Project

TEACHING RESOURCE IMPROVISATION AND ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN BIOLOGY

TEACHING RESOURCE IMPROVISATION AND ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN BIOLOGY

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TABLE OF CONTENTS

Certification

Dedication

Acknowledgements

Abstract

Table of Contents

CHAPTER ONE –       INTRODUCTION

1.1    Background to the Study

1.2    Statement of the Problem

1.3    Purpose of the Study

1.4    Significance of the Study

 

1.5    Research Hypotheses

1.6    Delimitation of the study

1.7    Limitation of the Study

1.8    Definition of Terms

  

CHAPTER TWO – REVIEW OF RELATED LITERATURE

CHAPTER THREE – METHODOLOGY

3.1    Research Design

3.2    Research Area

3.3    Population of the Study

3.4    Sample and Sampling Techniques

 

3.5    Instrument for Data Collection

3.6    Validation of Instrument

3.7    Administration of Instrument

3.8    Scoring of Instrument

3.9    Method of Data Analysis

 

CHAPTER FOUR-DATA PRESENTATION, ANALYSIS

AND DISCUSSION OF FINDINGS

4.1    Data Presentation and Analysis

4.2    Discussion of Findings

  

CHAPTER FIVE – SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1    Summary

5.2    Conclusion

5.3    Recommendations

5.4    Suggestion for further Study

References

Appendices

 

CHAPTER ONE

INTRODUCTION

1.1   Background to the Study

Learning and teaching is the concern of a trained teacher but learning is a complex process. It can however be defined as a change in disposition, a relatively change in behaviour over-time and this is brought about by experience. Learning can occur as a result of newly acquired skill, knowledge, perception, facts, principles, new information at hand etc (Adeyanju, 2022).

According to Agun (2023), learning can be reinforced by the teacher with teaching resources improvisation of different variety because these learning aids stimulate, motivate as well as arrest learner’s attention for a while during the instructional process. The source explained that teaching resources are instructional materials and devices through which teaching and learning are done as far as biology as a subject is concern in schools.

 

TEACHING RESOURCE IMPROVISATION AND ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN BIOLOGY

Okunrotifa (2017) have examples of teaching resources to include visual aids, audio aids, audio-visual aids, real objects and many others. The visual aids are designed materials that may be locally made or commercially produced. They come in form of wall charts, illustrated pictures, pictorial materials, puppets and models. There are also audio-visual aids. These are teaching machines like radio, television and all sorts of projectors with sound attributes.

Akanbi (2018) specifically notes that whenever teachers taught with some teaching resources, their students get more stimulated because the learning aids used make the learners (students) to become more attentive. In addition, students positive attitude generate more interest for the lesson they teach. As a result, students participate better in class activity. This in-turn enhanced academic achievement of students in biology in secondary school.

 

In the opinion of Agun (2023), there is need for teachers to improvise teaching resources for effective delivery of lessons effectively in the classroom. Accordingly, the dwindling of economic fortune of the country makes it imperative that biology teachers should improvise teaching resources using resources available within the local environment.

Most educational institutions cannot afford to depend on imported materials. Hence, there is need for teachers and their students to improvise teaching and learning materials. For example, scale models of human anatomy, such as the human skeleton, muscular system and nervous systems can be used to show students what parts of the human body looks like up close. This is by engaging students by providing 3-dimensional models related to the current area of study in biology. This can enhance effective teaching and learning of biology thus improves academic achievement of school students in the subject. Teaching resource improvisation and academic achievement of secondary school students in biology.

Teaching resources improvised by the teachers, when used in the teaching-learning process have strong impression on the minds of the students. Its effect on the students helps to bridge the gap between reality and abstract. According to Ogunbi (2021), when teaching resources are improvised by the teacher and use effectively, it makes learning more interesting and lively. It also helps to retain interest of the learners during the delivery of biology lessons in the classroom.

 

As put forward by Akanbi (2018), improvised teaching resources are relatively cheaper than the imported or standard resources. They are easily available for use by biology teachers. Also, improvisation of teaching resources by the teacher creates an opportunity for students to participate in the provision of teaching materials. It affords students the opportunity to exhibit such creative skill while participating in the provision of some of the teaching resource use for the delivery of biology lessons. This will aid greatly in their academic achievement. With these background and more, the study examine teaching resource improvisation and academic achievement of secondary school students in biology.

 

1.2   Statement of the Problem

Biology as a subject is activity oriented and resource-based. This is inadequate utilization of learning resources within the learners’ environment by biology teachers. This suggests that the mastery of biology concepts cannot be fully achieved without the use of learning materials in teaching the subject.

So the teaching of biology without learning materials might result to poor academic achievement and lack of interest in the subject among students. It should be noted that many biology teachers lack the skills and basic tools for designing and producing of teaching resources. They also lack the will or determination to improvise teaching resources and the culture of improvisation has not been well developed in our teacher education programme.

This has greatly resulted in poor academic achievement among biology students. The study therefore, attempts to investigate teaching resource improvisation and academic achievement of secondary school students in biology.

 

1.3   Purpose of the Study

The purpose of the study is to examine teaching resource improvisation and academic achievement of secondary school students in biology. Specifically, the study intends to:

  • Find out whether biology students exposed to improvised teaching resources achieved academically better than those not exposed to improvised teaching resources.
  • Investigate the effect of gender difference on students’ academic achievement in biology when taught using improvised teaching resources.

 

1.4 Significance of the Study

This research will be important in the following ways:

Firstly, it will highlight what effect teaching resources improvisations have on academic achievement of secondary school students in biology.

Secondly, it will expose biology teachers to the rudiment of improvising teaching resources in the teaching-learning in secondary schools. Teaching resource improvisation and academic achievement of secondary school students in biology.

Furthermore, Government through the ministry of education can now assess the provision of teaching resources in our secondary school for the teaching of biology in schools.

Lastly, the study will serve as the reference point to other students/scholars who will be researching in the same topic.

 

1.5   Research Hypotheses 

The following research hypotheses were postulated to guide the study:

  • There is no significant difference in academic achievement of biology students taught using improvised teaching resources and those taught without improvised teaching resources.
  • There is no significant difference in academic achievement of male and female biology students taught using improvised teaching resources.

 

1.6   Limitation of the Study

This research was limited by a number of factors, hence there were many problems encountered. Some of the problems include:

  • Lack of finance to go round all the secondary schools in Area.
  • Geographical factors limited the study to six (6) secondary schools in the study.
  • The study was constrained by limited time frame for its execution and completion.
  • Added to the above, the secondary sources of information on teaching resources improvisation were not readily available. It required movements from one library to another to obtain necessary information.

 

Operational Definition of Terms

The following terms are defined in the way they have applied to the study:

Resources: These refer to the different means of information dissemination and materials by which effective teaching and learning process can be achieved. This usually contains educational information.

Academic Achievement: This means ones level of progress in the schools subject to a score in test, assignment and examination.

Teaching Resources Improvisation: This refers to the ability to improvise learning materials. It also means making teaching resources from whatever is available.

 

Conclusion

Based on the findings, it can therefore be concluded that biology should be effectively taught with improvised resources in secondary level of education in order for the students to develop practical habit and retain what is learnt. Thus, this is because “what we hear, we forget, what we see, we remember, what we take part in doing, we understand”.

 

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Joselyn Nya

My Name is Joselyn Nya A Publisher in Project Boss Team. I'm a Nigerian I'm a graduate/Educational Researcher. Project Boss Team. We are the best for Project materials and project writing services. Email: admin@projectboss.com.ng

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