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RELATIVE
EFFECTS OF BIOLOGY PRACTICAL ON SECONDARY SCHOOL STUDENTS’ ACADEMIC PERFORMANCE
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Science is a
great enterprise which nations depend on, in order to advance technologically.
Science education therefore in the advanced countries is receiving adequate
attention because of its significance and relevance to life and society (Chinwe
and Chukelu, 2008).
Science is
the study of our environment through which people can develop both the mind of
inquiry, discipline and logical power of thought. It has been identified as a
veritable tool of solving socio-economic problem of mass unemployment, hunger,
poverty, poor health facilities, rural-urban drift, population explosion,
environmental degradation and a number of other problems besetting a developing
country like Nigeria (Okoronka, 2004).
Biology is
an integral part of science that focuses on living things (plants and animals).
Biology as a branch of science and the prerequisite subject for many fields of
learning, contributes immensely to the technological growth of the nation. This
includes; medicine, forestry, nursing, agriculture, biotechnology and so on. The
study of Biology in senior secondary school can equip students with useful
concepts, principles and theories that will enable them face challenges before
and after graduation (Nwagbo and Uzomaka, 2008).
It is
obvious that no student intending to study the aforementioneddisciplines can do
without biology. These connectedness, among others factors have drawn attention
of researchers and curriculumplanners towards biology as a subject in the
school curriculum(Kareern, 2003).
In spite of
the importance and popularity of biology among Nigerian students in the senior
secondary schools, students’ performance in biology had been poor (Ahmed,
2008). The desire to know the causes of the poor performance in biology has
been the focus of researchers forsome time now. It has been generally observed
that poor performancein the sciences is caused by the poor quality of science
teachers,overcrowded classrooms, and lack of suitable and adequate science
equipment, among others (Abdullahi, 1982; Kareern, 2003). Students’ poor
performance in biology are found to be the result of lack of practical
activities and heterogeneous in terms of ability level. In addition, the
laboratories are ill-equipped and thebiology syllabus is over loaded (Ahmed,
2008).
According to
Ogundipe (2006), a place where practical activities take place is known as the
laboratory. That biologist work in the laboratory does not necessarily mean
that practical can only be done in the laboratory. It only points to the fact
that, the condition in the laboratory can be organised to make effective
practical activities take place. Practical activities in Biology provide
opportunities for students to learn Science by actually doing it.
Nzewi (2008)
asserted that practical activities can be regarded as a strategy that could be
adopted to make teaching more real to the students as opposed to abstract or
theoretical presentation of facts, principles and concepts of subject matters.
Nzewi maintained that practical activities should engage the students in
hands-on, mind-on activities, using varieties of instructional materials to
drive the lesson home.
The use of
practical 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 necessary knowledge, skills and
competence needed to meet the scientific and technological demands of the
nation (Nwagbo, 2008).
Obiekwe
(2008) reported that all is not well with Science instruction in Nigerian
Secondary Schools, and noted that science teaching lay extreme emphasis on
content and the use of ‘chalk and talk’ method which does not enhance teaching
and learning. This negligence and ‘shy- away’ attitude from activity
oriented-method of teaching has led to abstraction, which makes the students’
less active, more prone to rote memorization and poor performance in Biology.
1.2 Statement of the 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.
Anidodoh
(2001) 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.
A close look
at the 2014-2015 SSCE result records shows that student’s performance has been
very poor generally and particularly in biology practical, failure is a great
problem as it willaffect the students’ performances in senior secondary school.
Moreover, this is an indicator no doubt that Biology practical is being
relegated to the background in the scheme of senior secondary school education
in Nigeria (WAEC Chief Examiner, 2016).
In the light
of the above, it should be a general concern of every Nigerian including
educational administrators, planners, Ministries of Education, educational
research institutes, policy makersand the researcher to view this backwardness
with some seriousness. It is against
this backdrop that the present study critically explored the relative effects
of Biology practicals on the secondary school students’ academic performance in
biology with a special reference being made to some selected senior secondary
schools in education district V of Ojo zone in Lagos State.
1.3 Purpose of the Study
The study is
being conducted with the following purposes:
i. To examine the effect of Biology
practicals on senior secondary school students’ academic performance in
Biology.
ii. To find out if there is any
significant difference between the achievement of male and female students
taught Biology using practical methods.
iii. To investigate the effect of
teaching method on senior secondary school students performance in Biology.
1.4 Research Questions
The research
was guided by the following research questions:
1) What is the effect of Biology practicals
on senior secondary school students’ academic performance in Biology?
2) Is there any significant difference
between the achievement of male and female students taught Biology using
practical approach?
3) To what extent does teaching method
enhance senior secondary school students performance in Biology?
1.5 Research Hypotheses
The
following research hypotheses were tested in the course of the study:
Ho1 There is no significant effect of Biology
practicals on senior secondary school
students’ academic performance in Biology.
Ho2: There
is no significant difference between the achievement of male and female
students taught Biology using practical approach.
Ho3: Teaching method is not a significant
predictor of senior secondary school
students’ performance in Biology
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