Research Proposals

MODEL RESOURCES UTILIZATION AND ACADEMIC PERFORMANCE OF STUDENTS IN BIOLOGY

MODEL RESOURCES UTILIZATION AND ACADEMIC PERFORMANCE OF STUDENTS IN BIOLOGY

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TABLE OF CONTENTS

Title Page

Declaration

Approval Page

Dedication

Acknowledgements

Table of Contents

Abstract

CHAPTER 1: INTRODUCTION

1.1          Background to the Study

1.2          Statement of the Problem

1.3          Purpose of the Study

1.4          Research Questions

 

1.5          Hypotheses

1.6          Significance of the Study

1.7          Scope/Delimitation of the Study

1.8          Definition of Operational Terms

 

CHAPTER 2: REVIEW OF RELATED LITERATURE

CHAPTER 3: METHODOLOGY

3.1          Design of the Study

3.2          Population of the Study

3.3          Sample and Sampling Techniques

3.4          Research Instrument

3.5          Validity of the Instrument

 

3.6          Reliability of the Instrument

3.7          Administration of the Instrument

3.8          Data Analysis Technique

 

CHAPTER 4: DATA PRESENTATION, ANALYSIS AND DISCUSSION OF FINDINGS

4.1          Analyses of Data Results

4.2          Summary of Major Findings

4.3          Discussion of the Findings

 

CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1          Summary

5.2          Conclusion

5.3          Recommendations

5.4          Suggestions for Further Studies

References

Appendixes

 

CHAPTER ONE

INTRODUCTION

1.1   Background to the Study

Biology as a science subject is activity oriented and is suggested that method for teaching it should be guided discovery method which is based on the use of resources (NTI, 2017). This suggests that mastery of Biological concepts cannot be fully achieved without the use of model resources instructional materials. The teaching of Biology without learning resources such as models will certainly results to poor performance in the subject.

Moreover, Fraser (2022) stressed that; a professionally qualified science teacher (Biology teacher) no matter how well trained would be unable to put his ideas into practice if the school setting lacks the equipment and materials necessary for him or her to translate his competence into reality.

 

However, Onasanya (2014) gave various kinds of models used in education institutional setting namely: mental models, theoretical models, mathematical models, diagram, concrete models, etc. These types of models are of special pedagogical significance in Biology instruction due to the nature of knowledge and knowledge getting process in these disciplines.

 

MODEL RESOURCES UTILIZATION AND ACADEMIC PERFORMANCE OF STUDENTS IN BIOLOGY

In addition, concrete models are constructed in the effort to understand the behaviour of the physical world and the causes of such behaviour (Onasanya and Adegbija, 2017). He summarized the role of concrete models as follows: simplification of complex phenomena, concretization of complex phenomena, bridging of gaps in distance and time between phenomena and classroom events, enhancing of students ability to communicate in science.

Moreover, there has been emphasis in science teaching and on students’ active involvement in the teaching and learning of science. The Nigerian National Policy on Education (2014) see Biology as a practical and inquiry oriented subject that should be taught practically (involving students in the art of doing science) through science process skills such as observation, organizing information, designing and carrying out experiment, interpreting the result, predicting events, reporting and generalization and conclusion).

However, teaching models give the students opportunity to learn more while the teacher teaches the concept in Biology. Thus, this will enhance effective teaching and learning. According to Crobac (2023) the use of Biology teaching models during teaching and learning process can appeal to the individual attention among students by creating interest in order to attain the goal for the learners.

 

Furthermore, the fact that goals direct effort, the teacher’s problem of motivation is essentially one way of arranging the situation with teaching models in order for the learner to see the goals he wants to attain. He also noted that the use of teaching models can facilitate the decision of a person towards taking right actions.

Teaching models are normally chosen to meet the teaching requirement of an approved curriculum. Therefore, in educational development, selection and acquisition of teaching models for teaching Biology, the relevance of such models for the content of the curriculum must be ensured. Thus, in coordinated acquisition of teaching models in this subject that bear no relevance to the curriculum result in wastage of resources (Umoh, 2022).

Hence, student’s perception of the subject as being practically oriented need teaching models to be used in the teaching and learning process. It is against this backdrop that this study attempts to examine model resources utilization and academic performance of students in biology.

 

1.2  Statement of the Problem

Student’s persistent poor academic performance in Biology has been the main concern of this research. Unfortunately, for some years now, the performance of students in this subject (Biology) has been poor throughout the state and beyond.

Therefore, this poor performance has been attributed to a lot of factors by different researchers in recent years. However, one of such factors is teaching resources adopted by Biology teachers in teaching the subject. Experience has also shown that the use of model resources in the teaching and learning of this important subject aids students to participate rigorously and brings about efficient learning experiences.

However, this therefore made the researcher to carryout this study to examine model resources utilization and academic performance of students in biology.

 

1.3  Purpose of the Study

The main purpose of this study was to investigate the model resources utilization and academic performance of students in biology.

In specific terms, the objectives of the study are:

  • To find out the academic performance of students in Biology when taught with the use of model resources and those taught without model resources.
  • To examine the differences in academic performance of male and female students taught Biology with the use of model resources.

 

1.4  Significance of the Study

This study will be of immense importance to the students, teachers, government, policy makers in various ways. For example: It would help a good number of Biology teachers to have positive attitude towards the teaching of the subjects. Secondly, the findings from this study will enable Biology teachers and other science teachers to select and use good models for teaching. The model resources utilization and academic performance of students in biology.

The outcome of this study will also influence policy formulation pertaining to the training and retraining of Biology teachers in the area of instructional materials. The study will equally serve as feedback to the educational sector, especially department of teacher training and development in curriculum and evaluation. Finally, the study also provides base data for future researcher studies in the area of Biology education.

 

1.5  Research Hypotheses

The null hypotheses formulated to guide the study are:

  • There is no significant difference in academic performance of students in Biology between students taught with the use of model resources and those taught without model resources.
  • There is no significant difference in academic performance between male and female students taught Biology with the use of model resources.

 

1.6 Limitation of the Study

In the course of conducting the study certain factors posed significant obstacle to the success of this project, prominent among these factors were:

  • Financial constraint: The researcher relied solely on the paltry financial contribution of her parent which was hardly sufficient to cater for a research project of this magnitude. The model resources utilization and academic performance of students in biology.
  • Limited time: The time frame of one semester allocated by the college authority to complete and submit findings of this research was not sufficient to cover wider area on the topic.

 

Definition of Terms

Models: In brief, this refers to a representation of a system using symbol such as a flowcharts, schematic diagrams or equations.

Model Resources: These are resources made of models used in teaching and learning of Biology.

Utilization: In brief, this is the act of using model resources in the teaching of Biology.   

Academic Performance:  This refers to a level of performance that a student performs at the end of evaluation process in school.

 

Conclusion

Teaching model are very important in the teaching and learning process and as such, for effective teaching to take place it is necessary to be adopted by the teachers in importation of knowledge to the learners. The use of model resources in teaching helps to motivate of students and boost their academic performance in Biology. The model resources utilization and academic performance of students in biology.

Therefore, teachers should use teaching models in teaching Biology and other science subjects to increase the levels of understanding of students and increase class participation.

Based on the objectives of this study, the following conclusions were drawn:

  1. There is a significant difference between academic performance of students in Biology taught with the use of model resources and those taught without the use of model resources.
  2. There is a significant difference between academic performance of male and female students taught Biology with the use of model resources.

 

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