools has significant impact on the student’s academic achievements and their retention ability. It is therefore concluded that the use of instructional materials significantly improves students’ academic achievements and retention among Biology students
Recommendation
The pre-service teacher’s curriculum in the colleges of education should emphasize the use of instructional materials in Biology teaching.
Teachers should be fully and adequately trained to make use of instructional materials through regular workshops and seminars.
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