Instructional Methods and Academic Achievement of Biology Students in Secondary Schools

Instructional Methods and Academic Achievement of Biology Students in Secondary Schools

 Abstract

This research study aimed at investigating the impact of instructional methods on academic achievement of Biology students in Secondary Schools in Nsit Ibom L.G.A. Two research questions and two null hypotheses were formulated to guide the study. The review of the related literature was carried out under the following sub-headings: Concept of Instruction methods, demonstration method and academic performance of students, discussion method and academic performance of students, lecture method and academic performance of students, and summary of the related literature. Quasi-experimental research design was adopted for the study.

The population of this study consists of all the SS2 Biology Students in the study area which gives a total of one thousand two hundred and twenty (1,220) Biology students as at the time of this study. A sample size of one hundred and twenty (120) SS2 Biology students was randomly selected from three public secondary schools using intact classes.

However, the three schools were selected using simple random sampling technique. The instrument for data collection was Biology Achievement Test (BAT), while the data collected were analyzed using independent t-test statistical tool. The result revealed that demonstration and discussion instructional methods have positive impact on students’ academic achievement, while lecture method influenced the academic performance of students in Biology negatively. 

Instructional Methods and Academic Achievement of Biology Students in Secondary Schools

CHAPTER ONE

INTRODUCTION

1.1  Background to the Study

The teaching of science in general and Biology in particular required active participation of students in the teaching-learning process, to make students to connect scientific concepts, and theories to real life processes and practices in the world in which they live (Dumela 2016). Unfortunately, the majority of the teachers teach Biology without engaging the learners actively during the teaching-learning process (Ibe, 2015). Effective teaching of Biology bring about understanding, it involves a teacher, learners, subject matter, teaching method and teaching materials. Therefore to bring about effective teaching, and to promote the academic performance of students, the teacher must engage in certain activities such as talking, demonstration and gives instructions.

Instructional methods are all the means adopted by a teacher to bring about effective teaching and learning. According to Obara (2015), instructional methods are all the things the teacher utilizes to interactively enhance, motivate and facilitate teaching and learning in an attempt to ensuring the achievement of a set objectives. Ndirangu (2016) defined instructional methods as a way of carrying about the actual teaching in the classroom. It could also be described as the general principles, pedagogy and management strategies used for classroom instruction.

To facilitate the process of knowledge transmission, teachers must apply appropriate instructional methods s. According to Umoh (2013), instructional methods can be referring to as variety of ways in which a learning task is managed to facilitate the learning process. Ndirangu (2016) defined instructional methods as a way of carryout the actual teaching in the classroom. Instructional methods could also be describe as the general principles, pedagogy and management strategies used for classroom instruction. It can also be defined as the means which the teacher adopts to impart the desired learning or experience to the students.

There is no suitable teaching method that is recommendable to the teachers, but the method to be used at a particular time depends on so many factors. Therefore teachers need to be conversant with numerous teaching methods. Ndirangu (2016) opined that the choice of a particular instructional methods adopted by the teacher is determined by number of factors which includes; the content to be taught, the objectives which the teacher plans to achieve, the availability of teaching/Learning resources, the ability and willingness of the teacher to improvise if conventional teaching aids are not available, evaluation skills, and individual learner differences.

Instructional Methods and Academic Achievement of Biology Students in Secondary Schools

Teaching is a process that involves bringing about desirable changes in learners so as to achieve specific out-comes. Adunola (2011) maintains that Findings have shown that there is a relationship between instructional methods and students’ academic achievement. It is true that successful learning depends on various factors that are not teacher-related, but the methods/techniques that a teacher uses continue to play an important role in students’ learning and in their academic achievement.

According to Etuk and Udosen (2019), instructional methods can be categorized into two broad groups which are; conventional instructional methods and psychologically based instructional methods. The conventional instructional methods are instructional methods that have been in use over the years by a classroom teacher. They include; expository/lecture method, discussion method, demonstration method, discovery method, excursion/field-trip method, and simulation/games/role playing method.

On the other hand, psychologically based instructional methods are method of teaching based on psychological principles consequent upon numerous research findings that emphasize individual differences, interests, needs, motivation etc as major consideration in teaching. Such instructional methods include: team teaching, peer to peer technique, individualized instructional and computer assisted instruction (Mbakuwem, 2015).

Ndirangu (2016) maintained that instructional methods could be classified as either teacher centered or students-centered. He further stated that the techniques used in teaching vary from place to place, depending on the information or skills to be taught.

Since good instructional methods among other factors play significant role in enhancing students’ academic performance, this motivated the researcher to examine instructional methods and academic achievement of Biology students in Secondary Schools.

Instructional Methods and Academic Achievement of Biology Students in Secondary Schools

1.2 Statement of the Problem

Biology is an important subject in secondary school curriculum. This is because it is the study of life. But the poor academic performance of students in this important subject has become a source of worry to the parents, teachers, and government. The gap between the academic excellent and students’ achievement is so great that it draw the attention of the general public to examine the causes of this poor academic achievement despite government contribution to the educational system (Archibong, 2016).

The causes of this poor academic performance has been attributed to so many factors such as school factors, students’ factors, home factors, environmental factors, teachers’ factors, and including teachers’ instructional methods. As the result of this students’ poor academic achievement of students, the researcher considered it necessary to investigate the contribution of instructional methods on the academic achievement of Biology students in Secondary Schools in Nsit Ibom L.G.A.

1.3 Purpose of the Study

The general purpose of this study was to examine instructional methods and academic achievement of Biology students in Secondary Schools in Nsit Ibom L.G.A.

Specifically, the study seeks to:

1. Examine the difference in academic achievement of Biology students in secondary school taught using demonstration method and those taught using lecture method.
2. Examine the difference in academic achievement of Biology students in secondary school taught using discussion method and those taught using lecture method.

1.4 Research Questions

The following research questions were raised to guide the study

1. Is there any significant difference in academic achievement of Biology students in secondary school taught using demonstration method and those taught using lecture method?
2. Is there any significant difference in academic achievement of Biology students in secondary school taught using discussion method and those taught using lecture method?

Instructional Methods and Academic Achievement of Biology Students in Secondary Schools

1.5 Research Hypotheses

The following null hypotheses were formulated to guide the study:

1. There is no significant difference in academic achievement of Biology students in secondary school taught using demonstration method and those taught using lecture method.
2. There is no significant difference in academic achievement of Biology students in secondary school taught using discussion method and those taught using lecture method.

1.6   Significance of the Study

It is hopeful that the findings of this study will be of great benefit to the teachers, students, educational stakeholders and other researchers in the following ways;

1. The teacher will see the need for adopting suitable lesson delivery techniques that corresponds with the learner’s level of maturity.
2. The students will develop positive interest towards the learning of Biology when the teacher starts using appropriate teaching strategies.
3. It will also form a basis for curriculum development to the educational stake-holders and curriculum developers.
4. The findings of this study will also serve as a reference point to other researchers who will like to carry out a research study on the same or similar study.

1.7 Limitation of the Study

The following challenges were confronted by the researcher in conducting this research study. Financial Constraint: High cost of transportation to visit the schools that were involved in this study constitutes some challenges to the researcher. Time Constraint: Due to the fact that the researcher had other school activities to carry out as at the time of this study, the period of time given was not enough for this study to cover a wider range. Poor School Location: Some of the schools in the study area are located in the rural areas. So bad road network will posed some problems to the researcher.

Instructional Methods and Academic Achievement of Biology Students in Secondary Schools

1.8   Delimitation of the Study

This study is delimited to instructional methods and academic achievement of Biology Students in Secondary Schools in Nsit Ibom Local Government Area. The target population for the study is all the SS2 Biology students in the study area. The sub-variables under considered are demonstration, discussion, and lecture methods.

1.9 Definition of Terms

The following terms were defined for better understanding of the study:

1. Instruction methods: These refer to the ways or means adopted by a teacher in the process of lesson delivery.
2. Demonstration method: This is a technique of teaching which involves the illustration of learning task with the use of teaching aids.
3. Lecture method: This is the technique of teaching where knowledge is transferred to the learners verbally by the teacher who is an authoritarian.
4. Discussion method: This is a method of teaching where there is interaction between the teacher and the learners.
5. Academic achievement: This is the grade of students obtained through test and/or examination.

Instructional Methods and Academic Achievement of Biology Students in Secondary Schools

Instructional Methods and Academic Achievement of Biology Students in Secondary Schools

Instructional Methods and Academic Achievement of Biology Students in Secondary Schools

Instructional Methods and Academic Achievement of Biology Students in Secondary Schools

Instructional Methods and Academic Achievement of Biology Students in Secondary Schools

Instructional Methods and Academic Achievement of Biology Students in Secondary Schools