Project – Effect of problem solving strategy on students academic achievement, retention and attitudes in biology among science secondary schools

CHAPTER ONE

BACKGROUND OF THE STUDY

1.1 Introduction

Science (from Latin Scientia meaning knowledge) is a systematic enterprise that builds and organizes knowledge in the form of testable explanations and knowledge that can be rationally explained and reliably applied to everyday life. A practitioner of science is known as a scientist (Thompson, 2017). The field of science education includes work in science content, science process (scientific Skill) some social science and some teaching pedagogy (Yeung, 2017). The public image of science education may be one of the simple learning facts by rote science education. Bichi, (2019) stated that the purpose of education is not just making a learner literate, but adds rationale thinking, knowledge, skills, self-efficiency and self-independent. Thus, in every human society, education is meant to pass onto new generations the existing knowledge of their physical environment, to introduce them to the organization of the society and teach them skills for performing their daily jobs with ease. Egbunonu and Ugbaja (2020) observed that the education standards call for more than science as a process in which students learn such skills as observing, inferring, experimenting. In this way students actively develop their understanding of science, combining scientific knowledge with reasoning and thinking skills. To achieve these goals as desired, it is highly required of teachers at all levels to have high sense of self confidence for the enhancement of teaching and learning of scientific concepts and principles that can lead to positive scientific and technological development.

Biology is one of the core science subjects taught in Nigerian secondary schools. It is the backbone of science as it is the study of life and therefore plays an essential role in harnessing interaction between living things and its environment. Thompson (2017) observed that no science subject forms a binding force among various science courses like biochemistry, pharmacy, veterinary etc, as biology. Biology gives students the opportunity to relate with some of the most important ecological issues affecting the environment. These include the influence of human activity in altering human ecological relationship and difficulties arising from the stress of modern day life. In secondary school biology curriculum, it was observed that Biology concepts play very important role in scientific advancement that affects the lives of mankind. Despite its importance in the society, available statistics from the West African Examination Council (WAEC 2016, 2017, 2018, 2019, 2020, 2021 and 2022) on senior secondary school students’ academic performance in biology revealed that although biology had the highest enrolment relative to other science subjects, it recorded very poor performance at Senior School Certificate Examination (Anyanwu, Obochi and Isah 2019).

According to Nwagbo and Chukelu (2018), the poor performance as attributed to Biology concept with evidence from Chief Examiners Report was traced to one of the questions asked in WAEC 2018. The students were asked to state five important uses of water to organism in the rainforest. The Chief Examiner’s Report shows that in stating uses of water to rainforest organisms, most students wrote on the uses of water to man example “drinking, washing and cooking”, rather than maintaining body temperature, essential for plant turgidity, necessary for photosynthesis etc. In 2017 WAEC question, students were asked to describe three ways each by which animals in arid habitat are adapted to drought and high temperature. The examiner’s report shows that students could not attempt the questions satisfactorily, Nwagbo and Chukelu (2018). The senior secondary school Biology curriculum is designed to serve the needs and interest of the students of different abilities. Consequently, upon the introduction of the 6-3-3-4 system of education, the curriculum recommended among others that experimentation, demonstration, problem-solving and even field trip resting on practical activities of the students should be used in the teaching of science subjects (FME, 2017 in NPE, 2020). The expectation could be that a successful implementation of the curriculum objective is based on the recommended teaching techniques. The learner would be equipped with adequate knowledge, positive attitude and science process skills that would enhance his performance, sustain his interest and also serve as springboard for the nation’s scientific and technological breakthrough. Contrary to these expectations, the level of performance among secondary school biology students has not been encouraging. However, review of literature reveals low performance of students at S.S.C.E levels of education in science subject and biology in particular. (Nwosu, 2017, Moore, 2020 and Uza, 2022). The objectives of biology education curriculum as provided in the National Policy of Education (NPE, 2020) include the following among others. Adequate laboratory and field skills in biology; inculcate in the learners’ meaningful relevant knowledge in biology and functional scientific attitudes.However, in spite of these objectives and numerous efforts aimed at improving students’ performance in biology, the subject has continued to witness low rate of academic performance.

Problem-solving has been an aspect of science (Biology) teaching and learning that has attracted the attention of educators. Problem-solving has long been recognized as a skill that also fosters a better understanding of Physics and Chemistry concepts. It can be an excellent tool to encourage the learning process (Danjuma & Arshatu, 2010). Problem-solving is the highest form of learning (Babatunde, 2008). Oneshakepokaiye (2011) cited Kolawole and Oluwatayo (2005) that effective teaching implies productive, purposeful, result oriented, qualitative, meaningful and realistic teaching. The essence of being an effective teacher views on what to do to foster student learning. Physics teachers should therefore adopt teaching methods that will enable the students to understand whatever concepts topic or principles being taught. Various methods of teaching Physics are known, such include guided discovery problem solving, discussion, expository individualistic methods. These methods depend on various forms of teacher –student-activities through some methods are more activity oriented than others. Problem-solving is a systematic approach that reviews learning competencies, comprehending and composing critical and creative thinking these features are most important dimensions of thinking and learning in regardless of the acknowledgement of the importance of developing problem-solving skills, relatively little research has been conducted on the theme in the field of instructional design (Jonalsen, 2004)

Science teaching generally and teaching of Biology in particular cannot be effectively done unless the use of appropriate instructional strategies are employed. There are various methods of teaching Biology, some of which are Lecture, Demonstration, Field-trip and Laboratory method. James (2000) viewed Lecture method as one of the most popular method of instruction commonly used for science teaching. He described lecture method as that traditional approach which is referred to as didactic approach, thus can be defined as a teaching technique in which one person usually the teacher presents a spoken discourse on a particular subjects. More than 80% of scientific information and principles are delivered as lectures (Bichi 2002). Teachers embrace this method for easy coverage of the school syllabus. It is characterized by one-way flow of information from the teacher who is always active, while the students are always passive. The method saves time and energy. It allows easy handling of large classes without much stress and is not expensive as only the chalkboard is required. In its true nature the lecture approach is not effective for science teaching. Usman (2000), James (2000) and Bichi (2002) all argued against it because it does not promote meaningful learning of science. The students easily become restless and disruptive since their attention span is very limited.

The poor performance has been attributed to the methods the teachers use in teaching the subject. Researchers like Moore, (2020), Uza, (2022) stated that lecture method is the most commonly used method by science teachers. Low ability level: In a normal science class, the entire population of the students have varieties of learning abilities. Their abilities are referred to as varied abilities. It is well known that every student has a different way of learning and progresses at different speeds. Thus, while some students may find the learning task easy to complete, others may find it difficult to understand. The weakness of candidates in biology generally was linked to the fact that candidates lack basic concepts and not able to link biological concepts to real life situation (Lakpini, 2017, Lakpini and Atadoga 2020). According to Lakpini, (2017) varied ability can be determined in three levels (i) High achievers, (ii) middle/average achievers and (iii) low achievers. Gender is also one of the factors interacting with performance, gender issues both on the part of the teacher and the students have been documented to affect academic performance learning outcomes (Erinosho, 2020, Obochi, 2021). Abdulraham (2018) observed that gender inequalities are interwoven with social class, ethnicity, sexuality, disability and other factors identified as influencing attainment. Adebanjo (2019), linked gender and academic achievement with patterns of behavior. He noted that there are signs of boys being vulnerable to becoming disaffected. He stated further that boys tend to be less careful about rules and more indifferent to being reprimanded. Thus, this study investigated the effects of problem solving strategy on students’ academic performance, retention and attitudes in biology among science secondary school Kano Nigeria.

1.2       Statement of the Problem

Many studies have shown that there is an alarming crisis in relation to students’ retention and academic performance in science subjects and especially Biology (Adeniyi, 2019). According to Adeniyi, (2019) biology is one of the major core science subject taught in senior secondary school level. Thus, poor performance of students in the subject has been a major concern to many stakeholders in the subject. Like any other science subject, the syllabus of this activity based subject emphasis the use of activity-based method of instruction. Unfortunately, as reported by researchers such as Lakpini (2017) and Lawal, (2018) teachers shy away from activity-based teaching method and rely mostly on easy goes lecture method  which in most cases are often inadequate and inappropriate for meaningful learning to take place. However, students continue to perform poorly in science subject and Biology in particular. Hence the question of how students’ academic performance in biology can be improved is still a pedagogical problem. It is on this note that the present study is aimed at investigating whether problem-solving strategy would have any effects on the academic performance and retention in biology among senior secondary school students of low ability.

1.2    Objective of the Study

The objectives of the study are to:

1. Examine the effects of problem-solving teaching strategy on academic performance and retention of biology among students.
2. Determine the effects of problem-solving teaching strategy on retention of low ability students in biology.
3. Examine the effects of problem solving teaching strategy on academic performance and retention of biology knowledge of male and female students in biology and those taught using lecture methods.

1.3    Research Questions

The following research questions are stated for answering:

1. What are the differences in the mean scores of students in low ability level taught biology using problem-solving teaching strategies and their counterparts taught using lecture method?
2. What are the differences in the mean retention scores of low ability students taught biology using problem-solving teaching strategies and their counterparts taught using lecture method?
3. What are the differences in the mean academic performance scores of male and female students taught biology using problem-solving teaching strategy and those taught using lecture methods.

1.4    Research Hypothesis

The following null hypothesis were formulated:

HO1: There is no significant difference in the mean retention scores of low ability students taught biology problem-solving strategies and those taught using lecture methods.

HO2: There is no significant difference in the mean academic performance scores of students taught biology using problem-solving teaching strategy and those taught using lecture methods.

HO3: There is no significant difference in the mean academic performance scores of male and female students taught biology using problem-solving teaching strategy and those taught that using lecture methods.

  1.5  Significant of the Study

It is the researches view that findings from this study will:

(1)    Assist teachers on the area of adopting appropriate strategies and approaches in the teaching/learning of biology.

(2)    To promote scientific skills acquisition, help students to see the need to embrace problem solving approach in biology learning process as it enhance the discovery of new knowledge and skills.

(3)    Enlighten school managers and education planners on the need to provide adequate instructional facilities and quality instructional personals for effective teaching and learning of biology.

(4)    The result of this study will also help teachers to employ recommended scientific methods in the teaching of science subjects at all level of education.

(5)    The study will also through mere light to future researchers as it will provide relevant information on problem solving approach as the mean to effective teaching/learning of biology.

1.6    Scope and delimitation

This study on the Effect of problem solving strategy on students’ academic achievement, retention and attitudes in biology among science secondary schools Kano, the effect on gender will also considered. Public schools within and outside the state will not be considered.

Project – Effect of problem solving strategy on students academic achievement, retention and attitudes in biology among science secondary schools