Project – Influence of Instructional Materials on Students’ Achievement in the Study of Cell Division in Biology. Case Study of five selected secondary schools in Surulere

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Biology is one of the fundamental science subjects taught in secondary schools and plays a significant role in understanding life processes and the natural world. It forms the basis for many professional careers such as medicine, nursing, agriculture, biotechnology, pharmacy, and environmental science. In Nigeria, Biology is a core subject in the senior secondary school curriculum and is essential for students intending to pursue science-related courses in higher institutions.

One of the key areas in Biology is cell division, which explains how living organisms grow, repair damaged tissues, and reproduce. Cell division includes processes such as mitosis and meiosis, which are often abstract and difficult for students to understand when taught only through verbal explanation or textbook illustrations. This abstraction makes it necessary for teachers to adopt effective teaching strategies that enhance students’ understanding.

Instructional materials are vital tools used in teaching to make learning more concrete, interesting, and effective. They include charts, models, diagrams, microscopes, videos, slides, and other resources that help students visualize and interact with scientific concepts. In Biology, instructional materials are particularly important because they bridge the gap between theory and real-life biological processes.

Research has shown that the use of instructional materials improves students’ academic performance by enhancing understanding, retention, and interest in science subjects. Students taught with instructional materials tend to perform better than those taught using only lecture methods because they are actively engaged in the learning process (Afariogun & Akintoye, 2025 ). Similarly, studies have confirmed that instructional materials help learners to better comprehend Biology concepts and improve achievement outcomes (Buba et al., 2019 ).

In the context of cell division, instructional materials such as models of chromosomes, microscopes, prepared slides, and animations help students to visualize stages of mitosis and meiosis. These tools make abstract processes more understandable and improve students’ conceptual clarity. Without these materials, students may rely on memorization rather than meaningful understanding, which can lead to poor academic performance.

Despite the importance of instructional materials, many secondary schools still face challenges such as inadequate teaching resources, limited laboratory equipment, and insufficient training for teachers on how to effectively use available materials. As a result, Biology is often taught in a theoretical manner, making difficult topics like cell division even more challenging for students to understand.

In Surulere Local Government Area of Lagos State, where this study is focused, schools vary in the availability and usage of instructional materials. Some schools are better equipped than others, yet there is still concern about whether these materials are effectively utilized in teaching cell division and how they influence students’ achievement. Therefore, this study investigates the influence of instructional materials on students’ academic achievement in the study of cell division in Biology.

1.2 Statement of the Problem

Despite the importance of Biology in secondary education, students’ academic achievement in the subject, particularly in complex topics such as cell division, has remained relatively poor. Many students struggle to understand processes such as mitosis and meiosis, leading to low performance in tests and examinations.

One major factor contributing to this challenge is the inadequate use of instructional materials during teaching. In many secondary schools, Biology lessons are still predominantly teacher-centred, with little or no use of visual aids, models, microscopes, or other instructional resources. This makes learning abstract and difficult for students to comprehend.

Although instructional materials are known to improve understanding and achievement, their availability and utilization in some schools remain inconsistent. Some teachers rely heavily on chalkboard explanations, which do not adequately support students’ understanding of dynamic processes such as cell division. This limits students’ ability to visualize and interpret biological concepts effectively.

Studies have shown that students taught with instructional materials perform significantly better than those taught without them, especially in science subjects that require visualization and practical engagement (Afariogun & Akintoye, 2025 ; Buba et al., 2019 ). However, despite these findings, there is still a gap in how instructional materials influence students’ achievement specifically in cell division in secondary schools within Surulere.

Therefore, the problem of this study is to determine whether instructional materials significantly influence students’ academic achievement in the study of cell division in Biology in selected secondary schools in Surulere, Lagos State.

1.3 Purpose of the Study

The main purpose of this study is to examine the influence of instructional materials on students’ achievement in the study of cell division in Biology in five selected secondary schools in Surulere, Lagos State.

The specific objectives of the study are to:

1. Determine the effect of instructional materials on students’ academic achievement in cell division in Biology.
2. Examine the relationship between the use of instructional materials and students’ understanding of cell division.
3. Identify the extent to which instructional materials are available and utilized in teaching cell division in Biology.
4. Identify the challenges affecting the effective use of instructional materials in teaching cell division in secondary schools in Surulere.

1.4 Research Questions

The study is guided by the following research questions:

1. What is the effect of instructional materials on students’ academic achievement in cell division in Biology?
2. What is the relationship between instructional materials usage and students’ understanding of cell division?
3. To what extent are instructional materials available and utilized in teaching cell division in secondary schools in Surulere?
4. What challenges affect the effective use of instructional materials in teaching cell division in Biology?

1.5 Research Hypothesis

The following null hypothesis will be tested at 0.05 level of significance:

H₀: There is no significant relationship between the use of instructional materials and students’ academic achievement in the study of cell division in Biology in secondary schools in Surulere, Lagos State.

1.6 Significance of the Study

This study will be beneficial to Biology teachers, students, school administrators, curriculum planners, and educational policymakers. It will help teachers understand the importance of using instructional materials in teaching cell division. Students will benefit through improved understanding and better academic performance. School administrators and policymakers will gain insight into the need to provide adequate instructional resources to enhance effective teaching and learning.

1.7 Scope of the Study

This study focuses on the influence of instructional materials on students’ academic achievement in cell division. It is limited to five selected secondary schools in Surulere Local Government Area of Lagos State, Nigeria. The study covers Senior Secondary School students offering Biology.

1.8 Definition of Terms

For the purpose of this study, the following terms are operationally defined as they are used in the research:

Biology:
Biology is a branch of science that deals with the study of living organisms, their structure, functions, reproduction, growth, and interactions with the environment.

Cell Division:
Cell division is the biological process by which a parent cell divides into two or more daughter cells. It includes processes such as mitosis and meiosis and is essential for growth, repair, and reproduction in living organisms.

Instructional Materials:
Instructional materials are teaching and learning resources used by teachers to facilitate understanding of concepts. They include charts, diagrams, models, textbooks, videos, slides, and other visual or audio-visual aids that make learning more effective and practical.

Students’ Academic Achievement:
This refers to the level of performance of students in Biology, especially in cell division, as measured through tests, examinations, assignments, and class activities.

Teaching and Learning Process:
This is the interaction between teachers and students in which knowledge, skills, and attitudes are transferred using various methods and instructional materials.

Secondary Schools:
Secondary schools are post-primary educational institutions attended by students typically between the ages of 11 and 18, where subjects such as Biology are taught to prepare learners for higher education.

Surulere:
Surulere is a Local Government Area in Lagos State, Nigeria, where the study is conducted.

Concept Understanding:
This refers to the ability of students to comprehend, interpret, and explain Biology concepts such as cell division rather than merely memorizing facts.

Project – Influence of Instructional Materials on Students’ Achievement in the Study of Cell Division in Biology. Case Study of five selected secondary schools in Surulere