The Effect of Two Teaching Methods on Secondary School Students Performance in Biology
CHAPTER ONE
Purpose of the Study
The main purpose of this study is to investigate into the impact of two teaching methods: (Practical and lecture method) on secondary school student’s performance in Biology.
Specifically, the study will examine: –
- To investigate whether there is significance difference in students’ performance using two teaching methods (practical and lecture) in Biology.
- To find out whether there is adequate instructional materials to teach using two teaching methods (practical and lecture) in biology.
- To determine whether there is adequate and competent teachers to teach using two teaching methods (practical and lecture) in Biology.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
The purpose of this study is to investigate the impact of two teaching methods (practical and lecture method) on secondary school student’s performance in Biology. This chapter focuses on the different view of educationist and scholars about the theoretical framework, conceptual framework, literature review and summary of literature review. Theoretical framework and also has the summary of the gaps to be filled.
Theoretical Framework
Learning Activity Package and Theories of Learning According to Farrant (2015), the Piaget‟s theory of intellectual development holds that cognitive development takes place from active interaction of the child with his environment. This means that the basis of learning is the child’s own ability as he interacts with his physical and social environment. Piaget is of the opinion that a child must act on the objects in his environment for him to learn. This means that he should be actively involved and should not be passive. The active involvement of the child may be in form of direct manipulations, visual observations or through mental or internal transportation or change. According to Piaget, mental activity of the child is organized into structures. Various mental activities are related to each other and grouped together in clusters, which are known as „schemas‟ or patterns of behaviour.
According to Woolfolk and Nicolich (2014), in the Piagetian system, the schema is the primary unit of cognitive organization. This means that it is the basic building block of thinking. Piaget believed that mental activity which is involved in cognitive organization, is a process of adaptation which is divided into two opposing but inseparable processes of assimilation and accommodation. In assimilation, a child fits his new experience into pre-existing mental structures. He interprets his new experience with respect to his old experience. Accommodation is the process of the change of mental structure due to the influence of the environment. Accommodation also means to modify self to fit the new materials, while assimilation means to modify the materials to fit the individual. The Piagetian theory thus places the child as the principal agent in the teaching/learning situation. This being the case, the teacher’s job is to provide the individual with situations that encourage experimentation and manipulation of objects and symbols.
According to Awotua Efebo (2015), the learner must be allowed to “do” and to progress at his/her own rate. The individual has the real comprehension of something only if he/she invents it himself or herself. Whenever we teach or present materials in quick succession, we prevent the individual from reinventing it himself or herself because of lack of understanding of the structure. The theory has direct implication for the use of Learning Activity Package in science teaching, especially in Biology. In the first place, the Piagetian theory of intellectual development holds that cognitive development takes place from active interaction of the child with his environment. This is why the researcher advocates the use of Learning Activity Package as it is a student-centered, activity oriented-teaching strategy in which the teacher acts as a facilitator of learning, guiding the students through a series of activities and problems, which will enhance achievement by the learners.
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
The chapter is discussed under the following headings: Research design of the study, Area of the study, Population of the study, Sample and sampling techniques, instrument for data collection, validation of the instrument, reliability of the instrument, method of data collection and method of data analysis.
Research Design of the Study
The research design of this study is a quasi-experimental. Quasi-Experimental Design is a unique research methodology because it is characterized by what is lacks. For example, Abraham & Mac Donald (2015) state: “Quasi-experimental research is similar to experimental research in that there is manipulation of an independent variable. It differs from experimental research because either there is no control group, no random selection, no random assignment, and/or no active manipulation.” This type of research is often performed in cases where a control group cannot be created or random selection cannot be performed. This is often the case in certain medical and psychological studies.
CHAPTER FOUR
DATA ANALYSIS, INTERPRETATION AND DISCUSSION
Introduction
This chapter presents the findings as the result of analysing the data. Therefore, this chapter discusses data description, hypothesis testing, and discussion.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Introduction
This chapter presents a summary of the findings, conclusions and recommendations of the study. The chapter also has some research gaps identified and recommendations for further research. This chapter deals with the summary of the major findings, conclusion and recommendations on the impact of two teaching methods on secondary school student’s performance in biology.
Summary
The findings of the study indicate practical method is better than lecture method of teaching as seen from the performance of students. Students prefer practical’s than theory as Alcon (et al.,) (2011) reveal that; We remember: 10% of what we real 20% of what we hear 30% of what we see 50% of what we see and hear 80% of what we say and 90% of what we said and do. The findings show that the students like biology because it’s very interesting, enjoy and look forward for biology lessons. These positive attitudes are key to providing conducive environment for learning as the students learn better if they enjoy what they are learning however, this is reflected in their performances in Biology.
Conclusion
It was found that the methods employed by teachers’ in an attempt to impact knowledge to the student’ should be appropriate for every topic to each lesson. The teacher has to be aware of the current innovations in teaching so as to determine the most suitable method (s) for a particular topic. Teachers’ altitude towards Biology should be friendly and explicit as this has a strong influence towards students’ Biology achievement as well as the students, attitude towards Biology.
Recommendations
The following recommendations were made based on the findings of the study:
- Teachers should use different methods to teach students in Biology.
- Government should provide adequate instructional materials for secondary school students in Biology.
- Government should employ qualified and competent teachers to teach Biology and other subjects.
- Government and school administrators should ensure adequate supply of facilities in schools to ensure good teaching.
- The Biology teacher should employ appropriate methods and skills in relation to the topic they wish to deliver in biology lessons.
- Biology teachers should realize that cooperative learning is more productive than competitive learning through interactive in nature.
REFERENCES
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