IMPACT OF MULTIPLE INSTRUCTORS AND ACADEMIC PERFORMANCE AND ATTITUDE TOWARDS BIOLOGY CONCEPTS AMONG SENIOR SECONDARY SCHOOLS

IMPACT OF MULTIPLE INSTRUCTORS AND ACADEMIC PERFORMANCE AND ATTITUDE TOWARDS BIOLOGY CONCEPTS AMONG SENIOR SECONDARY SCHOOLS

TABLE OF CONTENTS

Cover Page

Title Page

Certification

Dedication

Acknowledgment

Table of Contents

Abstract

CHAPTER ONE: INTRODUCTION

1.1    Background to the Study

1.2    Statement of the Problem

1.3    Statement of Purpose

1.4    Significance of the Study

1.5    Justification of the Study

1.6    Broad Objective

1.7    Specific Objectives

1.8    Research Questions

1.9    Research Hypotheses

1.10  Operational Definitions

CHAPTER TWO: REVIEW OF RELATED LITERATURE

CHAPTER THREE: RESEARCH METHODOLOGY

3.1    Area of the Study

3.2    Study Design

3.3    Population of the Study

3.4    Sample

3.4    Instrumentation

3.5    Method of Validating Instrument

3.6    Reliability of the Instrument

3.7    Method of Data Collection

3.8    Method of Data Analysis

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS

4.1    Introduction

4.2    Presentation of Data

4.3    Test of Hypotheses

4.4    Discussion of Findings

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1    Introduction

5.2    Summary

5.3    Conclusion

5.4    Recommendations

References

Appendices

ABSTRACT

This study examined impact of multiple instructors and academic performance and attitude towards biology concepts among senior secondary schools in Katsina-Ala Township. The quasi-experimental research design was adopted for the study. The population of the study comprised 534 SS2 students offering Biology in the study area.  The major instrument for data collection was Biology Performance Test (BPT). Thereafter, the data collected were analyzed using t-test statistics.

The results revealed that students taught biology concepts by multiple instructors performed significantly better than those taught by a single instructor.

CHAPTER ONE

INTRODUCTION

1.1    Background to the Study

Certainly, the primary difference between effective and ineffective teachers does not lie in the amount of knowledge they have about content. The type of certificate held, the highest degree earned. Also, the years they have been teaching. Rather the difference lies more fundamentally in the manner in which they deliver their knowledge and skills while interacting with the students in their classroom so as to improve their performance (Barge, 2014).

Indeed, biology teachers are one of the key elements in any Biology department. As such utilizing effective lesson content delivery strategies remains one of the pertinent propellers for student academic achievement improvement. Indeed, this implies that, in every educational system, teacher effectiveness depends on the teacher’s adequacy, good track records and devotion to duty. Also, the teacher attains this status through the effective utilization of teaching strategies for the better performance of the students. Which depends on his professional pedigree and level of intellectual opulence.

Thus, teaching remains a continuous process that involves bringing about desirable transformation in the students. Through the use of appropriate effective teaching strategies (George, 2011; Ohaka, 2016; Ayemi in Ganyaupfu, 2013).

Therefore, to facilitate the process of knowledge transmission in Biology programme. In order to attain better student performance as teachers. The application of appropriate and effective teaching strategies that best suits specific instructional objectives remains pivotal (Ganyaupfu, 2013).

IMPACT OF MULTIPLE INSTRUCTORS AND ACADEMIC PERFORMANCE AND ATTITUDE TOWARDS BIOLOGY CONCEPTS AMONG SENIOR SECONDARY SCHOOLS

Obviously, biology is that facet of educational training that helps the individual to acquire relevant skills needed for living. (Njoku in Ajisafe, Bolarinwa & Edeh, 2015). If that being the case, the burden now falls on the shoulders of the teachers as facilitators of learning in students. To deploy novel teaching effective strategies so as to improve the performance of the students of Biology programme.

Also, in contemporary times, questions about the effectiveness of teacher strategies on student learning and performance. Have consistently generated considerable interest and attention especially in the thematic field of educational research. Thereby, making research on teaching and learning to constantly endeavour to examine the extent to which different teacher strategies can accentuate growth in student performance (Hightower in Ganyaupfu, 2013).

Be that as it may, even though there may be no one best teacher effective strategy. Teachers in the programme of Biology using varying teaching strategies. Will assist the students in maintaining interest, interacting with content and eventually improving the students’ performance.

Accordingly, to achieve set goals and objectives in the teaching-learning process. Teacher’s mastery of the subject matter is not only important but the teaching strategies and techniques adopted by the teachers are of equal importance for a successful instructional delivery.

Hence, the improvement of the process by which students learn and whatever it is that they learn has become one of the primary concerns of our time.

There is no doubt that, a well prepared lesson may fail to produce the desired objectives as a result of poor instructional strategies. One could liken such a case to a good cook, who has spent hours preparing a nice dish but at the point of dishing the food out to the consumers, he uses a dirty spoon and plates.

Moreover, no matter how hungry the consumers are, their appetites would have been killed. Thus, this analogy is applicable to the teacher and his lesson.

Therefore, the application of inappropriate instructional strategy by the teacher in delivering the subject matter to the learners. Thus, will influence their academic achievement negatively since it is the medium through which the curriculum are communicated to the learners.

1.2    Statement of the Problem

Generally, it has been observed with total dismay that, the academic achievement of students in Biology and other school subjects in external school examinations has fallen to decline. Hence, the poor performance of students in the subject is fast becoming a recurring decimal in public examinations. Thus, this ugly development has generated concerns among major stake-holders in the educational sector.

However, research findings have demonstrated that, the success or otherwise of the teaching/learning process depends on the teacher.

Consequently, there is a tendency that the teaching methods and strategies. Thus, adopted by the Biology teacher can make or mar the understanding of the students. Therefore, the choice and application of inappropriate teaching strategies by the teacher may contribute to the downward trend in students’ academic achievement in the subject. It is against this background therefore, that, this study. – “Impact of multiple instructors and academic performance and attitude towards biology concepts among senior secondary schools in Katsina-Ala Township” became imperative.

1.3    Objectives of the Study

The main subject of this study was to examine impact of multiple instructors and academic performance and attitude towards biology concepts among senior secondary schools in Katsina-Ala Township. Specifically, the objectives include:

1. to examine the academic achievement of students taught biology concepts by multiple instructors and those taught by a single instructor in Biology in Katsina-Ala Township.
2. to examine the academic achievement of students taught biology concepts by multiple instructors and those taught by the regular Biology teacher in Katsina-Ala Township.

1.4    Research Questions

1. to what extent is the difference in the academic achievement of students taught biology concepts by multiple instructors and those taught by a single instructor in Biology in Katsina-Ala Township?
2. to what extent is the difference in academic achievement of students taught biology concepts by multiple instructors and those taught by the regular Biology teacher in Katsina-Ala Township?

1.5    Research Hypothesis

Ho1: There is no significant difference in the academic achievement of students taught biology concepts by multiple instructors and those taught by a single instructor in Biology in Katsina-Ala Township.

Ho2: There is no significant difference in the academic achievement of students taught biology  concepts by multiple instructors and those taught by regular Biology teacher in Katsina-Ala Township.

1.6    Significance of the Study

Teachers, school administrators, curriculum planners,, researchers and students would find this study useful in the following ways:

1. it would reveal if the teaching strategies identified in this study (multiple instructors) have a positive effect or otherwise on students’ academic achievement.
2. Secondly, teachers of Biology would find this study useful in understanding the relevance and application of the teaching strategies for instruction to improve students’ academic achievement.
3. Thirdly, it would add to the body of existing literature on teaching strategies in relation to students’ academic achievement in Biology and other school subjects.
4. Finally, the findings of this study would serve as a spring-board and a reference material for further research on teaching strategies and students’ academic achievement not only in Biology, but other school subjects.

1.7    Delimitation of the Study

This study was delimited to impact of multiple instructors and academic performance and attitude towards biology concepts among senior secondary schools in Katsina-Ala Township. Analysis was on Senior Secondary Three (SS2) students offering Biology in the study area.

1.8    Limitation of the Study

The major factors that limit the scope of this study to Katsina-Ala Township. Were: adequate funds, time frame for the completion of the study and the researcher’s academic work-load which did not allow much time for the expansion of the work.

1.9    Operational Definition of Terms

Multiple Instructors: In this study, the word ‘multiple instructors’ means a group of instructors working together.

Attitude: this refers to students’ feeling perception and behaviour towards teaching practice exercise which may be positive or negative attribute.

Academic performance: The level of achievement of individual students in test or examinations given on taught lessons.

Biology: the study of living organisms, divided into many specialized fields that cover their morphology, physiology, anatomy, behaviour, origin, and distribution.

CONCLUSION

Based on the findings of the study, it could be conducted that multiple instructors are effective teaching strategies for teaching Biology concepts to improve students’ academic performance.

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