EFFECTS OF STUDENTS IMPROVISED INSTRUCTIONAL MATERIALS ON SENIOR SECONDARY SCHOOLS STUDENTS

CHAPETR ONE

INTRODUCTION 

1.1        Background of the study

1.2        Statement of problem

1.3        Objective of the study

1.4        Research Hypotheses

1.5        Significance of the study

1.6        Scope and limitation of the study

1.7       Definition of terms

1.8       Organization of the study

CHAPETR TWO

2.0   LITERATURE REVIEW

CHAPETR THREE

3.0        Research methodology

3.1    sources of data collection

3.3        Population of the study

3.4        Sampling and sampling distribution

3.5        Validation of research instrument

3.6        Method of data analysis

CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS AND INTERPRETATION

4.1 Introductions

4.2 Data analysis

CHAPTER FIVE

5.1 Introduction

5.2 Summary

5.3 Conclusion

5.4 Recommendation

Appendix

 

Abstract

The study investigated the effects of student’s improvised instructional materials on students Achievement in Biology. This study became necessary because of the unavailability of instructional materials for teaching biology in the secondary schools. The study employed a quasi experimental design, specifically the pretest? Posttest non equivalent group design. One hundred and forty SSI students from potiskum Education Zone from 2 schools randomly drawn from public primary schools in Potiskum education zone of Akwa Ibom state formed sample of the study. Three experts validated the instrument Biology Achievement Test (BAT). Five research questions were answered and five hypotheses were tested. The data were analyzed using mean, standard deviation and ANCOVA. The results revealed that students taught using improvised instructional materials performed better than students taught using conventional material; male students did not perform better than their female counterparts in Biology; rural students performed better than urban students in biology; The results do not suggest ordinal interaction effect between mode of method and gender on students achievement in biology.

 

 CHAPTER ONE

INTRODUCTION

1.1 Background of the study

Science is the bedrock on which modern day technological breakthrough is hinged. Different authors according to their own understanding have defined Science. Igwe (2003) defined science as a systematic study of the nature of the behaviour of the material and physical universe through observation, experimentation, measurement and recording. In addition, Esu (2004) defined science as a systematic, precise, objective way to study the natural world. Science is often an exciting and satisfying enterprise that requires creativity, skill and insight based on this Fape (2007) defined science as rationally structured knowledge about nature, which embraces systematic methods of positive attitudes for its acquisition, teaching, learning and application. The major goal of science education is to develop scientifically literate individuals that are concerned with high competence for rational thoughts and actions. The objectives of science education in this country according to Maduekwe (2006) include the need to prepare students to observe and explore the environment, explain simple natural phenomena, develop scientific attitudes including curiosity, critical reflection and objectivity, apply the skills and knowledge gained through science to solve everyday problems in the environment, develop self-confidence and self-reliance through problem solving activities in science. In recent times, countries all over the world, especially the developing ones like Nigeria, are striving hard to develop technologically and scientifically, since the world is turning Scientific and all proper functioning of lives depend greatly on Science. According to Ogunleye (2006), Science is a dynamic human activity concerned with understanding the workings of our world. This understanding helps man to know more about the universe. Without the application of science, it would have been difficult for man to explore the other planets of the universe. Science comprises the basic disciplines such as Physics, Chemistry, Mathematics and Biology. Biology is one of the science subjects that senior secondary school students offer at the senior levels in the Nigerian secondary schools, (FRN, 2004). Biology is a very important science subject and a requirement for further learning of a number of science-related professional courses like medicine, agriculture, pharmacy, etc. In contemporary Nigeria, greater emphasis is placed on science and technological development. As a result, students are being encouraged to take up science-related subjects. Today, Biology pervades literally every field of human endeavour, and plays a fundamental role in educational advancement. This is seen in all the technological advancement in the world today, which is because of scientific investigations. However, the issue remains that in most secondary schools in Nigeria, there is high rate of failure in the subject. Studies have shown that secondary school students are exhibiting low interest in Biology (Esiobu, 2005). This low interest of students in biology has been traced to poor achievement in examinations. In our match towards scientific and technological advancement, we need nothing short of good achievement in biology at all levels of schooling. Unfortunately, achievement of students in biology at the end of the secondary school has not improved in the last decade (Umoinyang, 1999). Folorunso (2004) has linked poor achievement trend in biology particularly to the lack of instructional resources in schools due to poor funding of schools. The poor funding of schools has hindered the principals from providing the teachers with adequate instructional resources. The National Policy on Education (FME, 2004) emphasizes the need for teaching and learning of science processes and principles. The policy recommends practical, exploratory and experimental methods of teaching. In this regards, Okebukola (2004) stated that the basic tools that science uses in the learning of science processes are the instructional materials.
Studies have shown that the use of instructional materials have improved achievement (George, 2008) and Nwagbo (2006). Instructional materials are wide varieties of equipment and materials use for teaching and learning by teachers to stimulate self-activity on the part of the students. The teaching of Biology without instructional materials may certainly result in poor academic achievement. Poor academic achievement in Biology could also be attributed to many factors such as, low interest of students in biology, inadequate motivation from teacher, poor incentives to biology teachers, lack of adequate supply of instructional material, lack of qualified teachers, and use of teacher centered instructional strategies, inadequate use of instructional materials and use of abstract standardized materials. Among these factors, teacher?s use of abstract standardized instructional strategy is considered as an important factor in this study.
This implies that the mastery of Biology concepts might not be fully achieved without the use of instructional resources that the students are abreast with. The teaching of Biology without instructional materials may certainly result in poor academic achievement. Folorunso (2004) observed that there is lack of adequate and appropriate instructional resources for effective teaching of Biology in schools. For Ibitoye and Fape (2007), the poor achievement in biology was traced to poor usage of instructional resources for biology teaching and learning, poor state of infrastructure facilities, large class size, poor teaching, use of faulty assessment practice, and inadequacy of quality teachers. According to Okebukola (2004), the poor state of laboratory facilities and inadequate use of instructional materials has constituted a cog in the wheel of students? achievement in Biology in the Senior School Examination. The verbal exposition does not promote skill acquisition, objectivity, and critical thinking abilities that will enable the child to function effectively in the society. This according to the researcher leads to poor achievement of students in the subject. Okebukola and Jegede (1986) stressed that a professionally qualified Biology teacher no matter how well trained, would be unable to put his ideas into practice if the school setting lacks the equipment and material resources necessary for him or her to translate his competence into reality. The report of West African Examination Council (WAEC) on the Senior Secondary School Certificate Examination (SSCE) (2011) on student enrolment and performance in Nigeria by subject, grade, and sex revealed low enrolment of girls for science subjects as well as low academic achievement in biology and other science subjects and the persistent poor achievement of students in biology.

1.2 STATEMENT OF THE PROBLEM

It is an indispensable fact that knowledge of biology is highly relevant in the world today.  Bearing this in mind therefore, effective and efficient study is very important in the primary (as integrated science) secondary and tertiary institutions of learning.  The optimum value of biology has been greatly reduced due to the array of problems that its teaching and learning face over the years. The problem of this study is the non use of instructional materials in the teaching of biology influenced by lack of creative improvisation of teaching materials on the part of the teachers.  This situation may be one of the factors that cause poor performance of students in biology examinations like the Senior Secondary Certificate Examinations (SSCE). Thus, this research is designed to investigate the effect of improvisation of instructional materials on student’s performance in biology.

 

1.3 OBJECTIVE OF THE STUDY

The objectives of the study are;

1. To investigate the effect of improvisation of instructional materials in the teaching of biology in secondary schools
2. To examine the effect of instructional materials on the performance of students in biology.
3. Identify those factors militating against effective use of instructional materials during biology lessons.

1.4 RESEARCH HYPOTHESES

For the successful completion of the study, the following research hypotheses were formulated by the researcher;

H₀: there is no effect of improvisation of instructional materials in the teaching of biology in secondary schools.

H₁: there is effect of improvisation of instructional materials in the teaching of biology in secondary schools.

H₀²: there is no effect of instructional materials on the performance of students in biology.

H₂: there is effect of instructional materials on the performance of students in biology.

1.5 SIGNIFICANCE OF THE STUDY

The act of teaching without instructional materials in an abstract way will not yield positive and meaningful result in any learning environment.  But when interacting with real or almost real designed materials, students understanding of concepts and principles would be greatly facilitated.  It is pertinent to note that this study would help to enlighten all stakeholders in the education sector on the relevance of instructional materials.  This study would achieve this by highlighting the benefit of improvisation in the teaching and learning process as well as citing the disadvantages of its unavailability. To teachers, this study would help them devise, utilize and maximize the use of improvised teaching materials in order to attain set down educational objectives as they relate to biology.  To the students the use of instructional materials would benefit them as they would be motivated to learn biology and understand its concept easily.  Learning biology would become more interesting to the students as the abstract concept and phenomenon in biology would be turned into real life or almost real life situation.  The policy makers and educational administrators would benefit from this work as they would know the various factors militating against the optimal implementation of the educational policies and curriculum, thus knowing how to checkmate these factors. Finally, this research work would serve as a blue print to educational administrators and stakeholders on ways to improve on the diverse skills of improvising instructional materials and subsequently seeing improvisation as a means of making instructional materials available in our schools.

1.6 SCOPE AND LIMITATION OF THE STUDY

The scope of the study covers effects of student’s improvised instructional materials on senior secondary schools students. The researcher encounters some constrain which limited the scope of the study;

1. a) AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study
2. b) TIME: The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.
3. c) Organizational privacy: Limited Access to the selected auditing firm makes it difficult to get all the necessary and required information concerning the activities.

1.7 DEFINITION OF TERMS 

Biology:  A science devoted to the study of life and living organisms be it plant, animals or even organisms too small to be seen by the human eye.

Science:  The systematic study of anything that can be examined tested and verified.

Improvisation:  Making effective use of locally available materials to achieve pre-determined educational objectives.

Biology Teacher:  A person who has professional training in teaching qualification ranging from National Certificate of Education (NCE), Bachelor of Education (B.Ed) in Biology or one who has post-graduate Diploma in education (PGDE).

INSTRUCTIONAL MATERIAL: Instructional Materials. Instructional materials are the tools used in educational lessons, which includes active learning and assessment. Basically, any resource a teacher uses to help him teach his students is an instructional material.

1.8 ORGANIZATION OF THE STUDY

This research work is organized in five chapters, for easy understanding, as follows

Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study. Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature. Chapter three deals on the research design and methodology adopted in the study. Chapter four concentrate on the data collection and analysis and presentation of finding.  Chapter five gives summary, conclusion, and recommendations made of the study

₦5,000.00 – DOWNLOAD FULL PROJECT DOWNLOAD FULL PROJECT Added to cart

---

---

---

---

Related Project Topics :