ABSTRACT
The study was designed and
conducted to determine the effectiveness of the Learning Activity Package (LAP)
in influencing students‟ achievement and retention in Senior Secondary School
Biology. Eight research questions and eight null hypotheses guided the study. A
Quasi-Experimental Pre-test, Post-test, Non-equivalent Control Group Design was
adopted for the study. A sample of 317 SS II biology students, drawn by both
purposive and simple random sampling techniques from four co-educational
schools in Enugu Educational Zone was used for the study. The four schools were
assigned to experimental and control groups respectively. Two intact classes in
each school – (one as experimental and the other one as control group) were
randomly selected. The experimental and control groups were taught the biology
topic (Unit of Life) by the regular biology teachers. Three instruments –
Pre-BAT, Post-BAT and Retention Test (which is the same as the Pre-BAT) were
developed, duly validated and reliability of equivalence, internal consistency
and stability duly established (0.79, 0.83, 0.73 and 0.92 respectively) before
using them for data collection. The research questions were answered using mean
and standard deviation while the hypotheses were tested at (P < 0.05) using
analysis of covariance (ANCOVA). The result of data analysis showed that:
1.
There is a significant difference
between the experimental and control group, with the mean achievement and
retention scores of the LAP group being significant more than the control
group.
2.
There is no significant difference
in the mean achievement scores of male and female students, but the male
students retention test was significantly greater than those of their female
counterpart.
3.
The interaction effect of LAP and
gender on students‟ mean achievement scores in the post test and mean scores in
the retention test were not statistically significant.
4.
The interaction effect of LAP and students
academic ability levels on students achievement scores in the post test and
mean retention scores were statistically significant.
A major educational implication
of the findings is that the use of LAP does not show any significant difference
in the achievement of male and female students. Thus the use of LAP will not
only help arrest the problem of male being regarded as high achievers in
science-related courses but will also encourage the female students to enroll
in such courses among others. Based on these, some recommendations were made
which include; that seminars and workshops should be organized by government
and relevant professional bodies like STAN to educate and sensitize the
teachers on the use of Learning Activity Package as they may not be familiar
with it.
TABLE OF CONTENT
Title Page
Table of Content
List of Tables
Abstract
CHAPTER ONE
– INTRODUCTION
Background of the Study
Statement of the Problem
Purpose of the Study
Significance of the Study
Scope of the Study
Research Questions
Hypotheses
CHAPTER TWO
– REVIEW OF RELATED LITERATURE
A. Theoretical Framework
Learning Activity Package and Theories of Learning
B. Conceptual Framework
Teaching and Learning of Science in Nigeria
Teaching and Learning of Biology in Nigeria
Lecture Teaching Method
Individualized Instruction
The Learning Activity Package (LAP) as an Innovative
Approach
Students‟ Achievement and Retention in Science
C. Review of Related Empirical Studies
Gender Issues in Science Achievement and Retention
Related Empirical Studies on Individualized
Instruction and Learning Activity Package (LAP)
D. Summary of Literature Review
CHAPTER THREE
– RESEARCH METHOD
Design of the Study
Area of Study
Population of the Study
Sample and Sampling
techniques
Classification of Ability
Group
Instrument for Data
Collection
Development of Learning
Activity Package (LAP)
Validation of the Instrument
Reliability of the Instrument
Control of Extraneous
Variables
Experimental Procedure
Method of Data Collection
Method of Data Analysis
CHAPTER FOUR
– PRESENTATION OF RESULTS
Research Question One
Research Question Two
Research Question Three
Research Question Four
Research Question Five
Research Question Six
Research Question Seven
Research Question Eight
Hypothesis One
Hypothesis Two
Hypothesis Three
Hypothesis Four
Hypothesis Five
Hypothesis Six
Hypothesis Seven
Hypothesis Eight
Summary of Major Finding
CHAPTER FIVE
– DISCUSSION OF FINDINGS, CONCLUSION, IMPLICATIONS, RECOMMENDATIONS AND SUMMARY
OF THE STUDY
Discussion of Findings
Effect of Learning Activity
Package on Students‟ Achievement
Effect of Learning Activity
Package on Students‟ Retention
Effect of Gender on Students‟
Performance in the Retention Test
Interaction Effect of
Treatment and Gender on Students‟ Achievement
Interaction Effect of
Treatment and Gender on Students‟ Scores on Retention Test
Interaction Effect of
Treatment and Ability Level on Students‟ Achievement
Interaction Effect of
Treatment and Ability Levels on Students‟ Scores in the Retention Test
Conclusion
Educational Implication of
the Findings
Recommendations
Limitation of the Study
Suggestions for Further
Research
Summary of the Study
References
Appendices
Appendix
CHAPTER ONE
INTRODUCTION
Background
of the Study
Science and
technology are important tools for development and productivity in any nation.
Science is a necessity for every nation that wants to maintain its
independence, sovereignty, self-reliance, ensure growth, and have its head held
high among civilized nations. This is because science and technology provide
the basic tools of industrialization and economic development in the areas of
communication, transport, energy, information, pollution and waste control,
among others. In Nigeria, the study of science is of so great importance, that
a lot of emphasis has been laid on the teaching and learning of science with
the major aim of science education, as contained in the National Policy on
Education, being to equip the students to live effectively in this modern age
(FME, 2004). This can be achieved by the inculcation in the learners the
necessary scientific skills and attitudes.
The inculcation of
scientific skills and attitudes in students can only be achieved through the
proper teaching of the various science subjects. These include Biology,
Chemistry, Physics, Mathematics,
Health Science, Agriculture,
etc. Biology as one of the science subjects, when properly taught, will help
the students to solve personal and societal problems. The knowledge of Biology
helps to question superstitions, know the function of the various parts of the
body, enables one to understand oneself, maintain good health practices such as
the use of clean water, good sanitation, balanced diet, the need to vaccinate,
among others (Maduabum, 1998). The importance of Biology as a secondary school
subject can be further illustrated by the fact that a candidate must obtain a
credit pass in it, for admission into any Nigerian University to study such
important science – based courses as Medicine, Pharmacy, Biochemistry,
Microbiology, Food Technology, etc.
Despite the fact
that Biology and other science related subjects are important to human
progress; students still perform poorly in them.
The low performance as reported
in various science tests is evident in most science subjects in general. This
is pointed out by the report of the Registrar, Joint Admission and
Matriculation Board (2008) who indicated that the performance of candidates in
the University Matriculation Examination (UME) over the last three years has
shown a steady decline. This is an indication of low retention of what is
taught and subsequently poor achievement.
A statistical table of West
African Senior School Certificate Examination (May/June) from 2005 – 2007
illustrated the student low performance in biology for three consecutive years.
The following are the percentage (%) grade – (credit, passes and failure)
obtained by the students. In 2005, the total number of candidates who sat for
SSCE were seven hundred and twenty two thousand, and three (722,003) candidates
and out of this number one hundred and twenty thousand, four hundred and sixty
(120,460) candidates got credit and above represented by 16.71 percent. One
hundred and eighty eight thousand, six hundred and three (188,603) candidates
got passes represented by 26.16 percent. Four hundred and twelve thousand, nine
hundred and forty (412,940) candidates failed entirely and the above
represented by 57.27 percent. In 2006, the total number of candidates who sat
for the examination were one million, and twenty five thousand, four hundred
and fifty six (1,025,456) candidates, and out of this number, four hundred and
forty one thousand six hundred and seventy two (441,672) candidates obtained
passes and above represented by 43.07 percent.
In 2007, the
total number of candidates who sat for the examination were one million, to
hundred thousand, and twenty eight (1,200028) candidates, and out o this number
two hundred and seventy eight thousand, one hundred and fifty tow (278,152)
candidates got credit and above represented by 22.80 percent. Three hundred and
seventy thousand, five hundred and one (370,501) candidates got passes and the
above represented by 30.37 percent. Eight hundred and fifty thousand, six
hundred and four (571,375) candidates failed entirely and the above represented
by 48.83 percent (WAEC, 2008).
This is also
evident in the Chief Examiners Report of the West African Examination Council
(2008). There are indications that candidates who sat for the WASC Examination
in most science subjects exhibited the following lapses:-
-
inability to properly interpret
questions;
-
failure to write or answer their
questions logically, systematically and convincingly;
-
poor drawing skills;
-
shallow understanding of most
concepts in Biology;
-
poor power of expression;
-
inability to relate features to
functions;
-
inability of the candidates to
correctly spell many Biological terms.
The aforementioned
gives an indication that there may be low desire in the area of Biology as one
of the science subjects. This may lead to appreciable low/poor choice of
biology or other science subjects as a subject to offer in the secondary
schools or tertiary institutions. This may also be an indication that
meaningful learning had not taken place. The over all achievement and retention
in biology and other sciences are very much related to many other variables,
which are evident in the studies carried out by other researchers. The
variables include: the ability levels of the learners, gender issues, teaching
– learning environment (location), teaching methods, teachers ability to use
the various methods and materials provided, students backgrounds, level of
intelligence of the students, students cognitive styles, among other variables
(Moore, 2000; Mukalia, 2000; Ogunleye, 2002; Eccles, 2002).
Students vary in
their academic abilities and this tends to be reflected in the extent to which
they are affected by a particular teaching methods. For instance, Diamond and
Onwuegbuzie (2001) expressed concern over the influence of different teaching
methods on learning benefits of students
of different ability groups, stating that differences in intellectual
functioning among learners necessitate variations in instructional strategies.
Researches conducted by Okeke (1986), Ezeh (1992) and Udeji (2007) indicated
that teaching methods have differential effects on students of different
academic ability levels (low, average, high levels) with one group benefiting
more from a particular teaching method than the other. For instance both Eze
(1992) and Udeji (2007) found out that with the various methods used,
achievement is significant with the high ability groups, while the findings of
Okeke (1986) indicated that in as much as some students are highly gifted they
do not achieve well in science this may be due to the teaching method employed
which may not suit all the groups. In view of the foregoing, it might be
necessary to find out the students academic ability group (low, average or
high) for which a particular teaching method will be more effective.
Various teaching
methods are used by teachers in the teaching of Biology aimed at brining about
meaningful learning. These include lecture method, demonstration method,
discovery, project, inquiry among many others. The most commonly used is the
lecture method. This is mostly employed by most science teachers because of
some of its advantages which include
the fact that it can be used to cover a large content area at a time and the
students are given the same content at the same time. Another major advantage
is that it can be used to teach a large class which is a prominent feature in
most Nigeria secondary schools. Lecture method can be very useful in teaching
when used in conjunction with other methods especially for the purpose of
introducing the topic. Despite all these advantages, the lecture method
employed in the teaching of biology and other sciences has some flaws, which
might be one of the causes of the poor achievement in the sciences. According
to Awotua-Efebo (2001), the lecture method is mainly teacher – centered, with
the students being consistently passive and contents are taught as absolute
knowledge. This method had failed in the recognition of the uniqueness of the
inquiry-based nature of science and the learner‟s
individuality. Furthermore it does not facilitate the development of reasoning
skills and processes in the students. These, among other reasons had not
enhanced learning in students and thus had led to poor achievement of students
in the sciences.
It has been observed that effective teaching may
facilitate learning and make it more meaningful. In line with this, Sander
(2001) stated that effective teaching helps the learner to learn better, while...
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