Collaborative Strategies and Students’ Academic Performance in Biology in Secondary Schools
ABSTRACT
This study examined collaborative strategies and student’s Academic Performance in Biology in secondary schools in Abak Local Government Area. Two null hypotheses were formulated to guide the study. The quasi-experimental research design was adopted for the study. The population of the study comprised all senior secondary one students who offer Biology in the study area. A sample size of 120 SS1 students was used for the study. The Instrument for data collection was “Biology Achievement Test (BAT)”.The data generated for the study were analyzed using independent t-test. The results showed that students’ taught using the team teaching and cooperative learning strategies performed significantly better than those taught by a single instructor and those who learnt in isolation respectively. It was concluded that the collaborative strategies –team teaching and cooperative learning have significant positive effects on students’ academic performance in Biology. A number of recommendations were made, one of which is that cooperative learning and team teaching strategies should be adopted in teaching and learning Biology for improved academic performance of biology students.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
In the contemporary world today, attention is focused on education as an instrument of launching nations into the world of science and technology and with consequential hope of human advancement in terms of living conditions and development of the environment. This is because, in the life of any nation, education is the live-wire of its industries. It is the foundation of moral regeneration and revival of its people. Education is the bed-rock of any nation’s defense. It is that process that helps to develop the whole man physically, mentally, socially and technically, to enable him to function effectively in any environment in which he may find himself (FRN,2009). Therefore no nation can afford to pay lip service to the education of its people.
A nation that thinks lightly of education does so at it own peril. In this regard Ogundele (2000) observed that no nation rises above the level of its education and no educational system outgrows the quality and status of its teachers. He admitted that teaching is an activity driven exercise. It involves the passage or transfer of knowledge or ideas by the teacher to the learners. Teaching and learning do not happen by chance, it takes processes, methods and strategies. As the teacher sets out to implement the curriculum contents at the classroom level, he uses a number of methods and strategies that will facilitate the learner’s understanding of the instruction given. It is however incontestable that the realization of the objectives of any teaching learning encounter will be an illusion if the teacher fails to use appropriate method and strategies.
Collaborative Strategies and Students’ Academic Performance in Biology in Secondary Schools
What a teacher does in the classroom depends to some degree upon his approach to learning situations. Not fully appreciated by many educators is the importance of this initial step. Students’ negative attitude toward learning may be related to the method of instruction (Oyer, 2005), Organizing for effective teaching in science education is centered on certain factors such as what to teach, when to teach and how to teach that which is meant to be taught in a way that guarantees better understanding and also stimulates and motivate the learners.
Several methods of instruction have been employed for science teaching depending on the subject matter. varying factors ranging from learners socio-economic background, intelligence, quotient and attitude of learners to the teaching-learning process as well as the teaching methods and strategies adopted by teachers have linked to the performance of students in school.
Thus, successful teaching in science does not depend only on the teachers mastery of the subject matter but also the teaching strategies employed. Tawari (2006) observed that teaching methods that encouraged students are conspicuously lacking among teachers He maintained that the knowledge of Biology, Chemistry and Physics which have been crystallized into concepts, empirical laws and theories form the basis of our material comfort. Hence, science educators must adopt appropriate and more efficient methods and strategies for teaching the various science concepts to the learners in order to promote the learning of science subjects among students as well as ensuring that the much needed improvement in students’ academic performance is achievable.
Accordingly, research has shown that some collaborative teaching strategies such as cooperative learning, team teaching and peer tutoring have proved to be effective in boosting students’ academic performance in science education. It is therefore pertinent that science educators begin to adopt these collaborative strategies in science teaching for better academic performance among students.
1.2 Statement of the problem
It is an indisputable fact that students’ academic performance in schools has continued to dwindle over the years. This development has jeopardized the realization of set goals and objectives in our educational system and the teaching-learning process in schools.
The poor academic performance of students in most school subject including Biology is fast becoming a recurring decimal in the nations’ educational system. The situation has equally generated concerns among key stake holders in the sector who have apportioned blame among themselves. Parents point accusing fingers on teachers while teachers in turn blame their inefficiency on the lip-service and insensitivity of government to their plights.
It is the believe of most scholars that the success or otherwise of the teaching-learning process depends on the teacher. This is true because the teacher occupies a central position in the teaching learning process and whatever takes place in the process resolves around him or her.
Collaborative Strategies and Students’ Academic Performance in Biology in Secondary Schools
Consequently, the success of the teaching-learning process depends on a large extent on the methods and strategies adopted by the teachers. There is no gain saying that the continuous desire to improve students’ academic achievement in science subjects will remain an illusion and unrealistic if teachers fail to adopt modern teaching strategies. It is against this background. Therefore, that this study collaborative strategies and Student’s Academic Performance in Biology in Secondary Schools in Abak Local Government Area becomes imperative.
1.3 Purpose of the study
The main purpose of this study is to examine Collaborative Strategies and Students’ Academic Performance in Biology in Secondary Schools in Abak Local Government Area.
The specific purpose of this study include
- to examine the Academic Performance of Students taught using Cooperative learning strategy and those who adopt individual learning approach in Biology in secondary school in Abak Local Government Area.
- to examine the Academic Performance of Students taught using the team teaching Strategy and those taught by single instructor in Biology in Secondary Schools in Abak Local Government Area.
1.4 Research Questions
The following research questions were raised in line with the specific objectives of the study.
- To what extent does the use of co-operative learning strategy influence the academic performance of students in Biology in secondary schools in Abak local government Area?
- To what extent does the use of the team teaching strategy influence the performance of student in Biology in secondary schools in Abak local government Area?
1.5 Research hypotheses
The following null hypotheses were formulated in line with the specific objectives of the study.
- The use of co-operative learning strategy has no significant influence on the academic performance of student in Biology in secondary schools in Abak local government Area.
- The adoption of the team teaching strategy has no significant influence on the academic performance of students in Biology in secondary schools in Abak local government Area.
1.6 Significance of the Study
The findings of the study will be of immense benefits to all and sundry in the educational sector in the following ways.
It will reflect the effects of collaborative strategies, co-operative learning and team teaching on students academic performance in school.
It will help science educators and curriculum development to incorporate innovating teaching methods and strategies such as co-operation learning and team teaching into science curriculum for improved student’s academic performance.
It will add to the body of existing literature in collaborative strategies and students academic performance
Finally, the finding of this study will serve as a spring-board and a reference material for further research on collaborative strategies and students academic performance not only in Biology but other science subjects.