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 Enugu State. 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 Enugu State; the target
population includes all the ss1 students in all the ten (10) schools in Enugu
East Local Government Area of Enugu State. 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 PAGE- - - - - - - - - i
TITLE PAGE- - - - - - - - - - ii
CERTIFICATION- - - - - - - - - iii
APPROVED PAGE- - - - - - - - - iv
DEDICATION- - - - - - - - - - v
ACKNOWLEDGEMENT- - - - - - - - vi
ABSTRACT- - - - - - - - - - vii
CHAPTER ONE
Introduction- - - - - - - - - - 1
Background of the study- - - - - - - - 1
Statement of problem- - - - - - - - 9
Purpose of the study- - - - - - - - - 10
Significant- - - - - - - - - - 11
Research questions- - - - - - - - - 12
Research hypothesis- - - - - - - - - 13
Scope of study- - - - - - - - - - 13
CHAPTER TWO
Literature review - - - - - - - - - 14
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- - - - - - - - - 18
Summary scope of the study- - - - - - - 24
CHAPTER THREE
Research method- - - - - - - - - 26
Research design- - - - - - - - - 26
Area of study- - - - - - - - - - 27
Population of the study- - - - - - - - 27
Sample and sampling techniques- - - - - - 27
Research instrument- - - - - - - - - 28
Method of data collection- - - - - - - - 29
Validation of the instrument- - - - - - - 29
Method of data analysis- - - - - - - - 29
CHAPTER FOUR
Data presentation and analysis- - - - - - - 30
CHAPTER FIVE
Discussion of findings- - - - - - - - 38
Educational implication- - - - - - - - 41
Recommendation- - - - - - - - - 41
Suggestion for further study- - - - - - - 43
Summary of the finding- - - - - - - - 43
REFERENCES- - - - - - - - - - 44
APPENDICES- - - - - - - - - - 48
CHAPTER ONE
BACKGROUND OF
THE STUDY
INTRODUCTION
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:
·
To understand the structure and functions of living organisms as well
as to appreciate nature
·
To acquire adequate laboratory and field skills in order to carry out
and evaluate experiments and projects in biology
·
To acquire necessary scientific skills, for example, observations,
classification and interpretation of biology data
·
To impart relevant knowledge in biology needed for future advanced
studies in biology
·
To acquire scientific attitude for problem solving
·
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.
STATEMENT OF PROBLEM
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 effect 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
PURPOSE 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.
SIGNFICANT 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 increases the interest of the students to practical works.
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?
RESEARCH
HYPOTHESIS
There
is no significant difference in the scores of students taught biology using
practical method and those taught using theoretical method.
SCOPE OF THE STUDY
The
study is limited to secondary schools in Enugu East Local Government, to meet
up with the cost