Biological Instructional Materials As Predictor Of Students Performance And Interest Among Senior Secondary

INTRODUCTION

1.1 Background of the Study

The search for efficient and effective delivery of instruction to students has always been major concern of science educators. This is so as a result of repeated mass failure recorded in West African senior secondary school examination (WASSCE). Among other factors that could be responsible for this failure, are the instructional materials which definitely must have a significant role to play in teaching and learning processes. Instructional materials are defined by different authors though they convey the same meaning when interpreted. Instructional material could be explained as devices through which knowledge, skills, attitude, ideas, beliefs and values got transmitted to the learner by the teacher in order to ease teaching–learning process. Akanbi ^[1] defined instructional materials as materials designed to enrich the teaching and learning processes and hence contribute to better learning. Leohard ^[2], conceived instructional materials as “a wide range of materials and devices, designed to provide realistic imagery and substitute experiences in order to enrich curricular experiences of many kinds”. From the afore mentioned meanings of instructional materials, the best way of helping students to learn is to bring them face to face with the world which education intends to introduce to them (Mkpa, ^[3]). He stressed further that one way this can be attained is by using real objects in real life situations for instruction. Where real life situation are not possible, the alternative is for the teacher to use representations of real life situations. These representations are materials, devices and techniques that help the teacher to make realistic approach to his job. Whether real or substitutes, these representations have a common goal. They help the teacher to convey the intended message effectively and meaningfully to the learners so that the learners receive, understand, retain and apply the experience gained to reach overall educational goals. Some authors have written to classify the types of instructional materials that may be used in teaching and learning (Ezegbe, ^[4], Adjai, ^[5] Ukeje, ^[6]).

However, it has been observed over the years throughout the country that lack of instructional materials in many schools in Nigeria has brought about considerable drop in the academic performance of senior secondary schools students especially in some science subjects like Biology, Chemistry, Physics, Mathematics and vocational and technical subject like Home Economics. However, this depends on the availability of materials. Indeed instructional materials to be used should be carefully selected by the teachers. Brunner, (1961) in Mustapha (2002) also emphasized that oral reports require visual aids and improvisation. Improvisation is the art of providing the alternative or next to real thing when the real thing is not available or difficult to come by. It is therefore fundamental for Biology teachers to use teaching aids or improvise to make learning effective, enjoyable, easier and permanent. There is therefore, great need for the teachers of biology who want to be effective at their work to be able to use all available instructional materials as well as improvise where they are not readily available. The obvious fact remains that people remember those they have seen, touched and even played with. The primary task of teaching is to facilitate effective learning and understanding of the content materials.

1.2   Statement of the Problem

There has been significant interest in poor performance in Biology by secondary school students and this point to the fact that the most desired technological, scientific and economic application of Biology cannot be sustained. This makes it paramount to seek for a strategy for teaching Biology that aims at improving its understanding and performance by students. It is evident in the works of Srinivasa, (1978) and Ogunkunle (2000) that lack of mathematics laboratory and Mathematics teacher’s non-use of laboratory technique in teaching mathematics is one of the major factors that contribute to poor achievement in mathematics by secondary school students. The problem is not in mathematics alone but the same thing can also be said of Biology.

Good educational policies are backed with well designed programs which for part of adequate political will on the part of government and educational institution authorities are ineffectively and inefficiently implemented. Thus has led to learners not being adequately exposed to those experiences that will guarantee the total development of their being. At present we leave in a global village. Around the globe the latest and most complex technology is the area of information and communication technology. The growth in on-line technology and its application in education have brought great transformation in the world.

The use of audio visual aids will make teaching and learning more efficient and effective and result oriented by providing avenue for sharing idea and information. The level of development in any society is usually determined by the quality and quantity of knowledge in the various spheres of human activity available to and acquired by the citizens. Knowledge is acquired and sustained through efficient information and communication system based on the technology level attained, children in any country who fail to use and master new technologies would definitely lack behind. However, there are many constraints in delivering the ICT to the right people at the right time. In developing countries like Nigeria, there is frequently a shortage of qualified ICT teachers, and lack of fund. The rapid changes that have taken place all over the world pose a challenge to the educational sector. There is the need to enrich the present secondary schools which ICT program for effective teaching and process.

1.3 Objectives of the Study

The study’s overall purpose is to investigate the biological instructional materials as predictor of students performance and interest among senior secondary schools. The study, on the other hand, was focused on achieving these precise goals.

1. Find out whether there is adequate availability of biological instructional materials in senior secondary schools.
2. Determine whether the use of biological instructional materials facilitates the effective teaching and learning of biology.
3. Ascertain whether the extent biological instructional materials influences students interest and learning outcome in biology.
4. Determine whether the use of biological instructional materials enhances students academic performance in biology.

1.4 Research Questions

The study will be guided by the following questions;

1. Is there adequate availability of biological instructional materials in senior secondary schools?
2. Does the use of biological instructional materials facilitates the effective teaching and learning of biology?
3. What is the extent biological instructional materials influences students interest and learning outcome in biology?
4. Does the use of biological instructional materials enhances students academic performance in biology?

1.5 Research Hypothesis

Ho: There is no significant relationship between biological instructional materials and students performance and interest among senior secondary schools.

Ha: There is a significant relationship between biological instructional materials and students performance and interest among senior secondary schools.

1.6     Significance of the Study

This study is significant to biology teachers in Nigeria in general. Teachers and educationist would find this study relevant and useful in teaching and learning procedures. The use of instructional materials would help curriculum planners in the area of practical works. It will be helpful to examination bodies such as WAEC and NECO in setting examination questions with emphasis on area of practical works. Science equipment manufacturers and science book publishers etc. will find this study relevant in areas of science instructional materials production to schools. This study will be helpful for further research on retention.

1.7 Scope of the Study

The scope of this study boarders on the biological instructional materials as predictor of students performance and interest among senior secondary schools. The study will be delimited to some selected senior secondary schools in Gwagwalada.

1.8 Limitation of the Study

Like in every human endeavour, the researcher encountered slight constraints while carrying out the study. Insufficient funds tend to impede the efficiency of the researcher in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size. More so, the researcher simultaneously engaged in this study with other academic work. As a result, the amount of time spent on research will be reduced.

Moreover, the case study method utilized in the study posed some challenges to the investigator including the possibility of biases and poor judgment of issues. However, the investigator relied on respect for the general principles of procedures, justice, fairness, objectivity in observation and recording, and weighing of evidence to overcome the challenges.

1.9   Definitions of Terms

Biology: it is concerned with the study of living and non-living things

Instruction materials: facilities given to students, so that they can use every opportunity to develop full potential. Instructional materials include fixtures, equipment, and buildings necessary for the effective and efficient operation of the program of public education.

Academic performance: is defined as successful completion, through effort, of the acquisition of academic content and skills mostly determined by the grades or scores that the student gets in a test.

Learning: is the act of acquiring new, or modifying and reinforcing, existing knowledge, behaviours, skills, values or preferences and may involve synthesizing different types of information.

Teaching: teaching is the concerted sharing of knowledge and experience, which is usually organized within a discipline and more generally, the provision of stimulus to the psychological and intellectual growth of students by teachers.

1.10 Organizations of the Study

The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms. The chapter two covers the  review of literature with emphasis on conceptual framework, theoretical framework,  and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study,  sample size determination,  sample size, and selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter(chapter five) contains the summary, conclusion and recommendation.