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THE IMPACT OF TWO TEACHING METHODS ON SECONDARY SCHOOL STUDENTS PERFORMANCE IN BIOLOGY

THE IMPACT OF TWO TEACHING METHODS ON SECONDARY SCHOOL STUDENTS PERFORMANCE IN BIOLOGY 

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TABLE OF CONTENTS

Title Page

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     Research Questions

 

1.5     Research Hypotheses

1.6     Significance of the study

1.7     Delimitation of the Study

1.8     Limitation of the Study

1.9     Definition of Terms

CHAPTER TWO – REVIEW OF RELATED LITERATURE

CHAPTER THREE – RESEARCH METHODS

3.1     Research Design

3.2     Area for the study

3.3    Population for the study

3.4     Sampling and Sampling Technique

3.5     Instrumentation

 

3.6     Instrument Validation

3.7     Administration of Instrument

3.8     Scoring of the Instrument

3.9     Method of Data Analysis

 

CHAPTER FOUR – DATA ANALYSIS AND DISCUSSION OF FINDINGS

4.1     Data Presentation and Analysis

4.2     Discussion of Result

 

CHAPTER FIVE – SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1     Summary

5.2     Conclusion

5.3     Recommendations

5.4     Suggestions for further study

References

Appendix

 

CHAPTER ONE

INTRODUCTION

1.1    Background to the Study

Biology is one of the science subjects taught at the senior secondary school level. Ojekwu and Ogunleye (2020) describe Biology as the study of life. Biology is a core science subject which every science student is expected to get a credit at the O’level before proceeding to the University to study courses such as Medicine, Pharmacy, Nursing, and Veterinary among others.

The importance of Biology cannot be over emphasized. In spite of the importance of Biology, there has been consistently poor academic performance by science students in Biology as revealed by Ndayambaje, Bikorimana and Nsanganwimana (2023). Thus, this was confirmed by West African Examination Council (WAEC) Chief Examiners report (2019).

 

THE IMPACT OF TWO TEACHING METHODS ON SECONDARY SCHOOL STUDENTS PERFORMANCE IN BIOLOGY 

The poor academic performance of students in Biology has been a matter of concern to parents, government, teachers and researchers. Researchers have attributed the poor academic performance of students to some factors such as errors committed by students (Tofi et al 2021) and also method of instructions employed by teachers as stated by Kayode (2020).

 

Teaching methods play a crucial role in shaping students’ understanding and retention of scientific concepts. In the context of biology education, the effectiveness of teaching methods can significantly impact students’ ability to comprehend complex biological processes, develop critical thinking skills, and perform well in examinations.

Therefore, it is essential to evaluate the impact of different teaching approaches to identify the most effective method for enhancing students’ learning outcomes in biology (Abu, 2023).

One of the teaching methods under investigation is traditional lecture-based instruction. This approach typically involves a teacher delivering content through lectures, with limited opportunities for student engagement and interactive learning.

While traditional lectures have been a common method of instruction in many educational settings, there is a growing need to assess their effectiveness compared to alternative teaching strategies.

 

Certainly, the second teaching method being examined is inquiry-based learning. This approach emphasizes active student participation, hands-on experimentation, and problem-solving activities.

 

Positively, inquiry-based learning encourages students to explore scientific concepts through independent investigation and collaborative learning experiences. By comparing this method with traditional lecture-based instruction, researchers seek to determine its impact on students’ performance in biology.

The study will involve conducting controlled experiments or comparative analyses to measure the academic performance of secondary school students exposed to these different teaching methods.

Researchers will assess various indicators of academic achievement, including test scores, comprehension of biological concepts, critical thinking abilities, and overall engagement with the subject matter.

Furthermore, the study will consider factors such as student motivation, interest in biology, and attitudes towards learning under each teaching method. Therefore, by examining these variables, researchers aim to gain insights into how different instructional approaches influence students’ attitudes and perceptions towards biology education.

 

1.2  Statement of the Problem 

Without reservation, the choice of teaching methods plays a significant role in shaping students’ understanding and performance in biology, a subject that forms an essential part of the science curriculum. The effectiveness of teaching methods can have a profound impact on students’ academic achievement, as well as their interest and engagement in the subject. Therefore, it is important to investigate and compare the impact of two specific teaching methods on secondary school students’ performance in biology.

Specifically, the first teaching method to be examined is the traditional lecture-based approach, which has been widely used in educational settings for many years.

Moreover, in this method, teachers typically deliver content through lectures, with limited opportunities for student interaction and hands-on learning experiences. However, the traditional lecture-based approach often focuses on rote memorization and passive learning, which may not effectively engage students or promote deep understanding of biological concepts.

 

In other hand, the second teaching method under consideration is the inquiry-based learning approach. This method emphasizes active student participation, critical thinking, and problem-solving skills.

In fact, in an inquiry based learning environment, students are encouraged to ask questions, explore scientific phenomena, conduct experiments, and draw their own conclusions. Thus, this approach aims to foster a deeper understanding of biological concepts and develop students’ analytical and investigative skills. The impact of two teaching methods on secondary school students performance in biology.

Without a doubt, given the differences between these two teaching methods, it is important to investigate their respective impacts on secondary school students’ performance in biology. Therefore, understanding how these methods influence students’ academic achievement and learning outcomes can provide valuable insights for educators, curriculum developers, and policymakers seeking to enhance the quality of science education in secondary schools.

 

1.3  Purpose of the Study

The main purpose of this study is to examine the impact of two teaching methods on secondary school students performance in biology

Specifically, the study will examine: –

1) To investigate whether there is significance difference in students’ performance using two teaching methods (practical and lecture) in Biology.

2) To find out whether there is adequate instructional materials to teach using two teaching methods (practical and lecture) in biology.

3) To determine whether there is adequate and competent teachers to teach using two teaching methods (practical and lecture) in Biology.

 

1.4  Significance of the Study

Firstly, this study will provide insights into the effectiveness of different teaching approaches, which can inform educators and policymakers about the best practices for enhancing students’ learning outcomes in biology.

Secondly, through this study, by comparing the impact of two distinct teaching methods, researchers can identify which approach yields better results, thereby guiding educators in making informed decisions about instructional strategies.

Additionally, such studies can help in identifying the strengths and weaknesses of each method, leading to the development of more tailored and effective teaching techniques. The impact of two teaching methods on secondary school students performance in biology.

Lastly, the findings from this type of study can have a direct impact on the quality of biology education in secondary schools. Thus, potentially leading to improved academic performance and increased interest in the subject among students.

 

Conclusion

Based on the findings, it was found that the methods employed by teachers’ in an attempt to impact knowledge to the student’ should be appropriate for every topic to each lesson. The teacher has to be aware of the current innovations in teaching so as to determine the most suitable method (s) for a particular topic.

Teachers’ altitude towards Biology should be friendly and explicit as this has a strong influence towards students’ Biology achievement as well as the students, attitude towards Biology.

 

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