INSTRUCTIONAL STRATEGY AND ACADEMIC PERFORMANCE IN BIOLOGY AMONG SECONDARY SCHOOL STUDENTS
ABSTRACT
The study was conducted in Onna Local Government Area of Akwa Ibom State to establish the relationship between instructional strategies and academic performance among secondary schools students in Biology. Two null hypotheses were formulated to guide the study. A quasi-experimental research design was used one thousand three hundred and fourteen (1314) SS1 students from six secondary schools constitute the population of the study. From the six selection secondary schools, thirty (30) SS1 students were drawn from each to form, the sample size of one hundred and eight (180) SS1 students used for the study. A simple random sampling technique was used for the selection of the sample size. A ten-item test called Biology Achievement Test (BAT) was developed and validated by the supervisor for data collection. Data generated from the instrument was analyzed using an independent t-test method while the hypotheses were tested at a 0.05 level of significance. The results from findings revealed that instructional strategies have a significant influence on academic performance among a secondary school of students in Biology. The study further revealed that students taught through guided discovery strategy performed better than those taught lecture strategy. Based on findings, the researcher recommended among others that Biology teachers should often used activity-oriented method such as guided discovery if scientific knowledge and skills must be acquired among students.
CHAPTER ONE
INTRODUCTION
1.1 Background to the study
The major goal of science education is to enable as to construct knowledge of how our universe works, in order to explain and possible control phenomena.
To achieve this goal, the teaching and learning of science should be done in a way that promotes the participation of students in any activities conducted in the classroom. Hence, the methods employed in teaching/learning in schools are of vital importance. Many educators consider the methodology of teaching as the central concern of a teacher (Garcia, 2009).
According to Garcia (2009), the possible reason for this may be that teacher’s knowledge of the subject matter alone does not guarantee to carry on an effective teaching/learning process.
Although there is no best strategy of teaching and learning in the educational system, there is a choice of one strategy over the conduct and the desired outcomes of the lesson (Carin, 2007; and Garcia, 2009). By way of definition, Jonassen (2006) states that method is a way by which a teacher can teach, while Abasa and Getinet (2012) referred to teaching method as strategies of instruction or style of instruction.
Science is an activity-oriented course, the way it is though is important in helping the students acquire basic scientific knowledge, skills and attitude to solving the different problem in life.
Biology being a science subject, therefore involve the teacher using methods that will give students the opportunity to be actively involved Chield (202) pointed out that good teachers follow no one method. Instead, he/she uses whatever methods and materials that seem to be best for the particular combinations of individual situations. In a related study, Ndagana and Onifade (2010) observed that “no method as being the best for every teaching situation”. They, however, added that a carefully designed teaching method can make wonders in making learning effectively Ndagana and Onifade (2010) further posited that “the success in the use of the method depends on an intelligent analysis of the educational purpose, the students in the class, the curriculum content of the moment or the type of subject matter being taught”.
INSTRUCTIONAL STRATEGY AND ACADEMIC PERFORMANCE IN BIOLOGY AMONG SECONDARY SCHOOL STUDENTS
Despite the improvement role of the strategies used in the teaching/learning process the researcher has also observed the poor state of students in the science subjects in their external examinations. A number of factors have been identified as contributing to the non-acquisition of science skills and poor performance by secondary school students. One of such factor is the teachers’ method of teaching, several reports like Ali (2004), Okebakola (2005), Nwosu (20130, Nwagbo (2009), and Chukwuneke (2010) indicate that many teachers prefer the traditional lecture method of teaching and shy away from innovative teaching method like inquiring discovery, laboratory etc approach to learning. It is against this undesirable trend that this study is conducted to further examine the extent to which instructional strategies and influence academic performance in Biology in secondary schools in Onna Local Government Area of Akwa Ibom State.
1.2 Statement of the problem
Biology is generally conceived by most students as the easiest science subject and so, enjoys a larger number of enrolment than other basic science subjects as observed by the researcher, however, the yearly percentage pass in the subject is very low compared with students performance in other basic sciences as well as other subjects. This, it should be stated, does not translate to its being easy (Nzelum, 2010).
Available statistics from West Africa Examination Council (WAEC, 2013), Ofogebu (2013), and Akubuilo (2014) revealed relative to other, science subjects, it records a way poor performance at senior schools certificate examinations, especially in the practical examinations where students exhibited very poor science skills acquisition. Similarly, May/June 2014 West Africa Examination Council result recorded yet another failure with only 38.81% of the candidates considered to have passed (Akonedo, 2014).
Worries from these states of student’s affairs in their external examinations, the researcher wonders whether the incessant performance among students is not attributed to the instructional strategies. Hence, the intention of the researcher to conduct the study is to investigate the extent to which the instructional strategies used by the teacher in teaching/learning biology could influence students’ academic performance in schools in the area.
1.3 Purpose of the study
The general purpose of this study was to investigate instructional strategies and academic performance in Biology among secondary schools students in Onna Local Government Area of Akwa Ibom State.
In special terms, the study seeks to:
- Compare the mean achievement scores of Biology and those taught through guided discovery method strategy and those taught through conventional lecture strategy.
- Examine the influence of guided discovery strategy on students’ academic performance based on gender.
1.4 Significance of the study
It is the researcher’s view that the result from this study will:
- Enlighten teachers on the need for adequate selection of suitable instructional strategies that will stimulate teaching and learning of Biology.
- Assist school managers on the need to organize conferences and seminars for teachers where the need for effective use of adequate strategy should be addressed.
- Serve as a reference manual for future research work on the related issue.
1.5 Research Questions
The following research questions are raised to direct the study:
- Is there any difference in academic performance between biology students taught using guided discovery strategy and those taught using lecture method?
- Is any difference in academic performance between male and female Biology students taught through guided discovery strategy?
1.6 Research Hypotheses
The following research hypotheses were formulated to guide the study:
- There is no significant difference in academic performance between Biology students taught through guided discovery strategy and those taught using lecture strategy.
- There is no significant difference in academic performance between male and female Biology students taught through guided discovery strategy.
INSTRUCTIONAL STRATEGY AND ACADEMIC PERFORMANCE IN BIOLOGY AMONG SECONDARY SCHOOL STUDENTS