ABSTRACT
The study investigated
the effects of instructional resources on students? achievement in Geography.
This study became necessary because of the unavailability of instructional
resources for teaching geography in the secondary schools. The study employed a
quasi experimental design, specifically the pretest ? posttest non equivalent
group design. One hundred and forty SSI students from potiskum Education Zone
from 2 schools randomly drawn from public primary schools in Potiskum education
zone of Yobe State formed sample of the study. Three experts validated the instrument
Geography Achievement Test (GAT). Five research questions were answered and
five hypotheses were tested. The data were analyzed using mean, standard
deviation and ANCOVA. The results revealed that students taught using instructional
resources performed better than students taught using conventional material;
male students did not perform better than their female counterparts in Geography;
rural students performed better than urban students in geography; The results
do not suggest ordinal interaction effect between mode of method and gender on
students? achievement in geography. This was because at all the levels of
gender, the mean scores were higher for student?s improvised instructional
resource; the result suggests ordinal interaction effects between modes of
method and location on students? achievement in Geography; this was because at
all the levels of location, the mean scores were higher for student?s
improvised instructional resource compared to conventional materials with lower
mean scores; there was significant difference in the mean score of students
taught using students improvised instructional resource and those taught using
conventional instructional resources; there was no significant difference in
the mean achievement scores of male and female students in geography; there was
significant difference in the mean achievement scores of urban and rural
students in geography; The interaction effect of method and gender on students
mean achievement scores in Geography was, not statistically significant. The
interaction effect of method and location on students? mean achievement scores
in Geography was, not statistically significant. Based on the findings and
implications, it was recommended that teaching of Geography in secondary school
should be conducted in a manner that students will effectively understand and
learn the concept taught. It was suggested that further research could be
carried out on this topic using true experimental research.
TABLE OF CONTENT
ABSTRACTS
CHAPTER ONE: INTRODUCTION
Background of the Study
Statement of the Problem
Purpose of the Study
Significance of Study
Scope of the Study
Research Questions
Hypotheses
CHAPTER TWO: REVIEW OF LITERATURE
Conceptual Framework
Concept of Instructional resources
Teaching of Instructional resources
Geography as a teaching Subject
Concept of Gender
Concept of School Location
Concept of Achievement
Theoretical Framework
Theory of Cognitive Development by Jean Piaget (1973)
Theory of Instruction by Jerome Bruner (1966)
Empirical Studies
Instructional resources and Learning
Outcomes/Achievement
Gender Differences and Learning Outcomes/Achievement
School Location and Learning Outcomes/Achievement
Summary of Literature Review
CHAPTER THREE: RESEARCH METHOD
Design of the Study
Area of the Study
Population of the Study
Sample and Sampling Technique
Instrument for Data Collection
Validation of the Instrument
Reliability of the Instrument
Training of teachers
Experimental Procedure
Control of Extraneous Variables
Method of Data Analyses
CHAPTER FOUR: RESULTS
CHAPTER FIVE: DISCUSSION,CONCLUSION,IMPLICATIONS
AND RECOMMENDATION
Conclusions
Recommendations
Limitation of the Study
Suggestions for Further Research
Summary of the Study
REFERENCES
CHAPTER
ONE
INTRODUCTION
Background of the Study
Science is the
bedrock on which modern day technological breakthrough is hinged. Different
authors according to their own understanding have defined Science. Igwe (2003)
defined science as a systematic study of the nature of the behaviour of the
material and physical universe through observation, experimentation,
measurement and recording. In addition, Esu (2004) defined science as a
systematic, precise, objective way to study the natural world. Science is often
an exciting and satisfying enterprise that requires creativity, skill and
insight based on this Fape (2007) defined science as rationally structured
knowledge about nature, which embraces systematic methods of positive attitudes
for its acquisition, teaching, learning and application.
The major goal
of science education is to develop scientifically literate individuals that are
concerned with high competence for rational thoughts and actions. The
objectives of science education in this country according to Maduekwe (2006)
include the need to prepare students to observe and explore the environment,
explain simple natural phenomena, develop scientific attitudes including
curiosity, critical reflection and objectivity, apply the skills and knowledge
gained through science to solve everyday problems in the environment, develop
self-confidence and self-reliance through problem solving activities in
science.
In recent
times, countries all over the world, especially the developing ones like
Nigeria, are striving hard to develop technologically and scientifically, since
the world is turning Scientific and all proper functioning of lives depend
greatly on Science. According to Ogunleye (2006), Science is a dynamic human
activity concerned with understanding the workings of our world. This understanding
helps man to know more about the universe. Without the application of science,
it would have been difficult for man to explore the other planets of the
universe. Science comprises the basic disciplines such as Physics, Chemistry,
Mathematics and Geography.
Geography is
one of the science subjects that senior secondary school students offer at the
senior levels in the Nigerian secondary schools, (FRN, 2004). Geography is a
very important science subject and a requirement for further learning of a
number of science-related professional courses like medicine, agriculture,
pharmacy, etc. In contemporary Nigeria, greater emphasis is placed on science
and technological development. As a result, students are being encouraged to
take up science-related subjects. Today, Geography pervades literally every
field of human endeavour, and plays a fundamental role in educational
advancement. This is seen in all the technological advancement in the world
today, which is because of scientific investigations. However, the issue
remains that in most secondary schools in Nigeria, there is high rate of
failure in the subject.
Studies have
shown that secondary school students are exhibiting low interest in Geography
(Esiobu, 2005). This low interest of students in geography has been traced to
poor achievement in examinations. In our match towards scientific and
technological advancement, we need nothing short of good achievement in geography
at all levels of schooling. Unfortunately, achievement of students in geography
at the end of the secondary school has not improved in the last decade
(Umoinyang, 1999). Folorunso (2004) has linked poor achievement trend in geography
particularly to the lack of instructional resources in schools due to poor
funding of schools. The poor funding of schools has hindered the principals
from providing the teachers with adequate instructional resources.The National
Policy on Education (FME, 2004) emphasizes the need for teaching and learning
of science processes and principles. The policy recommends practical,
exploratory and experimental methods of teaching. In this regards, Okebukola
(2004) stated that the basic tools that science uses in the learning of science
processes are the instructional resources.
Studies have
shown that the use of instructional resources have improved achievement
(George, 2008) and Nwagbo (2006). Instructional resources are wide varieties of
equipment and materials use for teaching and learning by teachers to stimulate
self-activity on the part of the students. The teaching of Geography without instructional
resources may certainly result in poor academic achievement. Poor academic
achievement in Geography could also be attributed to many factors such as, low
interest of students in geography, inadequate motivation from teacher, poor
incentives to geography teachers, lack of adequate supply of instructional
resource, lack of qualified teachers, and use of teacher centered instructional
strategies, inadequate use of instructional resources and use of abstract
standardized materials. Among these factors, teacher?s use of abstract
standardized instructional strategy is considered as an important factor in
this study.
This implies
that the mastery of Geography concepts might not be fully achieved without the
use of instructional resources that the students are abreast with. The teaching
of Geography without instructional resources may certainly result in poor
academic achievement. Folorunso (2004) observed that there is lack of adequate
and appropriate instructional resources for effective teaching of Geography in
schools. For Ibitoye and Fape (2007), the poor achievement in geography was
traced to poor usage of instructional resources for geography teaching and
learning, poor state of infrastructure facilities, large class size, poor
teaching, use of faulty assessment practice, and inadequacy of quality
teachers. According to Okebukola (2004), the poor state of laboratory
facilities and inadequate use of instructional resources has constituted a cog
in the wheel of students? achievement in Geography in the Senior School
Examination. The verbal exposition does not promote skill acquisition,
objectivity, and critical thinking abilities that will enable the child to
function effectively in the society. This according to the researcher leads to
poor achievement of students in the subject. Okebukola and Jegede (1986)
stressed that a professionally qualified Geography teacher no matter how well
trained, would be unable to put his ideas into practice if the school setting
lacks the equipment and material resources necessary for him or her to
translate his competence into reality.
The report of
West African Examination Council (WAEC) on the Senior Secondary School Certificate
Examination (SSCE) (2011) on student enrolment and performance in Nigeria by
subject, grade, and sex revealed low enrolment of girls for science subjects as
well as low academic achievement in geography and other science subjects and
the persistent poor achievement of students in geography.
With the popularity of Geography among
science inclined students in secondary schools in Potiskum education zone, One
would expect high performance of students in the subject area. However, it is
surprising to note that students’ performance in the subject is not
encouraging. Available WASSCE summary result from Potiskum education zone shows
evidence of poor performance of students in Geography in the zone .
Studies have shown that appropriate
selection and use of instructional resources during instruction enhance
students’ learning. Teachers of Geography are expected to ensure proper
selection and use of these instructional resources. However, it has been
observed that these instructional resources are no longer supplied to schools.
It becomes imperative that the instructional resources be improvised.
Conventionally, teachers are expected to improvise instructional resources; but
the new thinking is that both teachers and students are to engage in teaching
of instructional resources. Therefore, two modes of teaching- teachers’ mode
and students’ mode are involved in this study. Studies have been done to
compare the effect of the use of
teacher-instructional resources and the use of standard materials or use
of no materials during instruction on students’ achievement. However, no study
to the best knowledge of the researcher has examined the effect of the two
modes of teachingof instructional materials, on secondary school students’
achievement in geography.
Therefore, the problem of the study becomes:
what are the effects of mode of teaching (teacher and student instructional
resources), gender and school location on secondary school students’
achievement in Geography?
The main purpose of this study is to
determine the effect of two modes of teachingof
instructional materials on
students’ achievement in Geography in secondary schools in Potiskum Education
Zone.
Specifically, the study intends to find out
the;
a)
Effect of teacher and
student instructional resources on the achievement of students in geography.
b)
influence of gender on students’ achievement in geography.
c)
influence of school location on the achievement of students
in geography.
d)
interaction effect of mode of teaching and gender on
students’ achievement in Geography.
e)
interaction effect of mode of teaching and school location on
students achievement in geography.
The findings of the study could be of
immense help to the teachers and school authorities. The school authorities
could based on how effective the two modes of teaching are in enhancing
learning, which mode was more effective, mount workshops for teachers and
students on teaching of instructional resources. Through these workshops, the
teachers acquire more skills in teaching and experience discovery learning
through exploration of the environment during teaching.
The findings of this study could also assist
curriculum planners. This is because the findings could guide them in
curriculum development, instructional design, implementation and evaluation. It
could guide them in integrating the instructional resources topic by topic in
curriculum and instructional design.
Textbook authors/publishers are also
hopefully going to benefit from the findings of this study. This is because the
publications of the findings of the
study could supply them with relevant information that would help in
enriching their textbooks by integrating the appropriate modes of teaching in
them.
The findings of the study could also be of
immense help to the students as it would encourage students to develop instructional
resources that would enhance teaching and learning. This would equally
encourage students to explore their own environment thereby gaining more
knowledge through discovery. This boosts students’ learning ability and as such
enhances their academic performance.
This comparative study was carried out in
Potiskum education Zone of Yobe State, Nigeria. It compared the effect of
teacher and student instructional resources on secondary school students’
achievement in Geography in Potiskum education zone of Yobe State, Nigeria.
The following research questions guided the
study.
a)
What are the mean achievement scores of students exposed to
teacher and student instructional resources?
b)
What is the influence of gender on mean achievement scores of
students in Geography?
c)
What is the influence of school location on mean achievement
scores of students in Geography?
d)
What is the interaction effect of mode of teaching and gender
of students on the mean achievement scores of students in Geography?
e)
What is the interaction effect of mode of teaching and
location of school on the mean achievement scores in Geography?
These null hypotheses were tested at 0.05
level of significance.
Ho1 There is no significant difference in the
mean achievement scores of students taught with teacher instructional resources
and those taught with student- instructional resources.
Ho2 There is no significant difference in
the mean achievement scores of students in Geography due to gender.
Ho3 There is no significant difference in
the mean achievement scores of students in Geography due to school location.
Ho4 There is no significant interaction
effect of the mode of teaching and gender on the mean achievement scores of
students in Geography.
Ho5 There is no significant interaction
effect of the mode of teaching and school location on mean achievement scores
of the students in Geography.
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