ABSTRACT
This
project work was carried out to determine the effect of biology practical
activities on academic achievement of senior secondary school students in Enugu
East Local Government Area of EnuguState. Chapter one and two is the background
of the study and the review of related literature respectively. The background
of the study emphasized the use of practical activities in biology as
stimulates learner’s interest in the science subject they are studying. In the
review of literature, the need for the teaching and learning of biology in
secondary schools were discussed.. The factors which affect the achievement of
secondary school biology students were also reviewed which include: inadequate
laboratory facilities, teacher factors, student factors and environmental
factors. In chapter three, the area of the study, population for study, data
collection and analysis were presented. The study was carried out in Enugu East
Local Government Area of EnuguState; the target population includes all the ss1
students in all the ten (10) schools in Enugu East Local Government Area of
EnuguState. The students were given tests and the test was marked and they were
scored according to their performances, the score from the pre-test and post-
test were used to find the mean and standard deviation. Chapter four dealt with
the presentation and analysis of data to four senior secondary schools in Enugu
East Local Government Area. And the analysis showed that the mean scores of the
females are higher than that of male students in both pre-test and post- test.
The discussion of the results, educational implications, recommendation, and
conclusion were also treated in chapter five.
TABLE
OF CONTENTS
COVER
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TITLE
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CERTIFICATION-
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APPROVED
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DEDICATION-
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ACKNOWLEDGEMENT-
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ABSTRACT-
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CHAPTER
ONE
Introduction-
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Background
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Statement
of problem-
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Purpose
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Significant-
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Research
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Research
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Scope
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CHAPTER
TWO
Literature
review –
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The
need for teaching and learning of biology in secondary schools-14
Effect
of biology practical activities on students in secondary school-17
Factors
that affect the academic achievement of secondary school biology
students- –
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Summary
scope of the study-
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CHAPTER
THREE
Research
method-
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Research
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Area
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Population
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Sample
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Research
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Method
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Validation
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Method
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CHAPTER
FOUR
Data
presentation and analysis-
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CHAPTER
FIVE
Discussion
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Educational
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Recommendation-
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Suggestion
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Summary
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REFERENCES-
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APPENDICES-
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CHAPTER ONE
BACKGROUND OF THE STUDY
1.0. INTRODUCTIION
The words “science” is often misconstrued by many people. While some view it as
a white man’s “juju”, others construe it as a kind of magic, like the tero
blind men who went to see the elephant, many people who attempt to define
science make valid but fragmentary definition of it. Little do people realize
that many of man’s daily activities involve doing science? For example, when
you wake up in the morning and take a glass of water and not kerosene you are
doing science. When your mother strikes a stick of match, light a candle and
watches it melts, she is doing science. When the baker adds yeast to floor to
make it rise, he too is doing science. The barber in your village also does science
when he applies soap solution to his customer’s hair to make it soft, for he is
applying the knowledge of science. Thus, science is not magical as some people
think. Science is all around us. Ofuebe (2007), defined science as a dynamic
human activity concerned with understanding of the working of our world. Ali
(2002) believes that the word science stands for a variety of information,
abilities and operations about the natural environment. He believes that
science is more concerned with various investigative processes and activities
with regards to developing acquiring and controlling knowledge, skills, and
capabilities attitudes about the natural factors of the environment. From these
processes reliable and verifiable information are accumulated for use in
science and other disciplines. According to Aniodoh (1991) viewed science as “a
body of knowledge arrived at through systematic and procedural processes based
on tentative observations and experiment”. In the sight of the above, science
may be viewed as a way of thinking in the pursuit of understanding nature, a
way of investigating and a body of established knowledge. Thus, science is a
product as a well as a process. Ambuno, Egunifomi, Osakwe (2008) noted that,
with science, the world today wouldn’t have been what it is. Technological
advancement has completely changed the world. This has permeated into all
spheres of our lives which include communications, health, agriculture,
building etc. Exploration of the universe and improvement in conditions of
living in our homes, schools, roads etc are all based on science in terms of
modern equipment and materials. In fact, with the world changing very fast as a
result of human activities and population growth, what may save our planet
earth is scientific inquiring for solutions to prevailing problems and those we
may face in the future. Some biological research has been carried out by
scientists leading to many discoveries in medicine, technology, agriculture and
genetics.
For further information on the positive impacts of science, Aniodoh (2001)
supported the above view which he said that through science and the help of
technological know-how, man is able to construct shelter of various kind as
dwelling, markets, schools, hospitals etc.
Biology as one of the science subject is defined as the study of life and
structure of living things. Biology is the study of living things and concerns
itself with the study of the structure, behaviour, distribution, the origin of
plants and animals and their relationship with their environments. Abugu (2007)
stated that biology is a natural science in which we study living organisms –
plants and animals. Furthermore Iloeje (1981) viewed Biology as the science in
which we study living things. Based on the above statement, man lives in a
novel world, there are animals, plants, rivers, oceans, deserts, mountains, and
so on, all round him. Being a curious being, man takes delight in exploring his
world, the seeks to have a world view of the universe, the strives to
investigate all matter around him – their origin, nature, characteristics and
other features, the inquires in his inquiry, he asks a lot of questions and in
his search for answers to such questions, he needs to be systematic and
unbiased. To achieve his goal, he engages in experimentation and observation,
which are fundamental to science. Like other science subjects, biology in
secondary schools is composed of practical activities. In all the sciences,
biology geared towards simplifying the theoretical content, so as to enhance
effective instruction and learning of the subject. Allan, Rob and Jonathan
(2000), stated the reason for emphasizing practical activities in biology like
a realization of practical; work to be predecessor to real science knowledge.
Practical work stimulates learner interest in the science subject they are
studying, when they are made to personally engage in useful activities;
knowledge obtained through practical; work and experience, promote long term
memory that theory alone cannot do, from this reason, it becomes obvious that a
learner acquired more in any science lesson, if giving the opportunity to do
activities, ranging from manipulating apparatus, classifying, designing,
experimenting, hypothesizing to maker inferences and verifying results. Hence,
there is an urgent and serious need to justify the exposition of the students
biology practical activates as well as studying its effect on student’s
achievement in biology. Unfortunately, the ugly situation observed in the
majority of our secondary school and students in lack of exposure of the
students to practical activities. This contributes to persistent poor
performances in biology.
Eze
(1995) stated that biology as one of the science subjects in all field of
studies develops human thinking faculty to accurate observation, he also stated
that practical are very necessary in teaching of biology but some teachers
deliberately refuse the use of practical in teaching. Their reason is that the
use of laboratory materials waste a lot of time. Biology education programme
should be built on the skills, knowledge and experiences, developed by the
students, through participation in practical; Biology practical work assist
students in utilizing their knowledge and skills acquired in real field outside
the classroom. Opul, Ezeh and Ezemagu (2008) reported that much stress has been
placed upon practical work for there is no substitute for it, for practical
experiment must be the basis of knowledge in biology. Hence, it become
imperative at this point to find out the level of academic achievement in
biology practical activities, taught to biology students in Enugu, East
Government Area Eya, Eze and Ani (2003), and cry about the falling standard of
the science education in Nigeria over the years, Researchers have pointed
accusing fingers to several factors as being responsible and prominent among
these factors is the teacher factor. The neglect of the practical aspect of
biology in schools has been blamed on such factors as the inability of the school
authorities to provide materials and equipment for practical work, teachers’
failure to recognize the importance of practical work in science teaching.
Aniodoh (2001) in his study noted that a sound theoretical and practical
knowledge of biology is needed for the management of our natural resources,
provision of good health facilities, adequate food supply and favourable life
environment. Thus, the teaching and learning of biology has to be encouraged in
the school.
In the light of the above, it should be a general concern of every Nigerian
including the researchers to view this backwardness with some seriousness.
There is great need to look into the issue of teaching and learning of the core
science subjects – biology etc. Biologists usually study all forms of life
including ourselves, other animals, plants and microscopic living things such
as bacteria which is too small to see with our naked eyes. Biology is needed in
medicine, nursing, pharmacy, food technology etc.
Aniodoh (2001) observed that effective teaching and learning require accurate
and exact observations, carefulness and thoroughness of technique and logical
interpretation of data. He emphasized that practical work is the part of the
study of biology and should go hand in hand with theory. The National Policy on
Education (1981) stipulates that biology should be taught at the secondary
school level. And in pursuance of the goals of the policy, the West African
Examination Council (WAEC) in their syllabus (1998 – 2003) came up with the
following aims and objectives in the teaching of biology in secondary schools:
1.
To understand the structure and functions of living
organisms as well as to appreciate nature
2.
To acquire adequate laboratory and field skills in
order to carry out and evaluate experiments and projects in biology
3.
To acquire necessary scientific skills, for
example, observations, classification and interpretation of biology data
4.
To impart relevant knowledge in biology needed for
future advanced studies in biology
5.
To acquire scientific attitude for problem solving
6.
To be able to apply biological principles in every
day in matters that affect personal, social, environmental, community health
and economic problems.
It
is of great importance in order to achieve the above objectives that there
should be effective teaching and learning.
Science is the bedrock of civilization and development of
any nation. Nigeria as one, has made various efforts towards the realization of
science, technology and mathematics (STM) educational objectives. Some
governmental agencies like Department for International Development (DFID) and
academic bodies such as Nigerian Educational Research Development Council
(NERDC) and Science Teachers Association of Nigeria (STAN) are working
conscientiously to realize the objectives of science education in Nigeria to
enable the students acquire scientific literacy. Scientific literacy is the
ability of individuals to be well informed and consequently live satisfactorily
and conveniently in a techno-scientific culture. This implies an ability to
think critically, solve socio-scientific problems and take part in collective
decision making and communicate effectively in a socio-techno-science culture
(Mbajiorgu, 2004). Biology as a branch of science is the study of plants and
animals. The knowledge of biology as a subject by secondary school students
makes them well informed and motivated to assume roles in which the practical
and theoretical aspects are used in unraveling some basic problems of life
(Ude, 2011). But biology curriculum contains a lot of abstract concepts like
photosynthesis, osmoregulation, genetics and osmosis. These causes frequent
problems in conceptual instruction in biology lessons. The Chief Examiners’
Report of WAEC and NECO 2013, 2014 and 2015 indicate poor performance of
students in the sciences, biology inclusive. This calls for urgent attention if
we are to meet up with the challenging and rapidly growing wealth of scientific
knowledge and sustainable development goals (SDG). There is urgent need for
innovations in our method of instruction. There should be a renewal of biology
curriculum which will base on constructivist learning approach. Constructivism
argued that knowledge can be obtained by individuals’ active interaction and
meaning can be formed based upon their experiences (Ibe, 2004). Students should
therefore set up work and observe the concepts in biology lessons on their own
through practical activities in the laboratory. Students tend to understand
better when they have practical experiences, when they are involved in
experiments; they tend to understand better and come to develop interest in
biology as a course (Watts 2013).
Sam (2009) asserted that practical activities can be
regarded as a strategy that could be adopted to make the task of a teacher
(teaching) more real to the students as opposed to abstract or theoretical
presentation of facts, principles and concepts of subject matter using
varieties of instructional materials/equipment to drive lesson home. The use of
practical activities (approach) to the teaching of biology should be compulsory
for biology teachers so as to produce students who can acquire the necessary
knowledge, skills and scientific competence needed to meet the scientific and
technological demands of the society. Nzewi (2008) and Aina (2012) observed
that the laboratory is an indispensable organ of the school if effective
teaching and learning of science subjects are to be achieved and laboratory is
a room or building or a special period of time equipped and set apart for
practical or experimental studies to take place”. Ude and Onah (2017) said, “it
is an instructional facility used by the teacher to help students learn about
science and how scientists investigate the world around them. It provides learners
with opportunities to design and execute investigation, engage in scientific
reasoning, manipulate equipment, generate record and analyze data and then
discuss results. This implies that science teaching and learning cannot be
completely done in a secondary school where there is no equipped laboratory.
This is the problem with government schools in rural areas. Practical
activities help learners to understand more because the way human nature is,
things done by self is difficult to be forgotten because the picture of the
incident is always registered in the brain.
According to Ibe (2004), the American Association for the
Achievement of Science (AAAS) developed a programme known as ‘Science a Process
Approach (SAPA). This programme was designed to improve children’s skills in
the process of science. The experimental approach provides the opportunity for
students to seek information using experimental procedures. It calls for
careful observation and interpretation of data and has the qualities of questioning,
investigating and confronting the unknown. It is for the above reasons that the
researchers decided to investigate the effect of practical activities on the
academic achievement of senior secondary school biology students.
1.1. STATEMENT
OF PROBLEM
The future of
every nation including Nigeria lies in the quality of education given to the
citizenry. For every developing nation to attain and sustain national
development, a well-planned and implemented science and technology education
remains the only essential tool for her national development (Tafi, 2016). This
is because individuals who acquire scientific and technological literacy, think
innovatively and rationally, thus enabling them to conduct themselves within
the global acceptable standard. Education is the bedrock of civilization and
development of any nation. Without it no nation can move from where it is to
the next level. Nigeria as one, has made various efforts towards the
realization of science, technology, mathematics and biology. The knowledge of
biology is not only paramount and useful to the learners, but to everyone who
seeks to go with the changing trends of the society. Biology as one of the
science subject is defined as study of life and concern itself with the study
of structure, behaviour, distribution, the origin of plants and animals and
their relationships with their environment. Biology as the branch of science
and the prerequisite subject for many fields of learning contributes immensely
to the technological growth of the nation. This include medicine, forestry,
agriculture, biotechnology and nursing. With global scientific and
technological growth occurring rapidly, students’ interest in biology is the
major problems. Therefore, it is very important that man knows about the nature
and the phenomenon surrounded him and consequences of the interactions between
man and his environment. Practical activities in biology provide opportunities
for student to actually do science as opposed learning about science. In the
past teachers are much more concern with loading students with theoretical
facts and terminologies in Biology, but today it has become a matter of
investigation, science process skill and inquiry. More emphasis is placed on
the relevant of Biology to life. The objectives which guide the formulation of
practical Biology curriculum includes; -secondary school science laboratories
serve as a conducive environment for practical work- a source of teaching and
learning in science where students are able to carry out science process
skills, practical work in school laboratory gives students appreciation of the
spirit of method of problem solving analytical and generalization ability,
practical work foster students positive attitudes toward science and maintains
their interest in the learning of science subjects. The school laboratory
simplifies complex and abstract subject matter of science; practical work is
the “gem of science” which has made an influence in the World including
Nigeria. The acquisition of these values and skills will help the learners to
cope up with the challenges in their daily lives. Nwogbo, (2008:4) stated that:
The use of practical biology activities (approach) to the teaching of
biological concepts should therefore be a rule rather than an option to biology
teachers, if we hope to produce students that would be able to acquire the
necessary knowledge, skills and competence needed to meet the scientific and
technological demands of the nation. In Nigeria secondary schools, biology
instruction is divided into two; Theoretical and practical.
Not
much attention has been giving to the performance of the students in senior
secondary school subjects most especially in biology and biology practical
aspect of biology in schools has been blamed on such factors as the inability
of the school authorities to provide materials and equipment for practical
work, teachers failure to recognize the importance of practical work in science
teaching.
According
to Anidodoh (2001) in his study noted that a sound theoretical and practical
knowledge of biology is needed for the management of our natural resources,
provision of good health facilities, adequate food supply and favourable life
environment. Thus, the teaching and learning of biology has to be encouraged in
the schools. Moreover, this neglect, no doubt has relegated these subjects to
the background in our senior secondary certificate examination. A close look at
the 2008 – 2010 SSCE result records confirms that student’s performance has
been very poor generally and particularly in biology practical, failure is a
great problem as it will affect the students performances in science senior
secondary school; that is why the researchers have decided to look into the
cause and effects of biology practical;. This increasing number of dropouts in
the area of the study is a clear pointer to the theme.
In the light of the above, it should be a general concern of every Nigerian
including the researchers to view this backwardness with some seriousness.
There is great need to look into the issue of teaching and learning of the
science subjects – biology etc. Biologists usually study are forms of life
including ourselves, other animals, plants and microscopic living things such
bacteria which is too small to see with our naked eyes. Biology is needed in
medicine, nursing, pharmacy food technology etc.
1.2. OBJECTIVE
OF THE STUDY
The main purpose of this study is to find out the effect of biology practical
on academic achievement of male and female senior secondary school biology
students in Enugu East Local Government. Specifically, the study intends to
find out
1.
Whether there is any significant difference in the mean scores of students
taught biology using practical methods and theory methods.
2.
Whether there is any significant difference between the mean scores of male and
female students taught biology using practical methods.
3.
Whether there is any significant difference between the mean scores of urban
and rural schools students taught biology using practical methods.
4. Practical
activities and manual on the academic achievement of senior secondary schools
students in Biology.
5. Gender
on the academic achievement of senior secondary school students in biology.
1.3.
RESEARCH QUESTIONS
The following three research questions guided the study
1.
Is there any difference in the mean scores of students taught biology using
practical and theory methods?
2.
Is there difference between the mean scores of male and female students taught
biology using the practical methods?
3.
Is there any difference between the mean scores of rural and urban students
taught biology using practical method?
4. What
is the difference in the mean and standard deviation scores of students taught
biology using practical activities and manual (non-practical activities)?
5. What is the difference in the mean and
standard deviation of male and female students taught biology using practical
activities?
1.4.
RESEARCH HYPOTHESIS
Null hypotheses tested at 0.05 level of
significance guided the study:
HO1:
There is no significant difference in the scores of students taught biology
using practical method and those taught using theoretical method.
HO2: There is no significant
difference between the mean achievement scores of students taught biology with
practical activities and those taught using manual.
HO3: There is no significant
difference between the mean academic achievement scores of boys and girls
taught biology using practical activities.
1.5.
SCOPE OF THE STUDY
The study is limited to secondary schools in Enugu East Local Government
1.6.
SIGNFICANCE OF THE STUDY
The result obtained from the study will benefit the following people:
Government, Teachers and Students
Government: The study will help to motivate the Government to equip secondary
schools with necessary practical equipment for the teaching of biology.
Teachers: This will assist classroom teachers in the organization of practical
that would help to develop skills and knowledge in the students. It will also
enable trained teachers to adopt those teaching and learning methods that would
aid them in organization of their subjects’ matter for the students.
Students: When students understand more, the importance of biology practical
skills, they are equipped to secure employment and this would in no small
measure make them contribute meaningfully to the development of the society.
Practical method of teaching can also increase the interest of the students to
practical works.