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Full Project – Influence of practicals in academic performance of biology students in secondary schools

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CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Science is a great enterprise, which nations depend on in order to advance technologically. Science therefore is receiving much emphasis in education because of its significance and relevance to life and society. Chinwe and Chukelu (2008) defined science as the study of environment through which people can develop both the mind of inquiry, discipline and logical power of thought. Science includes subjects like Biology, Chemistry and Physics. Justiny (2016) stated that science, as dynamic human activity, is concerned with the understanding of the world. According to him, science is more concerned with various investigative processes and activities with regard to developing, acquiring and controlling knowledge, skills, capabilities and attitudes about the natural factors of the environment.

Biology is an integral part of science that focuses on living things (Plants and Animals). Biology is also a branch of science and prerequisite subject for many fields of learning; it contributes immensely to the technological growth of the nation. This includes Medicine, Agriculture, Forestry, Nursing and Biotechnology. The study of Biology in secondaryschools can equip students with useful concepts, principles and theories that will enable them face challenges before and after graduation (Nwagbo & Uzomaka, 2011). According to Ogundipe (2013), a place where practical activities take place is known as the laboratory. That biologist’s 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 organized for effective practical activities. Practical activities in Biology provide opportunities for students to learn science by actually participating in the laboratory experiment.

Ogundipe (2013) maintained that practical activities should engage students in hand-on, mind-on activities, using varieties of instructional materials to drive the lesson home. Nwagbo (2008:41) has stated that; “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, and competence needed to meet the scientific and technological demands of the nation”.

Research in Biology has shown that students learn more from practical Biology lesson when they are given the opportunity to learn through doing than when they are allowed to observe (Ibe 2004; Mandor 2008; Nwosu 2014). They enjoy measuring and classifying data, observing specimens, manipulating apparatus, designing experiments, interpreting data, testing of hypothesis and making inferences. These mental processes can only be developed and acquired if the students are allowed to participate in practical activities. The laboratory activities are usually less formal than conventional classroom teaching. Thus, a Biology practical class offers opportunities for productive, co-operative and exchanges among students and with teacher that have the potential to promote learning.

Realizing the importance of science skills as solution to scientific problems, the Federal Government, among other things, stated as one of the national goals of education in Nigeria that; “education should aim at helping the students in the acquisition of appropriate skills and abilities as equipment for students to live in, and contribute to the development of the society”. (FederalRepublic of Nigeria (FRN), 2013:29). In order to realize this goal, associations such as Science Teachers‟ Association of Nigeria (STAN) and Nigeria Integrated Science Project (NSP) were set up by the government to look into the various curricula used at various levels of the Nigerian educational system. These goal and aspiration cannot be realized except through the effective effort of the classroom teacher.

A good demonstration method holds the learner’s attention, thus facilitating learning by giving students the opportunity to see and hear what is actually happening in the classroom. Thismethod has failed in the recognition of the uniqueness of the inquirybased nature of science and the learner’s individuality(Awotua-Efebo, 2011).

Furthermore, it does not facilitate the development of reasoning skills and 4 processes in the students due to poor retention of students in understanding the Biology concepts in practical. These, among other reasons, have not enhanced learning in students and thus have led to poor performance of students in Biology practical.Based on the foregoing, the researcher considered it necessary to explore the effects of Biology practical activities on students‟ performance in secondary schools in Gwale LGA Kano State.

1.2 Statement of the Research Problem

The dwindling students‟ performance in science especially Biology has been a source of concern to all stakeholders. Many scholars have tried to find out, various reasons for the poor performance in Biology among students in senior secondary schools. Despite the efforts by science educators, the performance of many students in science is still at abysmal level. This situation is easily attributed to factors such as teachers‟ teaching method, inadequate qualified Biology teachers, lack of instructional materials and non-availability of laboratory facilities. Other factors such as wrong spelling of technical terms, wrong representation of view, poor drawing, inability to identify some illustrated organisms, inability to write brief and precise answers and poor grasp of the subject matter lead to failure of students in practical Biology (Soyinbo, 2010).

WAEC Chief Examiner’s Report (2010, 2013 & 2014), in Sangodoyin (2015:85), attributed the source of students’ poor performance in practical Biology to the following: “The high conceptual nature of Biology practical which make it difficult to understand, lack of interest in the subject on the part of the students and inadequate practical work, shortage of qualified and pedagogically trained Biology teachers”. The neglect of the practical aspect of Biology in schools has been blamed on such factors as the inability of the school authority to provide materials and equipment for practical work and teacher’s failure to recognize the importance of practical work in science teaching. Onwu (2017) observed that teachers have an obligation to help students to become critical thinkers and problem solvers. This is only attainable when appropriate teaching and learning strategies are adopted, particularly at the secondary school level. Due to the above mentioned problem, this is set to investigate the influence of practical’s in academic performance of Biology students in secondary schools in Gwale LGA, Kano state.

1.3 Objectives of the Study

This study sought to achieve the following objectives:

Compare the pre-test and post-test performances of students taught Biology using practical activities in secondaryschools in Gwale LGA Kano state;
Determine the level of retention of students taught Biology concepts using practical activities and those taught using lecture method in secondaryschools in Gwale LGA Kano state;

Compare the mean performance score of rural and urban students taught Biology using practical activities and lecture method in secondaryschools in Gwale LGA Kano state;

Compare the mean performance of students taught Biology practical activities using real specimen and those taught using chart among secondaryschool Student’s in Gwale LGA Kano state.

1.4 Research Questions

The following research questions were formulated to guide the study:

What is the difference on pre-test and post-test performances of students taught Biology using practical activities in secondaryschools in Gwale LGA Kano state?
What is the level of retention of students taught Biology concept using practical activities and those taught using lecture method in secondaryschools in Gwale LGA Kano state?
What is the difference in the mean score of rural and urban students taught Biology using practical activities and lecture method in secondaryschools in Gwale LGA Kano state?
What is the difference in the mean score of students taught Biology practical activities using real specimen and those taught with charts among secondaryschool students in Gwale LGA Kano state?

1.7 Significance of the Study

The results obtained from this study will be of great benefit to the following: Biology students, teachers, governments, curriculum planners/developers, textbook writers and future researchers. The study will be of relevance to Biology students; when they understand more the importance of Biology practical skills, they are equipped to secure employment, and this would in no small measure make them contribute meaningfully to the development of the society. Practical method of teaching can also increase the interest of the student to practical works.

The study will be of benefit to Biology teachers, as it will help them in choosing appropriate instructional method and materials capable of releasing students‟ tension toward the subject. It will also motivate teachers to develop interest in utilizing modern instructional materials like using experiments in teaching topics that are experimental in nature and selecting suitable teaching methods that will be a possible means towards reducing failure in the teaching and learning of Biology. The study will also sensitize Biology teachers on the benefits of the use of practical techniques for teaching, as it will have a great effect on the academic performance of the students.

The study will serve as a revelation to the government, resulting in the proper equipment of secondary schools with necessary practical materials for the teaching of Biology, and posting of qualified Biology teachers to secondary schools based on their profession.

This study will also enable the curriculum planners to modify, where necessary, the present system of conducting Biology practical activities within the scheme of their evaluation techniques by re-examining the units of the subject matter taught in schools and identifying their corresponding indigenous knowledge and instructional material. This will make the teaching of Biology interesting and more meaningful to the students.

1.8 Scope of the Study

This study on the effect of Biology practical activities on students‟ academic performance in Biology is delimited to Secondary Schools in Gwale LGA Kano State. The Biology content to be covered is delimited to the following topics of practical Biology: -Classification of Living Things (Animal Classification), Nutrition in Animals (Food Test), Classification of Fruits, Reproductive System in Plants and Digestive System in Animals (Alimentary Canal in bird).

1.9 Definition of Terms

Biology: The branch of science that deals with the study of living things and their vital processes. The field deals with all the physicochemical aspects of life.

Biology Practical: It is a collection of experiments that demonstrate a wide range of biological concepts and processes. Experiments are placed within real-life contexts, and have links to carefully selected further reading. Each experiment also includes information and guidance for technicians.

Frequency of Biology practicals: Refers to the number of lessons per week or term planned involving Biology practicals.

Performance: Refers to the students‟ scores obtained in a test.

Quality of Biology practicals: Refers to the degree of learner involvement in the practical. For example, experiments done by students individually, in pairs, in groups of five or in groups of more than five students.

Resources for Biology practicals: Refers to the laboratories, the equipment, apparatus and reagents necessary for chemistry practicals.

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