The Comparative Analysis of Biology Delivery Contents in Conventional and Universities
Chapter One
AIMS AND OBJECTIVES OF STUDY
The main aim of the study is to examine the comparative analysis of biology delivery contents in conventional and universities of technology. Other specific objectives of the study include;
- to determine the factors affecting biology delivery contents in conventional and universities of technology.
- to determine the effect of biology delivery contents on students in conventional and universities of technology.
- to determine the influence of biology delivery contents on gender in conventional and universities of technology.
- to proffer possible solutions to the problems.
CHAPTER ONE
REVIEWED OF RELATED LITERATURE
CONCEPT OF BIOLOGY
The term biology is coined from two Greek words- ‘bios’ meaning life and ‘Logos’ meaning to study. Hence biology is simply the study of life. In other words, it is the study of plants and animals. Biology occupies a unique position in the school curriculum. Biology is central to many science related courses such as medicine, pharmacy, agriculture, nursing, biochemistry and so on. It is obvious that no student intending to study these disciplines can do without biology. These factors, among others, have drawn attention of researchers and curriculum planners towards biology as a subject in the school curriculum (Kareem, 2003). In spite of the importance and popularity of biology among Nigerian students, performance in the course is still been poor (Ahmed, 2008). The desire to know the causes of the poor performance in biology has been the focus of researchers for some time now. It has been observed that poor performance in the sciences is caused by the poor quality of science teachers, overcrowded classrooms, and lack of suitable and adequate science equipment, among others (Abdullahi, 2001; Bajah, 2004; Kareem, 2003; Ogunniyi, 2010). Students perform poorly in biology because the biology classes are usually too large and heterogeneous in terms of ability level. In addition, the laboratories are ill-equipped and the biology syllabus is over loaded (Ahmed, 2008; Ajayi, 2005). In conclusion, when students are clarify on biology basic concepts at their secondary school level there will be proper understanding in biology and consequently having better performance.
REVIEW OF RELEVANT LITERATURE ON PERFORMANCE
Academic performance
Performance as defined by the Oxford English Dictionary (2006) is the accomplishment and execution of tasks. In the context of academic function of schools, accomplishment of tasks refers to academic excellence that is measured in terms of learner performance in class work and examinations. To learners, performance would mean excelling consistently in the examinations and inter-class tasks (Ogunmade 2005). Adeyemi (2010) described academic performance as the scholastic standing of a learner at a given moment. This scholastic standing could be experienced in terms of the grades obtained in a course or groups of courses. Akiri and Nkechi (2009) see performance as a measure of outputs and that the main outputs in education are expressed in terms of learning. That is, there are changes in knowledge, skills, behavior, and attitudes of learners as a result of their experiences within the schools system. For the present study, performance or the academic performance means the outcomes of education, the extent to which a learner, teacher or an institution has achieved their educational goals. However, this is not always the case as most learners work hard towards the end of the semester in order to perform well in the examinations. Entwistle and Wilsons (2007) support this and report that a learner’s success is generally judged by examination performance while the best criterion of performance is the sum of the learners’ academic performance in all courses taken. Researchers have deliberated much on performance as a measure of school output (Mlambo 2011).
Academic Performance of Biology Students in Faculties of Education and Natural Sciences
Biology according to Ofoegbu (2003) has a large enrolment than any other science course. The factors responsible for this as stated by Akubuilo (2004) include the students’ perception of the subject as simple. In spite of the popularity of biology among students, the failure rate has remained very high (Akubuilo, 2004).Several researchers have pointed out different reasons for students’ poor performance, some of which are due to the abstractness of certain aspects of biology, lack of understanding on the students’ part, certain biological concepts and terminologies among others (Okeke and Ochuba, 1986; Nzelum, 2010). As a result of failure experiences, some students begin to doubt their intellectual abilities and come to believe that their efforts to achieve are futile. These feelings in turn, leads to a low persistence level; they give up quickly even as in learning as soon as something appears to be difficult. Hence, there is a great need for students to be motivated to develop positive attitude which is crucial to performance in any subject. Akpan (1987) cited by Adedeji (2007), opined that poor attitude of students and that of teachers to biology is a destabilizing factor to successful biology development. Studies have shown the significance of teacher- student ratio to cognitive learning in the school (Fabunmi and Okere,2000).There is a relationship between factors like class size or population, teacher’ strength, students’ attitude and performance in examination.
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.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine the comparative analysis of biology delivery contents in conventional and universities. University of Jos form the population of the study.
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 the comparative analysis of biology delivery contents in conventional and universities. 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 comparative analysis of biology delivery contents in conventional and universities
Summary
This study was on the comparative analysis of biology delivery contents in conventional and universities. Three objectives were raised which included: to determine the factors affecting biology delivery contents in conventional and universities of technology, to determine the effect of biology delivery contents on students in conventional and universities of technology, to determine the influence of biology delivery contents on gender in conventional and universities of technology and to proffer possible solutions to the problems.. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from University of Jos. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
The movement of Education students should be minimized. This will increase their emotional stability. Rather, the lecturer should be the one that may shuttle between the two campuses. Time table for lectures, practical, tests and examination should take students interest into consideration
Recommendation
Faculty of Education Biology students perform poorly than their counterpart in the Faculty of natural sciences. As such all necessary assistance Laboratory and equipment should be given to ensure they perform just as much or even better.
The management should encourage lecturers involved inter disciplinary programmes like in Natural science and Education so that they can do good work for their students.
The management should see to it that there is no discrimination in the faculties for lecturers and student in different faculties
References
- Jackson, MM 2009, An investigation into the factors contributing to the poor performance of grade 12 (COSC) learners in Lesotho, Master’s Thesis, University of Zululand
- Adedeji, A.T. (2007). Constraints to teaching and learning quality biology to gifted and talented students in Ibadan. Footprints Journal of COEASU Federal College of Education (Special), Oyo. Ibadan Unique Printing and Publishing Company. 5(2) 382-388.
- Adeyemi, T.O. (2010),‘ A comparative study of students’ academic performance in public examinations in secondary schools in Onto States, Nigeria,’ Current Research Journal of Economic Theory, Vol. 3, No. 2, pp. 36-42,
- Akiri, A. & Nkechi, M. (2009), ‘Teachers effectiveness and students’ academic performance in public secondary schools in Delta State Nigeria,’ Stu.HomComm, Sci, vol. 3, no. 2,pp. 107-113
- Akubuilo, D.U. (2004). The effect of problem solving instructional strategies on students’ achievement and retention in biology with respect to location in Enugu State. Journal of the Science Teachers Association of Nigeria, 24(1&2), 94-100.
