Impact of Problem Solving and Lecture Method on Biology Students Performance in Secondary Schools in Owerri Municipal Council
Chapter One
Purpose of the Study
The main purpose of this study is to determine the impact of the use of problem solving and lecture method in teaching biology education in secondary school student’s performance.
More so, the other objectives are specifically to determine:
- The academic performances of students taught with problem solving (PS) in Biology Education.
- The academic performances of students taught with Lecture method (LM) in Biology Education.
- The differences between the academic performances of male and female students taught with Problem solving and lecture method.
CHAPTER TWO
LITERATURE REVIEW
Introduction
This chapter deals with related studies to this work and is organised under the following sub-headings: Conceptual Framework, Theoretical Framework, Empirical Studies and Summary of reviewed literature.
Conceptual Framework
Teaching and Learning
Teaching is a concept central to education and any academic setting. There are various definitions of teaching as well as many activities that are involved in the teaching and learning process. Nzeribe (2007), defined teaching as conscious and deliberate effort by a mature or experiences person to impact information, knowledge, skills and so on to an immature or less experienced person, with the intention that the latter will learn or come to believe what is taught. Wikipedia-free encyclopaedia (2011) explained teaching to mean the various types of principles and methods of educating or instruction that is used to impact knowledge and skills on students by an instructor.
Teaching is an academic process that involves two groups of people: the teacher/instructor and students/learners and information which include knowledge and like that are transmitted. Due to these activities involved in teaching the concept of teaching are preferably discussed as teaching and learning.
According to Sawa (2002), teaching and learning are considered as two sides of a coin, because teaching is meaningless without learning. Hence, teaching without learning is considered mere talking, for teaching to be meaningful it must be effective in promoting knowledge skills and values. In view of this, a document by Shawnee State University (2001) stated that the accepted criterion for measuring good teaching is the amount of learning outcomes demonstrated by the school age learners and also through the perspective of learners’ engagement in the teaching and learning process. Shawnee State University (2001) therefore characterized effective teaching as: (a) teaching for understanding–teaching in ways that help learners understand ideas and perform proficiently and (b) diversified–teaching in ways that would help diverse learners to find productive path to knowledge and constructively also.
Borich (2008) stated that an effective teaching and learning should:
(1) Be inquiry-based and problem solving:
Teachers should build the subject program around inquiry and problem solving process by (a) selecting content and adapting curricula to address students learning needs, interests and prior knowledge. (b) Developing activities and assessments that promote students’ depth of understanding (c) working together as colleague across disciplines and class levels
(2) Facilitate learning:
Teachers should guide and facilitate learning with a variety of strategies such as (a) Helping students focus their inquiries and ideas (b) orchestrating student discuss (c) requiring students to share responsibility for their own learning (d) modelling curiosity, scepticism and the skills of inquiry.
(3) Provide learning environment:
Teachers should create and manage learning environments that (a) provide enough time for extended inquiries (b) are safe but flexible and supportive of students activities and actions (c) features materials and tools for doing and use of resources outside school.
(4) Create classroom community:
Teachers should develop communities of learner in which all members (a) respect the ideas and diverse experience of others (b) collaborate and make decisions about the contents and context of their work. (c) adopt the intellectual rigor and attitudes that make learning possible (d) engage in on-going formal and informal discussion.
(5) Be ongoing assessment:
Teachers should engage in ongoing, assessment of instruction and learning by (a) using multiple methods to determine students understandings (b) guiding students in self assessment (c) using assessment information to guide their teaching and improve their practice.
From the above assertions an effective pedagogy is that which engages students actively in the teaching and learning process and guides students successfully through exploration to become creative and critical thinkers as well as problem solvers. Effective teaching encourages students to grapple with the ideas which they need to develop their own understandings and construct meaningful knowledge. Pedagogy with these inherent qualities includes problem solving and inquiry method of teaching among the innovative teaching methods. Problem solving and Inquiry as an effective method for teaching encourages questioning or seeking for information about phenomena; it fosters and encourages scientific process such as:
Observation – Observing matters or phenomena
Measurement – Quantitative description of objects and phenomena
Experimentation – Testing Questions and ideas
Communication – Communicating results to the scientific community and the public.
Inquiry and problem solving involves mental process–such as inductive reasoning, formulating hypothesis and theories, deductive reasoning, analogy, extrapolation, synthesis and evaluation which are needed in various activities in the teaching and learning of concepts.
CHAPTER THREE
MATERIALS AND METHODS
Introduction
This chapter deals with methodology that will be employed in this study. It discusses the research design, area of study, population of study, sample and sampling technique, instrument for data collection, validation of the instrument, and reliability of instrument, administration of instruments, data collection techniques and method of data analysis.
Research Design
This is a quasi-experimental research which will employ the use of pre-test and post-test design. This research design adopted pre-test and post–test for two intact groups with One-Way Analysis of Variance for analysis of data. 80 SS2 students will be selected and randomly assigned to two groups of experimental/control groups. Experimental group would be taught Biology using problem solving strategies while the Control group would be taught using Lecture Method.
The two teaching methods that would be used are:
Problem solving A1
Lecture Method (LM) A2
All groups will be pretested and later given post test.
Population of Study
The population for this study will comprise of Biology (SS2) students in all the public senior secondary school in Owerri Municipal council of imo state. In the area under study, there are 3,410 SS2 students.
Source: Secondary Education Management Board, SEMB Office, Owerri, 2016
CHAPTER FOUR
PRESENTATION OF RESULT
In this chapter, the data collected from the respondents are presented and analyzed using one hundred fifty three (153) respondents of teachers in Owerri municipal council, Imo state. The analyses of data are presented in tables.
CHAPTER FIVE
INTERPRETATION OF RESULTS
This chapter deals with the discussions of findings, educational implications, summary, conclusions, recommendations, suggestion for further studies and limitations.
Discussion of findings
This deals with discussion of findings on the research work, which was done in sequence from one research question to the other and the proposed hypotheses.
Attitude of teachers in utilisation of instructional materials in improving academic performance in secondary schools
It was found out that teachers do not believe that the use of Instructional Material is time wasting and laborious. Teachers do not also believe that purchasing Instructional material is expensive therefore; do not feel reluctant to use IM. All the items in table 4.1 were accepted with mean ratings of 3.4, 3.7, 3.25 and 3.00 respectively which are more than 2.5.
On the proposed hypothesis presented in ANOVA table (H0), the result showed that there was a significant difference in the attitude of teachers and the utilization of instructional materials in improving academic performance in secondary schools. This deduction was based on the fact that the F calculated value (19.42) is more than the F tabulated value (3.49), and level of significance (0.05). The null hypothesis was therefore rejected and the alternate hypothesis accepted that there is significant difference in the attitude of teachers and the utilization of instructional materials in improving academic performance in secondary schools.
This is in line with Ifegbo (2012) that teachers have to be aware of the risk of students not learning effectively if they are not exposed to instructional materials. Teachers should not find it difficult to adapt to the new learning techniques with instructional materials. In addition, if learners are presented information with instructional materials, the time that it takes them to remember instructions and contents are reduced every time they study the subject and learners have the chance of remembering the information better and for a longer period of time. Ike et al (2012) therefore suggest that teachers should not only have a positive perception but utilize instructional materials in their immediate classrooms as many studies have proven that it works.
Availability, accessibility and usability of instructional materials in secondary schools
From the data collected in table 4.2, it is observed that teachers appreciate the use of instructional materials although these materials are not available, accessible and reachable via cost. Thus, teachers feel reluctant to teach with instructional materials. This supports Ezekoka (2009) view that no effective use of instructional materials in teaching and learning can take place in the face of non availability of equipment and resource centres. This is also in consent with Ifegbo (2012) that the overt lack of instructional facilities, non availability, non usability and accessibility constitutes major setbacks of effective utilization of instructional materials in delivery of instructions.
On the hypothesis that there are no significant differences between availability, accessibility and usability of instructional materials and utilization in improving academic performance in secondary schools; the null hypothesis was accepted (F calculated value (1.12) is less than the F tabulated value (3.10), and level of significance (0.05)). The alternative was accepted such that given the dynamic nature of the scientific, technological and socio economic development of our society, instructional materials should be able to contribute to the achievement of the societal goals and millennium development. This fosters greater understanding of individuals for active participation in the establishment of learning objectives. It also empowers students to understand their immediate environment in view of the scientific and technological aspects of contemporary civilization. The initiation into technology and materials resources in no doubt will be an essential component of general education embedded in the curriculum of teacher education in the 21st century (UNESCO, 2002).
Attitude of school administrators and utilization of instructional materials in improving academic performance in secondary schools
From the findings in table 4.3, it was realised that school administrators fail to make instructional materials available and accessible to their teachers. This goes a long way to reduce the morale and enthusiasm of teachers in the use of instructional materials for effective delivery of instructions. Also, it is observed that teachers are not exposed to the use of instructional materials or current trends in Educational technology, information communication and technology. Ibe (2009) frowns at such as teachers should be encouraged to improvise, prepare and utilize effectively instructional materials in their immediate classrooms so as to improve academic performance.
The null hypothesis that there is no significant difference between the attitude of school administrators and utilization of instructional materials in improving academic performance in secondary schools was rejected. F calculated, ANOVA H3, (9.5) is greater than the F tabulated (3.49). In situations like this, Ifegbo (2012) maintains that seminars, workshops, symposia, etc on the usability and improvisation of instructional materials should be an inevitable aspect in training of both pre-service and in-service teachers for better teaching and learning. School administrators therefore need to ensure that teachers are guided in selection of educational resources to meet up with the immediate needs of the students.
Attitude of educational authorities and the utilization of instructional
Materials in improving academic performance in secondary schools
Findings in table 4.4 reveal that Educational Authorities provide storage facilities like laboratories, studios, centres for IM, encourage the use of IM in schools, allow teachers to have access to IM in schools. They also encourage the use of current or new instructional materials but rarely sponsors training of teachers in the use of IM. This negates the view of the revised National policy on Education (2004) where the federal government marked its commitment to improve the relevance, quality and delivery system of instructional materials for effective delivery of instructions in our schools.
The hypothesis that there is no significant difference between the roles Educational authorities and government play and the utilization of instructional materials in improving academic performance in secondary schools is accepted since F calculated (2.04) is less than F tabulated (3.49) .This is against the view of (UNESCO, 2002) that the state has a significant role to play in utilization of learning resources and Instructional materials in improving academic performance for innovative teaching and learning to take place.
Instructional material and academic performance in secondary schools
From the responses gotten in table 4.5, it is clear that Instructional Materials makes learning simple and more understable, aids effective delivery of instructions and that schools that use Instructional Materials are exposed and more enlightened. This is in line with Ibe (2005) that instructional materials make learning simpler and well understable. Thus, from the Chinese proverb “a look is worth a thousand words, illustrates the values of teaching and learning materials. Equally, Ibe (2005) maintains that what i hear i forget, what i see i remember and what i do, i understand underscores the inestimable values of instructional materials in teaching and learning.
On the hypothesis that there is no significant difference between the use of instructional material and academic performance in secondary schools the null hypothesis was rejected due to the fact that F calculated (67) is greater than the F tabulated (4.09).
This is in line with Amadi (2001) and Ifegbo (2012) that Instructional materials serve to generate interest and motivation is the subject matter and also in the learner as well. Instructional material seeks to improve the relationship between abstractness and concreteness, hence, contributes to meaning when used. Instructional materials provide a reality of experience through represented experience when direct purposeful experience is not possible. Unlike human teachers, instructional materials are unlimited in the extent to which they can provide clues to aid the acquisition of knowledge. Instructional materials and resources save a considerable amount of class time which may then be used for meaningful teaching/learning interaction. Instructional materials, as posited above, serve as a driving wheel to a higher and faster understanding of concepts to the learner. This is so because with instructional materials depicting a particular concept, without being given a note, the learner develops knowledge from it to a very high extent.
Conclusion
Based on the result of data and analysis, the following conclusions are drawn:
- Teachers have positive attitude towards the utilization of instructional materials but are discouraged by their non availability and accessibility.
- Instructional materials play a vital role in effective delivery of instructions in our classrooms.
- There is significant difference in the attitude of teachers and the utilization of instructional materials in improving academic performance in secondary schools.
- There is no significant difference between availability, accessibility and usability of instructional materials and utilization in improving academic performance in secondary schools.
- There is significant difference between the attitude of school Administrators and utilization of instructional materials in improving academic performance in secondary schools.
- There is no significant difference between attitude of educational authorities and the utilization of instructional materials in improving academic performance in secondary schools.
- There is significant difference between the use of instructional material and academic performance in secondary school
Recommendations
Based on the above conclusion the researcher recommends that:
- Seminars and conferences should be held more often at schools to educate and equip teachers on the use of instructional materials its benefits and effect on teaching and learning.
- Educational curriculum planners should fill the gap when planning the curriculum to incorporate the use of instructional materials and school administrators should plan their time table in order to allow teachers’ incorporate instructional materials during lessons.
- Teachers should be encouraged to incorporate strategies such as good usage of instructional materials when planning lessons in order to enhance learners’ academic performance.
- Resource centres should be made available in our schools
- Government and educational authorities/administrators should organise and sponsor the training of teachers especially on the use of instructional ,materials in teaching and learning
- The government should allocate special funds for the provision of instructional materials in our schools.
Educational Implications
With regards to the findings made, the implications of the study will encourage teachers to improve on their ability to use teaching and learning strategies especially, the use of instructional materials in delivery of instruction in their immediate classrooms.
Employers of labour as well will benefit from this study as the use of instructional materials as a strategy in teaching and learning will help the employee in acquiring more knowledge and skills. Also, it will help curriculum planners in their future plan of action, as to make it compulsory for every teacher to use instructional materials always while teaching.
On the part of the ministry of education as well as the school administrators, this study will help them discover and understand the importance of using instructional materials in instruction and at the same time make its use mandatory to them. It will also encourage the ministry of education in making sure that during in-service and pre-service training, teachers’ are been taught how to incorporate the use of instructional materials as a strategy in instruction.
On the part of school administrators, it will enable them to allot enough time in the time-table which will permit the teacher to present his contents with effective use of instructional materials strategy.
Limitations of the Study
Time to visit the selected schools in Owerri Municipal Council, to distribute and collect questionnaires from respondents was a limitation to this study. Finance and resources to transport the researcher round the schools, produce questionnaires and distribute accordingly was also major constraints.
Suggestion for further studies
The researcher suggests that further studies should be carried out using experimental study design to find out the effect of instructional materials on students’ academic performance.
Summary
This study was carried out to determine the attitude of teachers in utilization Instructional Materials in improving academic performance in Secondary schools Five research questions and five hypotheses were formulated in line with the objectives of the study. A review of related literatures was discussed under the following sub headings: conceptual, theoretical and empirical framework.
The study has a descriptive research design and was conducted in Owerri municipal council of Imo state, Nigeria. The population of study comprised of all the teachers in public secondary schools totalling 811. The simple random sampling balloting without-replacement technique was used to select the sample size of 153 respondents.
The instrument for data collection was questionnaires with 21 items on a likert scale of strongly agree, agree, disagree and strongly disagree. This instrument was further validated while Pearson’s Product Moment Correlation Coefficient was used to test the reliability which yielded a coefficient index of 0.82. Therefore the instrument was adjudged to be reliable. The data was analyzed with the use of weighted mean and analysis of variance. Analyses of the findings of this data showed that teachers have positive attitude towards the utilization of instructional materials but are discouraged by their non availability and accessibility. Instructional materials play vital roles in effective delivery of instructions in our classrooms. There is significant difference in the attitude of teachers and the utilization of instructional materials in improving academic performance in secondary schools. There is no significant difference between availability, accessibility and usability of instructional materials and utilization in improving academic performance in secondary schools. There is significant difference between the attitude of school Administrators and utilization of instructional materials in improving academic performance in secondary schools. There is no significant difference between attitude of educational authorities and the utilization of instructional materials in improving academic performance in secondary schools. There is significant difference between the use of instructional material and academic performance in secondary school
After these findings were made, conclusions were drawn. This was followed by educational implications with recommendations and suggestions for further studies.
REFERENCES
- Major, T., & Tiro, L. (2012). Theory Vs. Practice: The Case of primary teacher education in Nigeria. International Journal of Scientific Research in Education, 5(1), 63-70.
- Major, T.E., & Mannathoko, M.C. (2013). Listening to the voices of the post graduate diploma in education (Preservice) student teachers in Nigeria. International Journal of Scientific Research and Application, 1(2), 38-46.
- Mannathoko. M.C. (2009). Interpreting the new lower primary art and craft component of the Creative and Performing Arts, the Nigeria National Curriculum. Case studies of four primary schools in the South Central and Central North Regions. Doctoral dissertation, Cardiff University of Wales Institute, Cardiff. [Online] Available: http://repository.uwic.ac.uk/dspace/bitstream/10369/845/1/MC%20Mannathoko%20Art%20and%20Design%20 Phd%20Thesis%20June%2009.%20doc.pdf
- Marais P., & Meier C. (2004). Hear our voices: Student teacher’s experience during practical teaching. Africa Education Review, 1, 220-233. http://dx.doi.org/10.1080/18146620408566281
- Oluwatayo, J.A., & Adebule, S. O. (2012). Assessment of teaching performance of student-teachers on teaching practice. International Education Studies, 5(5), 110. http://dx.doi.org/10.5539/ies.v5n5p109
