ABSTRACT
This study investigated the effects of concept mapping on students’ achievement in Biology. The study was guided by three research questions and three hypotheses using pretest and posttest design. The population of the study was made up of ten thousand and forty five students (10,045) in Senior secondary school class two (2), in the (2015/2016) academic session in Aba Educational zone, Abia state. The sample consisted of 400 Biology students, comprising 210 students in the experimental group which comprised 114 female students and 96 male while 190 students in the control group which comprised 86 male and 104 female. Simple random sampling technique was used to select two local government areas out of the nine local government areas. Purposive sampling technique was used in selecting two schools each from the two selected local government areas. The instrument used for data collection was the Biology Achievement Test (BAT) based on their objectives and content areas and was made up of 50 multiple choice items.The reliability of the instrument was 0.79 computed using Kuder Richardson Formular 20 (KR-20). The instrument was administered in 2 stages, pretest and post-test. Mean and standard deviations were used to answer the research questions while analysis of covariance was used to test the hypothesesat 0.05 level of significance. From the result of the analysis, it was found out that the achievement mean score of the students in Biology test was higher when taught with concept mapping than the lecture method. The female students’ achievement mean score was higher than the male students in Biology when taught using concept mapping and lecture method; the students in schoolslocated in Urban area had higher achievement score in Biology when taught using concept mapping than those of the rural areas. The result of the hypothesis revealed that there was no significant difference in the achievement mean scores of students’ in Biology when taught using concept mapping and lecture method. There was no significant difference in the achievement mean score of male and female students in Biology when taught using the concept
mapping andlecture method. There was no significant difference in the achievement mean score of students located in schools within rural areas and urban areas in Biology when taught using concept mapping. Based on the findings, recommendations were made and they include, that students should be taught how to construct concept maps in various topics in Biology; concept map teaching model should be incorporated in the new curriculum to supplement existing methodologies, the lecture method and the concept mapping strategy should be combined to help foster academic achievement in Biology.
TABLE OF CONTENT
CHAPTER 1
BACKGROUND OF THE STUDY
1.1 INTRODUCTION
1.2 STATEMENT OF THE PROBLEM
1.3 PURPOSE OF THE STUDY
1.4 RESEARCH QUESTIONS
1.5 HYPOTHESES
1.6 SIGNIFICANCE OF STUDY
1.7 SCOPE OF THE STUDY
CHAPTER 2
REVIEW OF LITERATURE
2.1 CONCEPTUAL FRAME WORK
2.1.1 Concept of concept mapping
2.1.2 Advantages of Concept Mapping
2.1.3 Disadvantages of Concept of Mapping
2.1.4 Construction of Concept Mapping
2.1.5 Concept Mapping Teaching Strategy on Students Achievement in Science
2.16 Gender and Teaching Strategies on Students Achievement in Science
2.1.7 School Location and Teaching Strategies on Students’ Achievement in Science
2.2 THEORETICAL FRAMEWORK
2.2.1 Constructivist learning theory of Piaget (1987)
2.3 RELATED EMPIRICAL STUDIES
2.4 SUMMARY OF RELATED LITERATURE
CHAPTER 3
RESEARCH METHODOLOGY
3.1 RESEARCH DESIGN
3.2 AREA OF THE STUDY
3.3 POPULATION OF THE STUDY
3.4 SAMPLE AND SAMPLING TECHNIQUE
3.5 INSTRUMENT FOR DATA COLLECTION
3.6 VALIDATION OF THE INSTRUMENT
3.7 RELIABILITY OF THE INSTRUMENT
3.8 METHOD FOR DATA COLLECTION
3.9 METHOD OF DATA ANALYSIS
CHAPTER 4
RESULTS AND DISCUSSION
4.1 RESULTS
4.2 MAJOR FINDINGS
4.3 DISCUSSION OF FINDINGS
CHAPTER 5
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 SUMMARY
REFERENCE
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Tags: THE EFFECT OF MIND MAPPING ON STUDENTS ACHIEVEMENT IN BIOLOGY IN SENIOR SECONDARY SCHOOL
ABSTRACT
This study investigated the effects of concept mapping on students’ achievement in Biology. The study was guided by three research questions and three hypotheses using pretest and posttest design. The population of the study was made up of ten thousand and forty five students (10,045) in Senior secondary school class two (2), in the (2015/2016) academic session in Aba Educational zone, Abia state. The sample consisted of 400 Biology students, comprising 210 students in the experimental group which comprised 114 female students and 96 male while 190 students in the control group which comprised 86 male and 104 female. Simple random sampling technique was used to select two local government areas out of the nine local government areas. Purposive sampling technique was used in selecting two schools each from the two selected local government areas. The instrument used for data collection was the Biology Achievement Test (BAT) based on their objectives and content areas and was made up of 50 multiple choice items.The reliability of the instrument was 0.79 computed using Kuder Richardson Formular 20 (KR-20). The instrument was administered in 2 stages, pretest and post-test. Mean and standard deviations were used to answer the research questions while analysis of covariance was used to test the hypothesesat 0.05 level of significance. From the result of the analysis, it was found out that the achievement mean score of the students in Biology test was higher when taught with concept mapping than the lecture method. The female students’ achievement mean score was higher than the male students in Biology when taught using concept mapping and lecture method; the students in schoolslocated in Urban area had higher achievement score in Biology when taught using concept mapping than those of the rural areas. The result of the hypothesis revealed that there was no significant difference in the achievement mean scores of students’ in Biology when taught using concept mapping and lecture method. There was no significant difference in the achievement mean score of male and female students in Biology when taught using the concept
mapping andlecture method. There was no significant difference in the achievement mean score of students located in schools within rural areas and urban areas in Biology when taught using concept mapping. Based on the findings, recommendations were made and they include, that students should be taught how to construct concept maps in various topics in Biology; concept map teaching model should be incorporated in the new curriculum to supplement existing methodologies, the lecture method and the concept mapping strategy should be combined to help foster academic achievement in Biology.
TABLE OF CONTENT
CHAPTER 1
BACKGROUND OF THE STUDY
1.1 INTRODUCTION
1.2 STATEMENT OF THE PROBLEM
1.3 PURPOSE OF THE STUDY
1.4 RESEARCH QUESTIONS
1.5 HYPOTHESES
1.6 SIGNIFICANCE OF STUDY
1.7 SCOPE OF THE STUDY
CHAPTER 2
REVIEW OF LITERATURE
2.1 CONCEPTUAL FRAME WORK
2.1.1 Concept of concept mapping
2.1.2 Advantages of Concept Mapping
2.1.3 Disadvantages of Concept of Mapping
2.1.4 Construction of Concept Mapping
2.1.5 Concept Mapping Teaching Strategy on Students Achievement in Science
2.16 Gender and Teaching Strategies on Students Achievement in Science
2.1.7 School Location and Teaching Strategies on Students’ Achievement in Science
2.2 THEORETICAL FRAMEWORK
2.2.1 Constructivist learning theory of Piaget (1987)
2.3 RELATED EMPIRICAL STUDIES
2.4 SUMMARY OF RELATED LITERATURE
CHAPTER 3
RESEARCH METHODOLOGY
3.1 RESEARCH DESIGN
3.2 AREA OF THE STUDY
3.3 POPULATION OF THE STUDY
3.4 SAMPLE AND SAMPLING TECHNIQUE
3.5 INSTRUMENT FOR DATA COLLECTION
3.6 VALIDATION OF THE INSTRUMENT
3.7 RELIABILITY OF THE INSTRUMENT
3.8 METHOD FOR DATA COLLECTION
3.9 METHOD OF DATA ANALYSIS
CHAPTER 4
RESULTS AND DISCUSSION
4.1 RESULTS
4.2 MAJOR FINDINGS
4.3 DISCUSSION OF FINDINGS
CHAPTER 5
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 SUMMARY
REFERENCE
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Tags: THE EFFECT OF MIND MAPPING ON STUDENTS ACHIEVEMENT IN BIOLOGY IN SENIOR SECONDARY SCHOOL
ABSTRACT
This work discusses level of students understanding of selected topics in ss3 biology curricula. A hundred and twenty questionnaires were distributed among students and teachers from selected secondary schools. Interviews and surveys were also conducted.
Primary and secondary data will be used in the analysis. Tables and percentages will also be used as the instrument of analysis
It will be observed therefore that level of students understanding have a strong and significant impact on the academic performance of students in ss3 biology
.
TABLE OF CONTENT:
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Research Problem
1.3 Objectives of the Study
1.4 Significance of the Study
1.5 Research Questions
1.6 Research Hypothesis
1.7 Conceptual and Operational Definition
1.8 Assumptions
1.9 Limitations of the Study
CHAPTER TWO
LITERATURE REVIEW
2.1 Sources of Literature
2.2 The Review
2.3 Summary of Literature Review
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research Method
3.2 Research Design
3.3 Research Sample
3.4 Measuring Instrument
3.5 Data Collection
3.6 Data Analysis
3.7 Expected Result
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
4.1 Data Analysis
4.2 Results
4.3 Discussion
CHAPTER FIVE
SUMMARY AND RECOMMENDATIONS
5.1 Summary
5.2 Recommendations for Further Study
Bibliography
HOW TO GET THE FULL PROJECT WORK
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OR
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Bank: UBA.
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Tags: LEVEL OF STUDENTS UNDERSTANDING OF SELECTED TOPICS IN SS3 BIOLOGY CURRICULA
ABSTRACT
This work discusses level of students understanding of selected topics in ss3 biology curricula. A hundred and twenty questionnaires were distributed among students and teachers from selected secondary schools. Interviews and surveys were also conducted.
Primary and secondary data will be used in the analysis. Tables and percentages will also be used as the instrument of analysis
It will be observed therefore that level of students understanding have a strong and significant impact on the academic performance of students in ss3 biology
.
TABLE OF CONTENT:
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Research Problem
1.3 Objectives of the Study
1.4 Significance of the Study
1.5 Research Questions
1.6 Research Hypothesis
1.7 Conceptual and Operational Definition
1.8 Assumptions
1.9 Limitations of the Study
CHAPTER TWO
LITERATURE REVIEW
2.1 Sources of Literature
2.2 The Review
2.3 Summary of Literature Review
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research Method
3.2 Research Design
3.3 Research Sample
3.4 Measuring Instrument
3.5 Data Collection
3.6 Data Analysis
3.7 Expected Result
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
4.1 Data Analysis
4.2 Results
4.3 Discussion
CHAPTER FIVE
SUMMARY AND RECOMMENDATIONS
5.1 Summary
5.2 Recommendations for Further Study
Bibliography
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following instructions and information if you will like to order/buy our complete written material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#5000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) immediately we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
HOW TO IDENTIFY SCAM/FRAUD
As a result of fraud in Nigeria, people don’t believe there are good online businesses in Nigeria.
But on this site, we have provided “table of content and chapter one” of all our project topics and materials in order to convince you that we have the complete materials.
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No Fraudulent company uses Bank Account as a means of payment, because Bank Account contains the overall information of the owner
CAUTION/WARNING
Please, DO NOT COPY any of our materials on this website WORD-TO-WORD. These materials are to assist, direct you during your project. Study the materials carefully and use the information in them to develop your own new copy. Copying these materials word-to-word is CHEATING/ ILLEGAL because it affects Educational standard, and we will not be held responsible for it. If you must copy word-to-word please do not order/buy.
That you ordered this material shows you have agreed not to copy word-to-word.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
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Tags: LEVEL OF STUDENTS UNDERSTANDING OF SELECTED TOPICS IN SS3 BIOLOGY CURRICULA
TABLE OF CONTENT
CHAPTER ONE: INTRODUCTION
Background to the students
Statement of the problem
Objective of the study
Research question
Research hypothesis
Scope of the study
Definition of terms
CHAPTER TWO: LITERATURE REVIEW
Conceptual framework
Problem of teaching biology in Nigeria secondary school
Teacher’s educational qualification
– Poor method of teaching
– Insufficient supply of biology equipment
– Teachers personality / quality
Theoretical framework
Empirical framework
CHAPTER THREE: RESEARCH METHOD
Design of the study
Area of the study
Population of the study
Sample and sampling technique
Instrument for data collection
Validation of the instruction
Method of data collection
Method of data analysis
CHAPTER FOUR: DISCUSSION OF RESULT
Analysis of research question
Analysis of research hypothesis
Discussion of result
CHAPTER FIVE:
SUMMARY CONCLUSION AND RECOMMENDATION
Summary
Conclusion
Recommendation
References
TABLE OF CONTENT
CHAPTER ONE: INTRODUCTION
Background to the students
Statement of the problem
Objective of the study
Research question
Research hypothesis
Scope of the study
Definition of terms
CHAPTER TWO: LITERATURE REVIEW
Conceptual framework
Problem of teaching biology in Nigeria secondary school
Teacher’s educational qualification
– Poor method of teaching
– Insufficient supply of biology equipment
– Teachers personality / quality
Theoretical framework
Empirical framework
CHAPTER THREE: RESEARCH METHOD
Design of the study
Area of the study
Population of the study
Sample and sampling technique
Instrument for data collection
Validation of the instruction
Method of data collection
Method of data analysis
CHAPTER FOUR: DISCUSSION OF RESULT
Analysis of research question
Analysis of research hypothesis
Discussion of result
CHAPTER FIVE:
SUMMARY CONCLUSION AND RECOMMENDATION
Summary
Conclusion
Recommendation
References
CHAPTER ONE
INTRODUCTION
Background To The Study
The term science has to do with nature; it is derived from the latin word scientia which means knowledge. It is a systematic enterprise that builds and organizes knowledge in the form of testable explanation and predictions about the universe. It can equally be defined as the field of study which tries to describe and understand the nature of the universe in whole or part. According to Hyacinth (2004) science in its broadest scene refers to all human activities involving organized knowledge of natural phenomena. It also refers to a system of acquiring knowledge here system uses observation and experimentation to describe and explain natural phenomena.
Science is a great enterprise which nations depend on, in-order to advance technologically. Science therefore, is receiving much emphasis in education because of its significance and relevance to life and society. Biology as a branch of science and the prerequisite subject for many fields of learning contributes immensely to the technological growth of the nation. This includes medicine, forestry, agriculture, biotechnology and nursing. The study of Biology in senior secondary school can equip students with useful concepts, principles and theories that will enable them face the challenges before and after graduation.
Biology as one of the science subject is bent in making one to be conversation with the environment he/she lives in appreciate the meaning of scientific life, to develop unbiased mind and to be intellectually homes with serve as ideal to the future citizen. Fortunately, it is a fact that Biology is the commonly chosen science subject of most secondary pupils are confirmed by the west Africa Examination council (WAEC) record.
The term biology is derived from two Greek words “bios” and “logos” which mean life and study respectively. Biology therefore means the study of life or study of living things. According to stone etal (1985), biology as a science is defined as a scientific study of living organisms. It is therefore a natural science concerned with the study of life and living organisms, including their structure, function, growth, origin, evolution and taxonomy. It have several branches; including the two big branches of biology which are botany (the study of plants) and zoology (the study of animals), morphology (the study if external structure of living things) physiology (the study of how living things function), Ecology (the study of relationship between living things and their environments), Genetics (the study of how living things inherits characters from their parents) Cell biology (the study of cell structure and functions).
According to Okeke (2000). Students who did well in biology could have prospects of becoming: Doctors, Nurses, Pharmacists, Dentists, Biology teachers, Medical technologist, Food technologists, Genetic Engineers, Microbiologists, Biochemists, and other science subject.
Biology has its origin from Europe but today all the nations of the world accord priority attention to science and technology in development efforts. The reason for according such priority attention to science and technology being that it carries the promises of great economic improvement and equally serve as a gateway to national development in the age of fast developing technology, has become necessary for all countries of the world especially the developing ones to organize and improve the teaching of science throughout the school stage. It is through science that we get the fundamental bases to develop technology.
Biology often overlaps with other sciences, for example biochemistry with biology and chemistry, Astrobiology with biology and astronomy. Social science such as geography, philosophy, psychology and sociology can also interact with biology, for example in administration of biological resources, developmental biology etc. it is a vast subject containing many subdivisions topics which are five unifying principle that can be said to be fundamental of modern biology.
Cells are the basic unit of life
Living Organisms consumes and transforms energy
Organisms regulate the internal environment to maintain a suitable and constant condition.
Genes and the basic unit of heredity
New species and inherited characters are the product of evolution.
Sub-discipline of biology are recognized on the basis of the scale at which organisms are studied and methods used to study them, Biochemistry examines the rudimentary chemistry of life, molecular biology studies the complex interactions systems of biological molecules; then cellular biology examines the basic building block of all life, which is the cell, physiology examines the physical and chemical functions of the tissue, organs, organ of facts and presentation of information about the natural world. The pace of the development of a given country is always determined by the type of education which operates in that country. What is needed in biology is students involvement in the exploration of important ideas of biology.
Effective teaching of biology is a process by which a biology teacher adopt all the possible method used in teaching in the classroom to make sure that students understand biology and be able to respond positively during assessment or to produce a good result. Teachers’ effectiveness is exhibited in the teaching method, classroom managements, the material as well as the way students are being handled, a good teacher always bear in mind the individual differences of the students while presenting the lesson and frequently check the student’s understanding of his or her points to make sure that they are getting of understanding his lesson. This also includes the ability of the teacher to answer question asked by the students, having knowledge about his or her subject matter and ability to show students how to conduct appropriate research.
Effective teaching is crucial, in order for students to reach educational success in and outside classroom setting, therefore, there has been some factors militating against effective teaching of biology in senior secondary school in Ikere Local Government Area, which some of them are as follows:
Unqualified biology teacher: Inappropriate training background of science teachers especially biology teachers and qualification of biology teachers are the major factor that militate against effective teaching of biology because some biology teachers in some senior secondary school did not undergo enough training to enable them get skills, qualities and enough knowledge of the subject matter and how to impact the knowledge to the students.
Poor method of teaching biology in senior secondary school: For teaching to be effectives one must use different methods of teaching. According to Eke (2001), teaching is effective if only it produces or yields the desired results, the ability of the teacher to adapt to different situations and produce a desired result in the classroom is a mark of teaching effectiveness. Vennier and Faith (2001) are of the opinion that all the teaching activities are supposed to produce learning, so that test of effective teaching will be amount of learning that occurs.
When the following methods are used, teaching of biology can be effective. According to Bigmen (1999), activity method, inquiry method, and discovery method which elicit student’s interests and enhance their level of attainment or comprehension of biology. Activity method the methods that encourage students to participate actively during the lesion while teaching at the same time. Oforkansi (2008) defined activity method as a method whereby the students learn through active involvement rather than being passive or being at the receiving end.
According to Ofokansi (2008), discovery means finding out. Exploration, manipulation and experimentation are components scientific enquiry that help one to discover. This approach demand that the teacher create the problem and allow the pupil/students to find answer for themselves. The author also said that enquiry involve active participation by the student/pupil rather than transmit a preconceived notion about situations.
3.Inadequte supply of biology equipment: In some schools, many laboratories equipments like microscope, glass tube, Beaker, slide, Bones of vertebrates etc. charts of different animals development, systems, organs, etc, work book for practical and textbooks are not adequate for the students in learning of biology. Biology is a science subject which is all about practical and also when combined with other science subject one will be able to study courses like medicine, nursing, pharmacy etc in higher institution. Beaty and Woolnough (1990) are of the opinion that the obsolete and insufficient teaching of biology in senior secondary schools. They stressed that the teacher may be competent enough and have all the qualities to impact the knowledge to the students but to the obsolete and insufficient availability of biological equipment the aim is defeated.
Teachers attitude towards the teaching of biology: the teachers personalities such as the way the teacher walks, talks, reacts to issues, his/her code of conduct and dressing code has become the major factors which leads to the ineffective teaching of biology. It goes with the saying that the personality of such teacher affect the effective teaching of biology in a great way. Enwieme(2001) continuous to stressed that teachers personality invariably affect the effectiveness of teaching of biology. Oforkansi(2008)opinion that personal qualities do not only enhance teaching and learning but also promotes the tone of the school as well as the profession.
In summary, ineffective of teaching of biology in Nuskka Local Government Area could be due to the several reasons such as classroom management, communication, teachers qualification, supply of biology equipment, teachers personality, negligence of seminars, and workshop by the teachers of biology, inadequate illustration and practical aspect of biology is another factors, infrastructural facilities and absences of laboratories etc.
1.2 STATEMENT OF THE PROBLEM
Biology is one of the core science subjects, which is supposed to be the most interesting subject to students in senior secondary schools. It has been discovered that the effective teaching of biology has been very important. But the rate at which students fails biology in result time’s shows that effective learning has not been attained by these students. Aganga (2000) observed that “Many secondary schools, especially the public schools have insufficient competent teachers as well as biological equipment in their different schools”. Therefore, there is the need to answer certain questions to re-enforce their effectiveness in teaching.
1.3 PURPOSE OF STUDY
The purpose of the study is to find out the problem facing teaching of biology in senior secondary schools in Ikere Local government area. Specifically the study aims at finding out.
The extent to which senior secondary schools in Ikere Local Government Area have qualified biology teachers.
To what extend does teacher teaching method have effect on teaching and learning of biology.
to examine if the use of instructional material have effect in teaching of biology
The extent to which teachers attitude affect the teaching of biology in Ikere Local Government Area.
1.4 RESEARCH QUESTIONS
In the course of this work, specific research questions to be answered are:
Does teacher qualification have effect in teaching biology in Ikere Local Government Area
What method of teaching do biology teachers usually used in teaching biology in Ikere Local Government Area?
To what extent do secondary schools in Ikere Local Government Area have adequate supply of biology equipment?
To what extent do the attitude of teachers affect the teaching of biology in Ikere Local Government Area?
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Tags: THE TEACHERS AND STUDENTS’ PERCEPTION OF EFFECTIVE TEACHING AND LEARNING OF BIOLOGY IN JUNIOR SECONDARY SCHOOLS
TABLE OF CONTENT
CHAPTER ONE: INTRODUCTION
Background to the students
Statement of the problem
Objective of the study
Research question
Research hypothesis
Scope of the study
Definition of terms
CHAPTER TWO: LITERATURE REVIEW
Conceptual framework
Problem of teaching biology in Nigeria secondary school
Teacher’s educational qualification
– Poor method of teaching
– Insufficient supply of biology equipment
– Teachers personality / quality
Theoretical framework
Empirical framework
CHAPTER THREE: RESEARCH METHOD
Design of the study
Area of the study
Population of the study
Sample and sampling technique
Instrument for data collection
Validation of the instruction
Method of data collection
Method of data analysis
CHAPTER FOUR: DISCUSSION OF RESULT
Analysis of research question
Analysis of research hypothesis
Discussion of result
CHAPTER FIVE:
SUMMARY CONCLUSION AND RECOMMENDATION
Summary
Conclusion
Recommendation
References
TABLE OF CONTENT
CHAPTER ONE: INTRODUCTION
Background to the students
Statement of the problem
Objective of the study
Research question
Research hypothesis
Scope of the study
Definition of terms
CHAPTER TWO: LITERATURE REVIEW
Conceptual framework
Problem of teaching biology in Nigeria secondary school
Teacher’s educational qualification
– Poor method of teaching
– Insufficient supply of biology equipment
– Teachers personality / quality
Theoretical framework
Empirical framework
CHAPTER THREE: RESEARCH METHOD
Design of the study
Area of the study
Population of the study
Sample and sampling technique
Instrument for data collection
Validation of the instruction
Method of data collection
Method of data analysis
CHAPTER FOUR: DISCUSSION OF RESULT
Analysis of research question
Analysis of research hypothesis
Discussion of result
CHAPTER FIVE:
SUMMARY CONCLUSION AND RECOMMENDATION
Summary
Conclusion
Recommendation
References
CHAPTER ONE
INTRODUCTION
Background To The Study
The term science has to do with nature; it is derived from the latin word scientia which means knowledge. It is a systematic enterprise that builds and organizes knowledge in the form of testable explanation and predictions about the universe. It can equally be defined as the field of study which tries to describe and understand the nature of the universe in whole or part. According to Hyacinth (2004) science in its broadest scene refers to all human activities involving organized knowledge of natural phenomena. It also refers to a system of acquiring knowledge here system uses observation and experimentation to describe and explain natural phenomena.
Science is a great enterprise which nations depend on, in-order to advance technologically. Science therefore, is receiving much emphasis in education because of its significance and relevance to life and society. Biology as a branch of science and the prerequisite subject for many fields of learning contributes immensely to the technological growth of the nation. This includes medicine, forestry, agriculture, biotechnology and nursing. The study of Biology in senior secondary school can equip students with useful concepts, principles and theories that will enable them face the challenges before and after graduation.
Biology as one of the science subject is bent in making one to be conversation with the environment he/she lives in appreciate the meaning of scientific life, to develop unbiased mind and to be intellectually homes with serve as ideal to the future citizen. Fortunately, it is a fact that Biology is the commonly chosen science subject of most secondary pupils are confirmed by the west Africa Examination council (WAEC) record.
The term biology is derived from two Greek words “bios” and “logos” which mean life and study respectively. Biology therefore means the study of life or study of living things. According to stone etal (1985), biology as a science is defined as a scientific study of living organisms. It is therefore a natural science concerned with the study of life and living organisms, including their structure, function, growth, origin, evolution and taxonomy. It have several branches; including the two big branches of biology which are botany (the study of plants) and zoology (the study of animals), morphology (the study if external structure of living things) physiology (the study of how living things function), Ecology (the study of relationship between living things and their environments), Genetics (the study of how living things inherits characters from their parents) Cell biology (the study of cell structure and functions).
According to Okeke (2000). Students who did well in biology could have prospects of becoming: Doctors, Nurses, Pharmacists, Dentists, Biology teachers, Medical technologist, Food technologists, Genetic Engineers, Microbiologists, Biochemists, and other science subject.
Biology has its origin from Europe but today all the nations of the world accord priority attention to science and technology in development efforts. The reason for according such priority attention to science and technology being that it carries the promises of great economic improvement and equally serve as a gateway to national development in the age of fast developing technology, has become necessary for all countries of the world especially the developing ones to organize and improve the teaching of science throughout the school stage. It is through science that we get the fundamental bases to develop technology.
Biology often overlaps with other sciences, for example biochemistry with biology and chemistry, Astrobiology with biology and astronomy. Social science such as geography, philosophy, psychology and sociology can also interact with biology, for example in administration of biological resources, developmental biology etc. it is a vast subject containing many subdivisions topics which are five unifying principle that can be said to be fundamental of modern biology.
Cells are the basic unit of life
Living Organisms consumes and transforms energy
Organisms regulate the internal environment to maintain a suitable and constant condition.
Genes and the basic unit of heredity
New species and inherited characters are the product of evolution.
Sub-discipline of biology are recognized on the basis of the scale at which organisms are studied and methods used to study them, Biochemistry examines the rudimentary chemistry of life, molecular biology studies the complex interactions systems of biological molecules; then cellular biology examines the basic building block of all life, which is the cell, physiology examines the physical and chemical functions of the tissue, organs, organ of facts and presentation of information about the natural world. The pace of the development of a given country is always determined by the type of education which operates in that country. What is needed in biology is students involvement in the exploration of important ideas of biology.
Effective teaching of biology is a process by which a biology teacher adopt all the possible method used in teaching in the classroom to make sure that students understand biology and be able to respond positively during assessment or to produce a good result. Teachers’ effectiveness is exhibited in the teaching method, classroom managements, the material as well as the way students are being handled, a good teacher always bear in mind the individual differences of the students while presenting the lesson and frequently check the student’s understanding of his or her points to make sure that they are getting of understanding his lesson. This also includes the ability of the teacher to answer question asked by the students, having knowledge about his or her subject matter and ability to show students how to conduct appropriate research.
Effective teaching is crucial, in order for students to reach educational success in and outside classroom setting, therefore, there has been some factors militating against effective teaching of biology in senior secondary school in Ikere Local Government Area, which some of them are as follows:
Unqualified biology teacher: Inappropriate training background of science teachers especially biology teachers and qualification of biology teachers are the major factor that militate against effective teaching of biology because some biology teachers in some senior secondary school did not undergo enough training to enable them get skills, qualities and enough knowledge of the subject matter and how to impact the knowledge to the students.
Poor method of teaching biology in senior secondary school: For teaching to be effectives one must use different methods of teaching. According to Eke (2001), teaching is effective if only it produces or yields the desired results, the ability of the teacher to adapt to different situations and produce a desired result in the classroom is a mark of teaching effectiveness. Vennier and Faith (2001) are of the opinion that all the teaching activities are supposed to produce learning, so that test of effective teaching will be amount of learning that occurs.
When the following methods are used, teaching of biology can be effective. According to Bigmen (1999), activity method, inquiry method, and discovery method which elicit student’s interests and enhance their level of attainment or comprehension of biology. Activity method the methods that encourage students to participate actively during the lesion while teaching at the same time. Oforkansi (2008) defined activity method as a method whereby the students learn through active involvement rather than being passive or being at the receiving end.
According to Ofokansi (2008), discovery means finding out. Exploration, manipulation and experimentation are components scientific enquiry that help one to discover. This approach demand that the teacher create the problem and allow the pupil/students to find answer for themselves. The author also said that enquiry involve active participation by the student/pupil rather than transmit a preconceived notion about situations.
3.Inadequte supply of biology equipment: In some schools, many laboratories equipments like microscope, glass tube, Beaker, slide, Bones of vertebrates etc. charts of different animals development, systems, organs, etc, work book for practical and textbooks are not adequate for the students in learning of biology. Biology is a science subject which is all about practical and also when combined with other science subject one will be able to study courses like medicine, nursing, pharmacy etc in higher institution. Beaty and Woolnough (1990) are of the opinion that the obsolete and insufficient teaching of biology in senior secondary schools. They stressed that the teacher may be competent enough and have all the qualities to impact the knowledge to the students but to the obsolete and insufficient availability of biological equipment the aim is defeated.
Teachers attitude towards the teaching of biology: the teachers personalities such as the way the teacher walks, talks, reacts to issues, his/her code of conduct and dressing code has become the major factors which leads to the ineffective teaching of biology. It goes with the saying that the personality of such teacher affect the effective teaching of biology in a great way. Enwieme(2001) continuous to stressed that teachers personality invariably affect the effectiveness of teaching of biology. Oforkansi(2008)opinion that personal qualities do not only enhance teaching and learning but also promotes the tone of the school as well as the profession.
In summary, ineffective of teaching of biology in Nuskka Local Government Area could be due to the several reasons such as classroom management, communication, teachers qualification, supply of biology equipment, teachers personality, negligence of seminars, and workshop by the teachers of biology, inadequate illustration and practical aspect of biology is another factors, infrastructural facilities and absences of laboratories etc.
1.2 STATEMENT OF THE PROBLEM
Biology is one of the core science subjects, which is supposed to be the most interesting subject to students in senior secondary schools. It has been discovered that the effective teaching of biology has been very important. But the rate at which students fails biology in result time’s shows that effective learning has not been attained by these students. Aganga (2000) observed that “Many secondary schools, especially the public schools have insufficient competent teachers as well as biological equipment in their different schools”. Therefore, there is the need to answer certain questions to re-enforce their effectiveness in teaching.
1.3 PURPOSE OF STUDY
The purpose of the study is to find out the problem facing teaching of biology in senior secondary schools in Ikere Local government area. Specifically the study aims at finding out.
The extent to which senior secondary schools in Ikere Local Government Area have qualified biology teachers.
To what extend does teacher teaching method have effect on teaching and learning of biology.
to examine if the use of instructional material have effect in teaching of biology
The extent to which teachers attitude affect the teaching of biology in Ikere Local Government Area.
1.4 RESEARCH QUESTIONS
In the course of this work, specific research questions to be answered are:
Does teacher qualification have effect in teaching biology in Ikere Local Government Area
What method of teaching do biology teachers usually used in teaching biology in Ikere Local Government Area?
To what extent do secondary schools in Ikere Local Government Area have adequate supply of biology equipment?
To what extent do the attitude of teachers affect the teaching of biology in Ikere Local Government Area?
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Tags: THE TEACHERS AND STUDENTS’ PERCEPTION OF EFFECTIVE TEACHING AND LEARNING OF BIOLOGY IN JUNIOR SECONDARY SCHOOLS
ABSTRACT
This work discusses level of students understanding of selected topics in ss3 biology curricula. A hundred and twenty questionnaires were distributed among students and teachers from selected secondary schools. Interviews and surveys were also conducted.
Primary and secondary data will be used in the analysis. Tables and percentages will also be used as the instrument of analysis
It will be observed therefore that level of students understanding have a strong and significant impact on the academic performance of students in ss3 biology
.
TABLE OF CONTENT:
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Research Problem
1.3 Objectives of the Study
1.4 Significance of the Study
1.5 Research Questions
1.6 Research Hypothesis
1.7 Conceptual and Operational Definition
1.8 Assumptions
1.9 Limitations of the Study
CHAPTER TWO
LITERATURE REVIEW
2.1 Sources of Literature
2.2 The Review
2.3 Summary of Literature Review
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research Method
3.2 Research Design
3.3 Research Sample
3.4 Measuring Instrument
3.5 Data Collection
3.6 Data Analysis
3.7 Expected Result
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
4.1 Data Analysis
4.2 Results
4.3 Discussion
CHAPTER FIVE
SUMMARY AND RECOMMENDATIONS
5.1 Summary
5.2 Recommendations for Further Study
Bibliography
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OR
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Bank: UBA.
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Tags: LEVEL OF STUDENTS UNDERSTANDING OF SELECTED TOPICS IN SS3 BIOLOGY CURRICULA
ABSTRACT
This work discusses level of students understanding of selected topics in ss3 biology curricula. A hundred and twenty questionnaires were distributed among students and teachers from selected secondary schools. Interviews and surveys were also conducted.
Primary and secondary data will be used in the analysis. Tables and percentages will also be used as the instrument of analysis
It will be observed therefore that level of students understanding have a strong and significant impact on the academic performance of students in ss3 biology
.
TABLE OF CONTENT:
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Research Problem
1.3 Objectives of the Study
1.4 Significance of the Study
1.5 Research Questions
1.6 Research Hypothesis
1.7 Conceptual and Operational Definition
1.8 Assumptions
1.9 Limitations of the Study
CHAPTER TWO
LITERATURE REVIEW
2.1 Sources of Literature
2.2 The Review
2.3 Summary of Literature Review
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research Method
3.2 Research Design
3.3 Research Sample
3.4 Measuring Instrument
3.5 Data Collection
3.6 Data Analysis
3.7 Expected Result
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
4.1 Data Analysis
4.2 Results
4.3 Discussion
CHAPTER FIVE
SUMMARY AND RECOMMENDATIONS
5.1 Summary
5.2 Recommendations for Further Study
Bibliography
HOW TO GET THE FULL PROJECT WORK
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08068231953 or 08168759420
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(2) Email Address
(3) Payment Name
(4) Teller Number
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BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
HOW TO IDENTIFY SCAM/FRAUD
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No Fraudulent company uses Bank Account as a means of payment, because Bank Account contains the overall information of the owner
CAUTION/WARNING
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FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
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Tags: LEVEL OF STUDENTS UNDERSTANDING OF SELECTED TOPICS IN SS3 BIOLOGY CURRICULA
ABSTRACT
In Teaching and learning communication skills, we have a lot to choose from the world of technology: TV, CD Rom, Computers, C.A.L.L., the Internet, Electronic Dictionary, Email, Blogs and Audio o Cassettes, Power Point, Videos, DVD’s or VCD’s. The last two decades have witnessed a revolution due to onset of technology, and has changed the dynamics of educational institutes, and has also influenced the educational system and the way people interact and work in the society. This rapid rising and development of information technology has offered a better pattern to explore the new teaching model. Using audio visual to create a context to teach communication skill has its unique advantages. As a result technology plays a very important role in teaching communication skill.This paper tries to analyze the necessity of audio visual technology to communication skill teaching and also brings out the problems faced by using these technologies. It also aims to make Biology teachers aware of the strategies to use it in an effective manner.
CHAPTER ONE
1.1 Background of the study
The use of audio visual in industries has been extensive, as it has been effective inincreasing productivity and retention rates, where research has shown that peopleremember 20% of what they see, 40% of what they see and hear, but about 75%of what they see and hear and do simultaneously (Lindstrom, 1994). Audio visual is now permeating the educational system as a tool for effective teaching and
learning. With audio visual, the communication of information can be done in a more effective manner and it can be an effective instructional medium for delivering information. Audio visual access to knowledge is one of the possibilities of information and communication technology that has tremendous impact on learning. The instructional media have emerged in a variety of resources, and equipment, which can be used to supplement or complement the teachers efforts in ensuring effective learning by students. It is recognized that conventional media technologies can no longer meet the needs of our teaching and learning processes; as a result they are being replaced by audio visual technology. This technology provides a learning environment that is self-paced, learner-controlled and individualized.
Audio visual is defined as the combination of various digital media types such as text, images, sound and video, into an integrated multi-sensory interactive application or presentation to convey a message or information to an audio ence. In other words, audio visual means “an individual or a small group using a computer to interact with information that is represented in several media, by repeatedly selecting what to see and hear next” (Agnew, Kellerman and Meyer, 1996).
Reisman (1994) described audio visual as a ray of “computer-driven interactivecommunication system, which create, store, transmit and retrieve, textual, graphicand audio tory networks of information.
Audio visual could be interpreted as a combination of data carriers, for examplevideo, CD-ROM, floppy disks, Internet and software in which the possibility for aninteractive approach is offered (Smeets, 1996; Jager and Lokman, 1996).
Fetterman (1997) also viewed audio visual as those resources used for instructionthat include one or more media such as graphics, video, animation, image andsound in addition to textual information. He identified four important characteristics of audio visual as:
- Audio visual systems are integrated
- The information content must be represented digitally
- The interface to the final presentation of media.
The power of audio visual lies in the fact that it is multi-sensory, stimulating themany senses of the audio ence. It is also interactive, enabling the end users of theapplication to control the content and flow of information. This has introducedimportant changes in the educational system and impact the way we communicateinformation to the learners (Neo and Neo, 2000).Ogunbote and Adesoye (2006) expressed that audio visual technology adds newdimension to learning experiences because concepts were easier to present andcomprehend when the words are complemented with images and animations.
Stating further that it has been established that learners retain more when a varietyof senses are engaged in impacting knowledge; and the intensity of the experienceaids retention and recall by engaging social, emotional and intellectual senses.
The evolution of audio visual has made it very possible for learners to become more involved in their work. With audio visual technologies, they can create audio visual applications as part of their project requirements. This would make them active participant in their own learning process, instead of just being passive learners of the educational content.
Reinsman (1994) expressed that audio visual involves processing, storage, generation, manipulation and retention of audio visual system, and the resourcescould include text files, pictures, video, audio o, databases, archives, library catalogs, course notes, relevant links to various websites and easy access to search engines available on the Internet (Shuell and Ferber, 2001).
A study by Ubogu (2006) supports the view that audio visual resources facilitateaccess to all human knowledge, anytime, and anywhere in a friendly, multi-modal, efficient and effective way, by overcoming barriers of distance, language and culture, and by using multiple Internet-connect devices.
It is important to say that the use of audio visual technology has great significancein colleges, universities and research institutions in the Western countries. In thesecountries, the technology is being seen as a key player to development in allramifications and essential component of education.
However, Babajide (2003) identified different types of audio visual communication, some of which include biology hardware, biology software, public address systems, slides, overhead projectors, opaque projectors, videos, cassettes, audio tapes, cassette recorders, flip, time sequence, stream charts, Diorama still motion pictures among others.
Audio visual in Education
Multimedia in Education has been extremely effective in teaching individuals a wide range of subjects. Audio visual is changing the way we communicate with each other. The way we send and receive messages is more effectively done and better comprehended.
While a lecture can be extremely informative, a lecture that integrates pictures or video images can help an individual learn and retain information much more effectively. Using interactive CD-ROMs can be extremely effective in teaching students a wide variety of disciplines, most notably languages and music.
A multi-sensory experience can be created for the audio ence, which in turn, elicits positive attitudes towards its application (Neo and Neo, 2001). Audio visual has also been shown to elicit the highest rate of information retention and result in shorter learning time (Ng and Komiya, 2000). On the part of the creator, designing aaudio visual application that is interactive and multi-sensory can be both a challenge and thrill. Audio visual application design offers new insights into the learning process of the designer and forces him or her to represent information and knowledge in a new and innovative way (Agnew et al, 1996).
However, information technology application serves different purposes, such asknowledge sharing-portal, search engines, public administration, social service and business solution. Oshodi (1999) posits that awareness created towards the use of information and communication technology over the years is increasing in the classroom learning environment in the third world such that mere verbalization ofwords alone in the classroom to communicate ideas, skills and attitude to educatelearner is futile. Omagbemi (2004) supporting this view expressed that access to audio visual information could stimulate changes and creates conductive learning environment and make learning more meaningful and responsive to the localized and specific needs of learners. There is certainly no lack of vision within educational communities concerning the central role and importance of ICT in the educational contexts of the future (Wood, 1993). That vision is shared by many and is accompanied by an acknowledgement that in order to realize this vision, three factors – access, training and targets must be provided (DFE, 1995; Simpson, Payne, Munro and Hughes, 1999). However, Hoffman (2001) suggested that successful implementation of ICTs need to address five interlocking frameworks for change namely the infrastructure, attitude, staff development, support (technical and administrative) and also sustainability and transferability.
The many kind of ICTs implemented at teaching and learning can be used in education for different purpose. For instance, some of them help students withtheir learning by improving the communication between them and the instructors (Valasidou, Sidiropoulos, Hatzis and Bousiou-Makridou, 2005).
In a study conducted by Simpson et al (1999) it was found that 64% of the teachereducator used ICT in the production of traditional resources of overhead transparencies and hand outs using standard word processing package; 27% indicated that they made use of and had experience with more powerful communication and presentation software; 32% incorporated the use of any ICT software into the lectures and only 24% made use of CDi resource materials. The study also revealed that in the tutors’ delivery of the courses, the students seldomexperienced demonstrations of the use of ICT as a teaching tool, that is, the tutorsseldom modelled its use through their own practices. However, these tutors gave lack of time to practice skills and the limited accessibility of some specialized facilities as constraint factors on their use of ICTs in teaching.
Studies have shown that, there are some factors that determine academics’ useand non-use of new technologies for teaching and learning in the advanced countries and these include, the needs of the learner, the characteristics and experiences of academics, the technology available, the environment within whichacademics work and how valuable they perceive the use of technology to be for teaching their students (Spotts, 1999; Jager and Lokman, 1999; Chun and Kwan,2005; and Munoz – Repiso and Tejedor, 2006) and the disciplinary context of which the academic is part (Rowley, Banwell, Childs, Gannon – heary, Londsdale,Urguhart and Armstrong, 2002). However, research have demonstrated that thereare disciplinary and subject differences in the way ICTs are being used and adopted in teaching and learning (Jager and Lokman, 1999; Jones, Zenois andGriffiths, 2004 and Eynon, 2006).
In developing countries, Nigeria inclusive, factors like lecturers’ attitude (Agbonlahor, (undated); Perception and use of media (Mabawonku, 1987); Perceived ease of use (Mabawonku, 1987; Ehikhamenor, 2005) quoted by Agbonlahor (undated); Perceived usefulness (Aghonlahor, (undated); Characteristics of lecturers (Gender, Age, Experience; Qualification etc); Adekunmisi, Ojo, Amusa and Obadeyi 2009; Training (Osunade, Philips and Ojo
(undated); Opinions of “significant others” and or peers in the university community (Agbonlahor, (undated); Availability of infrastructural facilities (Osunade et al (undated); Iloanusi and Osuagwu (undated); Cost of Purchasing (Ehikhamenor, 2005; Iloanusi and Osuagwu (undated); Management attitudes (Sife, Lwoga and Sanga, 2007); Use/knowledge of biology(Anadarajan, Igbaria and Anakwe, 2002); Power supply (Osunade et al (Undated); Iloanusi and Osuagwu (Undated) amongst others.
1.2 Statement of the Problem
There is an urgent need to improve the quality of education to bridge the gapbetween developed and developing nations, and audio visual instruction is considered as a necessary tool for this purpose. However, the presence of audio visual alone will not stimulate significant changes in a school. Teachers are important ingredient in the implementation of audio visual instruction in education.
Without the involvement of teachers, most students may not take advantage of allthe available potential benefits of audio visual on their own. Teachers need to actively participate in the use of audio visual facilities. They have to be trained in the use of audio visual and in its integration in the classroom activities to enhance thinking and creativity among students. They must also learn to facilitate and
encourage students by making them responsible for their own learning. Many ofthe current graduates were found to be lacking in creativity, communications skills, analytical and critical thinking and problem – solving skills (Teo and Wong, 2000;
Tan, 2000).
In this study, attempts are therefore made at examining such issues as arepertinent to audio visual utilization for teaching in the Faculties of Arts and
Education, University of Ibadan, Oyo State, Nigeria.
1.3 Objectives of the Study
Specifically, the objectives of this study are to:
1. Determine the availability of instructional audio visual in the Faculties of Arts and Education for teaching and learning.
2. Determine the pattern and frequency of use of audio visual by lecturers in these selected faculties for teaching and learning
3. Investigate the adequacy of audio visual facilities for teaching and learning of biology.
4. Identify factors, if any, which limit the use of audio visual by the teachers.
1.4 Research Questions
The study is structured to provide answers to the following research questions:
1. How available are the instructional audio visual for teaching and learning in biology?
2. What is the pattern and frequency of use of the audio visual for teaching andlearning by the lecturers of the facility?
3. How adequate are the audio visual facilities for teaching and learning of biology?
4. What factors limit the use of audio visual by teachers of the subject?
1.5 Objective of the Study
- To understand the meaning of multimedias
- To understand the use of multimedias in teaching biology in junior secondary schools
1.6 Research Hypothesis
H0: The application of multimedias does not have a significant positive impact in teaching biology in junior secondary schools in Oredo LGA, Edo state
H1: The application of multimedias have a significant positive impact in teaching biology in junior secondary schools in Oredo LGA, Edo state
TABLE OF CONTENT:
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Research Problem
1.3 Objectives of the Study
1.4 Significance of the Study
1.5 Research Questions
1.6 Research Hypothesis
1.7 Conceptual and Operational Definition
1.8 Assumptions
1.9 Limitations of the Study
CHAPTER TWO
LITERATURE REVIEW
2.1 Sources of Literature
2.2 The Review
2.3 Summary of Literature Review
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research Method
3.2 Research Design
3.3 Research Sample
3.4 Measuring Instrument
3.5 Data Collection
3.6 Data Analysis
3.7 Expected Result
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
4.1 Data Analysis
4.2 Results
4.3 Discussion
CHAPTER FIVE
SUMMARY AND RECOMMENDATIONS
5.1 Summary
5.2 Recommendations for Further Study
Bibliography
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OR
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No Fraudulent company uses Bank Account as a means of payment, because Bank Account contains the overall information of the owner
CAUTION/WARNING
Please, DO NOT COPY any of our materials on this website WORD-TO-WORD. These materials are to assist, direct you during your project. Study the materials carefully and use the information in them to develop your own new copy. Copying these materials word-to-word is CHEATING/ ILLEGAL because it affects Educational standard, and we will not be held responsible for it. If you must copy word-to-word please do not order/buy.
That you ordered this material shows you have agreed not to copy word-to-word.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
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Tags: EFFECT OF MULTIMEDIA INSTRUCTIONAL PACKAGES ON BIOLOGY STUDENTS’ ACADEMIC ACHIEVEMENT AND INTEREST IN KEFFI
ABSTRACT
In Teaching and learning communication skills, we have a lot to choose from the world of technology: TV, CD Rom, Computers, C.A.L.L., the Internet, Electronic Dictionary, Email, Blogs and Audio o Cassettes, Power Point, Videos, DVD’s or VCD’s. The last two decades have witnessed a revolution due to onset of technology, and has changed the dynamics of educational institutes, and has also influenced the educational system and the way people interact and work in the society. This rapid rising and development of information technology has offered a better pattern to explore the new teaching model. Using audio visual to create a context to teach communication skill has its unique advantages. As a result technology plays a very important role in teaching communication skill.This paper tries to analyze the necessity of audio visual technology to communication skill teaching and also brings out the problems faced by using these technologies. It also aims to make Biology teachers aware of the strategies to use it in an effective manner.
CHAPTER ONE
1.1 Background of the study
The use of audio visual in industries has been extensive, as it has been effective inincreasing productivity and retention rates, where research has shown that peopleremember 20% of what they see, 40% of what they see and hear, but about 75%of what they see and hear and do simultaneously (Lindstrom, 1994). Audio visual is now permeating the educational system as a tool for effective teaching and
learning. With audio visual, the communication of information can be done in a more effective manner and it can be an effective instructional medium for delivering information. Audio visual access to knowledge is one of the possibilities of information and communication technology that has tremendous impact on learning. The instructional media have emerged in a variety of resources, and equipment, which can be used to supplement or complement the teachers efforts in ensuring effective learning by students. It is recognized that conventional media technologies can no longer meet the needs of our teaching and learning processes; as a result they are being replaced by audio visual technology. This technology provides a learning environment that is self-paced, learner-controlled and individualized.
Audio visual is defined as the combination of various digital media types such as text, images, sound and video, into an integrated multi-sensory interactive application or presentation to convey a message or information to an audio ence. In other words, audio visual means “an individual or a small group using a computer to interact with information that is represented in several media, by repeatedly selecting what to see and hear next” (Agnew, Kellerman and Meyer, 1996).
Reisman (1994) described audio visual as a ray of “computer-driven interactivecommunication system, which create, store, transmit and retrieve, textual, graphicand audio tory networks of information.
Audio visual could be interpreted as a combination of data carriers, for examplevideo, CD-ROM, floppy disks, Internet and software in which the possibility for aninteractive approach is offered (Smeets, 1996; Jager and Lokman, 1996).
Fetterman (1997) also viewed audio visual as those resources used for instructionthat include one or more media such as graphics, video, animation, image andsound in addition to textual information. He identified four important characteristics of audio visual as:
- Audio visual systems are integrated
- The information content must be represented digitally
- The interface to the final presentation of media.
The power of audio visual lies in the fact that it is multi-sensory, stimulating themany senses of the audio ence. It is also interactive, enabling the end users of theapplication to control the content and flow of information. This has introducedimportant changes in the educational system and impact the way we communicateinformation to the learners (Neo and Neo, 2000).Ogunbote and Adesoye (2006) expressed that audio visual technology adds newdimension to learning experiences because concepts were easier to present andcomprehend when the words are complemented with images and animations.
Stating further that it has been established that learners retain more when a varietyof senses are engaged in impacting knowledge; and the intensity of the experienceaids retention and recall by engaging social, emotional and intellectual senses.
The evolution of audio visual has made it very possible for learners to become more involved in their work. With audio visual technologies, they can create audio visual applications as part of their project requirements. This would make them active participant in their own learning process, instead of just being passive learners of the educational content.
Reinsman (1994) expressed that audio visual involves processing, storage, generation, manipulation and retention of audio visual system, and the resourcescould include text files, pictures, video, audio o, databases, archives, library catalogs, course notes, relevant links to various websites and easy access to search engines available on the Internet (Shuell and Ferber, 2001).
A study by Ubogu (2006) supports the view that audio visual resources facilitateaccess to all human knowledge, anytime, and anywhere in a friendly, multi-modal, efficient and effective way, by overcoming barriers of distance, language and culture, and by using multiple Internet-connect devices.
It is important to say that the use of audio visual technology has great significancein colleges, universities and research institutions in the Western countries. In thesecountries, the technology is being seen as a key player to development in allramifications and essential component of education.
However, Babajide (2003) identified different types of audio visual communication, some of which include biology hardware, biology software, public address systems, slides, overhead projectors, opaque projectors, videos, cassettes, audio tapes, cassette recorders, flip, time sequence, stream charts, Diorama still motion pictures among others.
Audio visual in Education
Multimedia in Education has been extremely effective in teaching individuals a wide range of subjects. Audio visual is changing the way we communicate with each other. The way we send and receive messages is more effectively done and better comprehended.
While a lecture can be extremely informative, a lecture that integrates pictures or video images can help an individual learn and retain information much more effectively. Using interactive CD-ROMs can be extremely effective in teaching students a wide variety of disciplines, most notably languages and music.
A multi-sensory experience can be created for the audio ence, which in turn, elicits positive attitudes towards its application (Neo and Neo, 2001). Audio visual has also been shown to elicit the highest rate of information retention and result in shorter learning time (Ng and Komiya, 2000). On the part of the creator, designing aaudio visual application that is interactive and multi-sensory can be both a challenge and thrill. Audio visual application design offers new insights into the learning process of the designer and forces him or her to represent information and knowledge in a new and innovative way (Agnew et al, 1996).
However, information technology application serves different purposes, such asknowledge sharing-portal, search engines, public administration, social service and business solution. Oshodi (1999) posits that awareness created towards the use of information and communication technology over the years is increasing in the classroom learning environment in the third world such that mere verbalization ofwords alone in the classroom to communicate ideas, skills and attitude to educatelearner is futile. Omagbemi (2004) supporting this view expressed that access to audio visual information could stimulate changes and creates conductive learning environment and make learning more meaningful and responsive to the localized and specific needs of learners. There is certainly no lack of vision within educational communities concerning the central role and importance of ICT in the educational contexts of the future (Wood, 1993). That vision is shared by many and is accompanied by an acknowledgement that in order to realize this vision, three factors – access, training and targets must be provided (DFE, 1995; Simpson, Payne, Munro and Hughes, 1999). However, Hoffman (2001) suggested that successful implementation of ICTs need to address five interlocking frameworks for change namely the infrastructure, attitude, staff development, support (technical and administrative) and also sustainability and transferability.
The many kind of ICTs implemented at teaching and learning can be used in education for different purpose. For instance, some of them help students withtheir learning by improving the communication between them and the instructors (Valasidou, Sidiropoulos, Hatzis and Bousiou-Makridou, 2005).
In a study conducted by Simpson et al (1999) it was found that 64% of the teachereducator used ICT in the production of traditional resources of overhead transparencies and hand outs using standard word processing package; 27% indicated that they made use of and had experience with more powerful communication and presentation software; 32% incorporated the use of any ICT software into the lectures and only 24% made use of CDi resource materials. The study also revealed that in the tutors’ delivery of the courses, the students seldomexperienced demonstrations of the use of ICT as a teaching tool, that is, the tutorsseldom modelled its use through their own practices. However, these tutors gave lack of time to practice skills and the limited accessibility of some specialized facilities as constraint factors on their use of ICTs in teaching.
Studies have shown that, there are some factors that determine academics’ useand non-use of new technologies for teaching and learning in the advanced countries and these include, the needs of the learner, the characteristics and experiences of academics, the technology available, the environment within whichacademics work and how valuable they perceive the use of technology to be for teaching their students (Spotts, 1999; Jager and Lokman, 1999; Chun and Kwan,2005; and Munoz – Repiso and Tejedor, 2006) and the disciplinary context of which the academic is part (Rowley, Banwell, Childs, Gannon – heary, Londsdale,Urguhart and Armstrong, 2002). However, research have demonstrated that thereare disciplinary and subject differences in the way ICTs are being used and adopted in teaching and learning (Jager and Lokman, 1999; Jones, Zenois andGriffiths, 2004 and Eynon, 2006).
In developing countries, Nigeria inclusive, factors like lecturers’ attitude (Agbonlahor, (undated); Perception and use of media (Mabawonku, 1987); Perceived ease of use (Mabawonku, 1987; Ehikhamenor, 2005) quoted by Agbonlahor (undated); Perceived usefulness (Aghonlahor, (undated); Characteristics of lecturers (Gender, Age, Experience; Qualification etc); Adekunmisi, Ojo, Amusa and Obadeyi 2009; Training (Osunade, Philips and Ojo
(undated); Opinions of “significant others” and or peers in the university community (Agbonlahor, (undated); Availability of infrastructural facilities (Osunade et al (undated); Iloanusi and Osuagwu (undated); Cost of Purchasing (Ehikhamenor, 2005; Iloanusi and Osuagwu (undated); Management attitudes (Sife, Lwoga and Sanga, 2007); Use/knowledge of biology(Anadarajan, Igbaria and Anakwe, 2002); Power supply (Osunade et al (Undated); Iloanusi and Osuagwu (Undated) amongst others.
1.2 Statement of the Problem
There is an urgent need to improve the quality of education to bridge the gapbetween developed and developing nations, and audio visual instruction is considered as a necessary tool for this purpose. However, the presence of audio visual alone will not stimulate significant changes in a school. Teachers are important ingredient in the implementation of audio visual instruction in education.
Without the involvement of teachers, most students may not take advantage of allthe available potential benefits of audio visual on their own. Teachers need to actively participate in the use of audio visual facilities. They have to be trained in the use of audio visual and in its integration in the classroom activities to enhance thinking and creativity among students. They must also learn to facilitate and
encourage students by making them responsible for their own learning. Many ofthe current graduates were found to be lacking in creativity, communications skills, analytical and critical thinking and problem – solving skills (Teo and Wong, 2000;
Tan, 2000).
In this study, attempts are therefore made at examining such issues as arepertinent to audio visual utilization for teaching in the Faculties of Arts and
Education, University of Ibadan, Oyo State, Nigeria.
1.3 Objectives of the Study
Specifically, the objectives of this study are to:
1. Determine the availability of instructional audio visual in the Faculties of Arts and Education for teaching and learning.
2. Determine the pattern and frequency of use of audio visual by lecturers in these selected faculties for teaching and learning
3. Investigate the adequacy of audio visual facilities for teaching and learning of biology.
4. Identify factors, if any, which limit the use of audio visual by the teachers.
1.4 Research Questions
The study is structured to provide answers to the following research questions:
1. How available are the instructional audio visual for teaching and learning in biology?
2. What is the pattern and frequency of use of the audio visual for teaching andlearning by the lecturers of the facility?
3. How adequate are the audio visual facilities for teaching and learning of biology?
4. What factors limit the use of audio visual by teachers of the subject?
1.5 Objective of the Study
- To understand the meaning of multimedias
- To understand the use of multimedias in teaching biology in junior secondary schools
1.6 Research Hypothesis
H0: The application of multimedias does not have a significant positive impact in teaching biology in junior secondary schools in Oredo LGA, Edo state
H1: The application of multimedias have a significant positive impact in teaching biology in junior secondary schools in Oredo LGA, Edo state
TABLE OF CONTENT:
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Research Problem
1.3 Objectives of the Study
1.4 Significance of the Study
1.5 Research Questions
1.6 Research Hypothesis
1.7 Conceptual and Operational Definition
1.8 Assumptions
1.9 Limitations of the Study
CHAPTER TWO
LITERATURE REVIEW
2.1 Sources of Literature
2.2 The Review
2.3 Summary of Literature Review
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research Method
3.2 Research Design
3.3 Research Sample
3.4 Measuring Instrument
3.5 Data Collection
3.6 Data Analysis
3.7 Expected Result
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
4.1 Data Analysis
4.2 Results
4.3 Discussion
CHAPTER FIVE
SUMMARY AND RECOMMENDATIONS
5.1 Summary
5.2 Recommendations for Further Study
Bibliography
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following instructions and information if you will like to order/buy our complete written material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#5000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) immediately we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
HOW TO IDENTIFY SCAM/FRAUD
As a result of fraud in Nigeria, people don’t believe there are good online businesses in Nigeria.
But on this site, we have provided “table of content and chapter one” of all our project topics and materials in order to convince you that we have the complete materials.
Secondly, we have provided our Bank Account on this site. Our Bank Account contains all information about the owner of this website. For your own security, all payment should be made in the bank.
No Fraudulent company uses Bank Account as a means of payment, because Bank Account contains the overall information of the owner
CAUTION/WARNING
Please, DO NOT COPY any of our materials on this website WORD-TO-WORD. These materials are to assist, direct you during your project. Study the materials carefully and use the information in them to develop your own new copy. Copying these materials word-to-word is CHEATING/ ILLEGAL because it affects Educational standard, and we will not be held responsible for it. If you must copy word-to-word please do not order/buy.
That you ordered this material shows you have agreed not to copy word-to-word.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
Visit any of our project websites below:
www.easyprojectmaterials.com
www.easyprojectmaterials.com.ng
www.easyprojectmaterial.net
www.easyprojectmaterial.net.ng
www.easyprojectsolutions.com
www.worldofnolimit.com
www.worldofnolimit.com
www.nairaproject.com.ng
www.nairaprojects.com.ng
www.nairaproject.net
www.nairaprojects.net
www.uniproject.com.ng
www.uniprojects.com.ng
Tags: EFFECT OF MULTIMEDIA INSTRUCTIONAL PACKAGES ON BIOLOGY STUDENTS’ ACADEMIC ACHIEVEMENT AND INTEREST IN KEFFI
