a comparative study on the effects of different modes of instruction on academic achievement in...

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Academic Research Materials

A COMPARATIVE STUDY ON THE IMPACT OF DIFFERENT

MODES OF INSTRUCTION ON ACADEMIC ACHIEVEMENT

IN SECONDARY SCHOOLS

A THESIS FORMAT

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ABSTRACT

CHAPTER ONE

INTRODUCTION

Background of the Study

Nigerians today live in a world of scientific achievements comparing

the mode of life now with that of the previous generation, certainly the

present live better. The development of any nation is rated by its

scientific achievements (technological advancement) based on this, a

nation can be grouped as developed.

If Nigeria as a developing nation is to be a part with the rest of the

developed world especially in the field of science and technology, a re

orientely planners are becoming increasingly aware of this deficiency in

the national system in respect of science and are making efforts to save

the situation by paying more attention to the teaching of science.

Teaching and learning process is a twoway traffic where the

teachers send out the message, the students acknowledge through

feedbacks. But this give and take process will only be effective when the

method of instruction is applied effectively.

Nigeria is faced with acute shortage of scientific manpower,

particularly in the field of medicine, agriculture, engineering and other

similar disciplines. Biology, being the bedrock of all technologies, the

importance of students achievement in senior secondary school can not

therefore, be under situated as it creates avenues for specialization

careers such as engineering, medicine, architecture, to mention a few.

The teaching of biology at senior secondary school level has not

been motivating enough to make the students desire to offer the subject

in their higher education. though, there is an acute shortage of

teachers, the few teachers available teach subject in such away that the

pupils are not motivated to want to learn biology. Hence, the study is

carried out to see how the teaching and learning of Biology can be

improved upon.

In deed, the perspective of science and its pattern of equipping

have changed over the years. The new trend in science teaching has

shown a radical departure from the traditional expository mode in

favour of inquiry method: demonstration, problemsolving methods and

active involvement of students in Biology teaching and laboratory

exercise.

However, focusing attention on the teaching of science alone is not

just sufficient but one must in addition ensure that the teaching is in

accordance with modern methods. Almost every trained teacher could

be counted upon to be aware of that selection of appropriate teaching

procedures should be guided by instructional objectives, the nature of

the subject mater and the entering behaviour of the type of learning and

entering behaviours of the students.

To paraphrase Gagne, (1965), knowledge of the type of learning and

the entering behaviour of learner should help in selection of

instructional procedures which accommodate the necessary internal

and external conditions of learning. In practice, many teachers often

teach as they were taught, and in spite of the piety of the above maxim,

the prevalent method of teaching in most classrooms is lecture method

(expository) despite the fact that many teachers are aware that there is a

catalogue of various teaching methods to choose from as occasions may

demand. The various instructional methods are as follows: lecture,

project, demonstration, discussion i.e inquiry, laboratory, fieldtrip and

individualized instruction methods.

An attempt is therefore made to investigate into the effect of lecture

and discussion methods on the students achievements in senior

secondary schools Biology.

STATEMENT OF THE PROBLEM

In view of the predominance of the correctional lecture (chalktalk)

method of teaching Biology. It is obvious that this method has not

attracted many students to the subject. It is unfortunate that teaching

and learning has become much of a problem for students in most of the

post primary schools in Kisi metropolis. The fault can be likened to a

number of factors and strategies for its perfection can be worked out.

The teachers inability to teach using methods that brings about

effective learning by their students. For instance, the student might be

unable to realize the effect of these methods involved in effective

learning due to certain reasons which could be discussed later in this

study

PURPOSE OF THE STUDY

The study is set to compose and contrast the effects of lecture and

discussion methods of instruction in the teaching of Biology in the

selected secondary schools.

The investigation will also discover which of these two methods is

preferred by Biology teachers in secondary schools.

RESEARCH QUESTIONS

i. is there any significant difference in the performance of students

who are taught with lecture method and those taught with

discussion method.

ii. is there any significant difference between the performance of

students in the discussion method group on the basis of gender.

iii. is there any significant difference in the performance of students in

the lecture method group on the basis of gender.

RESEARCH HYPOTHESIS

H1 – There is no significant difference in the performance of students

who are taught with lecture method and those taught with

discussion method


in the discussion method group on the basis of gender.


in the lecture method group on the basis of gender.

SIGNIFICANCE OF THE STUDY

It is hoped that the results of this investigation and the

recommendation which will later follow will be of great help to improve

both Biology teaching and students performance. Besides, it is believed

that if and when the recommendations are followed, students interest in

science in general and Biology in particular will be greatly increased.

Thus, Nigeria will get transformed from her present state of being

achieved, Nigeria will be a force to reckon with in the field of technology.

DELIMITATION OF THE STUDY

A study of this nature cannot have a few limitations. By this

nature, the investigation is some how subjective. It is possible that the

schools used may not be representative of all secondary schools in the

area covered.

The reliability of the summary of the findings, conclusions and

implications are therefore limited by the survey sample. These as well as

some other unidentified and unidentifiable factors may affect the

accuracy of the findings of the study. The students used for this study

is.

DEFINITION OF TERMS

For better understanding of this project work, the definition of

some the concepts to be used will be given.

i. Lecture Method: This is a method of teaching which involves

verbal presentation of ideas, concepts, generalization and facts. It

is a method where much of the activities especially in the form of

taking is done by the teacher while the learner are passive on

lookers.

ii. Discussion Method: It is a method that allows free interaction

between the students and the teacher who embarks on examining

a problem or finding solution to a given topic or issues. It involves

two or more people looking at a given issue. It is useful in all

subjects.

CHAPTER TWO

REVIEW OF RELATED LITERATURE

The chapter discuses the following subheadings:

a – Teachercentred method of teaching Biology

b – Learnerscentred methods of learning Biology

c – Media centred methods of teaching Biology

TEACHER CENTRED METHOD OF TEACHING BIOLOGY

Lecture Method: There are various criticism against the lecture

method. This partly explains why alternative methods of teaching

science has to be explored and tried in actual classroom situation

Trowbridge (1974) who described the traditional lecture method as

encouraging the teacher to be like a surveyor of knowledge, an organizer

of fact and dispenser of information.

Hills (1973) however, believed that it is not just teaching method

that one should look at. Rather, we should examine what one is trying

to achieve and what the needs of the students are in a particular

situation. He supported lecture method when he said that students see

the lecture in the short term as a need to pass examination. Lecturers

should see it in the long term to motivate and stimulate critical

thinking.

According to Abdulllahi (1982), eighty percent of the scientific

information or principles that pupils receive from their teachers come

through the lecture method. In fact, what should be of importance are

the psychological principles involved in lecturing. These principles relate

to the learner, teacher, the content and to a certain extent the classroom

environment.

As the teacher has a dominant role in lecturing, some of the

requirements should make lecturing a useful procedure. Individual

instructors should identify the type of procedure best suited to their

subject, to their personality ant o their class and bring about

modification to suit the learner and the situation.

Looking at the content of the lecture “long formal lectures that

present difficult content are unsuited for the average secondary school

classroom”. The situation in the above procedure may get accentuated

still further if a proper use of language has not been made. Also,

perceptive teachers know that certain types of subjects, such as English

Literature and History lend themselves to the use of the lecture more

readily than others like science or geography.

The setting in which the lecture is given is also of importance, as

competing stimuli like noise, music, visual distractors disturb the

learner. These should be excluded and efforts made to the classroom

environment so that it is conducive for learning.

In using this method, the teacher must use ideas and words which

are familiar to the pupils. He has to be systematic in his approach. The

important points should always be repeated and emphasized, the

information must be presented in a clear and distinct manner. Where

possible, he should makes use of illustrations. To allow pupils

participations, besides listening, he must ask and invite questions at

intervals and also device suitable activities.

The second teacher – centred approach is the well known Socratic

method in which question is made use of. Infact, teacher can be

justifiably treated as a “professional question maker”, but he is expected

to employ the art of questioning for some goal achievement. Some of

such goals are:

i. To stimulate analytical thinking through which emphasis are not

on facts but their meaning and relationship.

ii. To determine progress towards specific goals and this can be done

through objective questions

iii. To motivate students either in the beginning of a lesson or during

the development of it.

iv. To encourage students’ self evaluation by asking questions like

“was your reasoning correct in this case?, why?”.

v. To diagnose students’ difficulties

There are certain cautions, the knowledge of which will help a

teacher to be effective in the art of questioning. Some of such cautions

are as follows:

i. An attempt of the teacher to ask “Are there any question” may

mostly mean silence from the class.

ii. Teacher should not ask ambiguous questions

iii. Avoid digressquestions, like questions that lead teachers and

students away from the topic.

iv. Questions should not be out of the range of experience and

knowledge of the students.

v. Questions should not be directed at a few learners only,

particularly those usually known for answering questions. All

students should get their share.

The teacher should not get angry, if answers are wrong. If the

teacher is not sure of the corrections or otherwise of the pupils’ answer,

he should not attempt to bluff.

The third teachercentred method is demonstration method

Educational theorists have argued that learning becomes meaningful

when it appeals to all human senses (sight, hearing, feeling and

smelling). In other words, meaningful learning should begin with a

concrete or real word. One of the concrete experiences that a teacher

can provide for students is demonstration.

Demonstration is one of the most effective means of getting the

fundamental skills of a subject within a very short time. It serves as a

basic method introducing students to new skills, for developing,

understanding and for making students to accept new and better way of

doing things.

The method is most appropriate in teaching subjects like

Agricultural Science, Physics, Chemistry, Physical Education, Home

Economics etc. in demonstration method, the demonstration is normally

done by the teacher, while the students watch. For a demonstration to

be meaningful, it has to be accompanied by careful explanation of each

of the stages that makes the whole. The teacher shows in details the

procedure to follow in accomplishing a given task. Later, he may permit

the students to perform the particular skills, while he is watching and

correcting students where they make mistakes.

Basically, there are three methods of demonstration methods, they

are:

i. Class

ii. Group

iii. Individual demonstration

i. Class Demonstration: This is the situation where teacher uses the

method to teach the entire members of the class. It reduces the

possibility of the teacher having to repeat the procedure over and over

again. For example, a whole class could be taken to the field to learn the

method of fertilizer application.

ii. Group Demonstration: This is similar to class demonstration

except that the students are divided into groups. The grouping can be

done on the basis of students’ interest, aptitude and background. In a

group demonstration, a section or subgroup may be presented with a

task, while the rest are engaged in a related task. It takes into

consideration the number of students in a class and the teacher’s

supervision is improved.

iii. Individual Demonstration: This type pays a particular attention

to every member of the class. Helping individual students one of a time

Advantages

i. it saves time since the entire class is involved at a time

ii. it promotes social interaction among students

iii. it is useful when instructional materials are insufficient

Disadvantages

i. class control and management may be difficult when dealing with

large number of students.

ii. Improper planning on the part of the teacher could result in waste

of time.

iii. It can disallow some students from getting the teachers’ attention

iv. Students safety is very crucial

Guidelines for Using Demonstration Method

i. The objectives of the lesson should be clearly stated to the students

ii. All the apparatus, teaching aids and other materials should be

made ready and examined before the lesson begins.

iii. Students must be arranged accordingly to allow each of them to

hear and see what is being demonstrated.

iv. Allow the students to practice the stepbystep procedure of the

skill to check their understanding.

v. Rehearse the demonstration before presenting it to the students.

vi. Provide a written summary of what has been taught at the end of

the lesson.

LEARNER CENTRED METHOD OF TEACHING

1. TEXTBOOKS: A textbook is the most important tool in curriculum

work as it directs attention, present models to the learners for

performance, guide marking and gives feedback. However, to be of use to

the learner as well as the teacher, a textbook should have certain

characteristics as far as its content is concerned. Some of the essential

criteria in selecting a textbook are:

Readability: that is it should be bold print

Validity: that is appropriate division of chapters

Comprehensiveness: that is subject treated should be

understandable to the learners.

Extensibility: it is a credit, if a textbook has exercises, list of

supplementary readings, reference and other aids to teaching.

Once these or some of these criteria have been followed in the

selection of a textbook, it is going to be an effective tool provided certain

other principles relating to its use are contained as follows. These are:

i. The textbook must fulfill course objectives

ii. Individual differences to be provided

iii. It should be use with other teaching materials

iv. The maximum use of textbooks can only be made in a classroom

environment in which learners are not preoccupied with non

school problems and interest.

v. Recommendation to include journal, dailies and magazines

2. ASSIGNMENT: The second student centred procedure is the

assignment. Assignment is the process whereby the teacher gives a

special topic or work to the students to do their own. Assignment

method encourages students to participate in finding out facts and

facilitate teaching –learning processes.

Knowledge of the following will go along way in ensuring

effectiveness in the use of assignment

i. The involvement of the learner in working on assignment will

depend on his motivation

ii. Students should first understand the concepts on which the

assignments are based

iii. The teacher should establish guidelines with respect to the length

of an assignment. Quality rather than quantity of pages should be

the criticism.

iv. Some sound principles of evaluation should be employed to grade

assignment

3. PROCEDURE RELATING TO GROUPS: This method enables

children of different abilities to learn together. The group essentially is a

reflection of students of varying ability, aptitude, background.

There are two types of grouping

a. Homogenous grouping

b. Heterogeneous grouping

When students of equal ability are grouped together, we say that it

is homogenous, but heterogeneous, when students of different ability

are mixed together in a group. The number of students in a group and

the amount of group are developed or the students population.

It promotes social interaction

Disadvantages

Students in the first group may adopt attitude of superiority

The slow learners may not be motivated and inferiority complex

may set in

It may be time consuming if not well organized

4. INDIVIDUAL: from the group procedure, when we tackle

individualized instructional procedures we identify those as not needing

the assistance of other members of the class composition, individual

protect and contract come in the category of this procedures.

Some of the principles governing individualized procedures have

already been covered in other child centred procedures. However,

additional ones are as follow:

i. Teacher should determine whether the individualized procedure is

going to bring about the most efficient learning.

ii. Teacher should know whether a learning activity is of personal

valve to the learner. Then only it will ensure motivation

iii. Before undertaking an individualized procedures, say in reading or

composition or project. It is to be assumed that the learner

possesses specific skills and habits.

iv. Teacher should appreciate that individualized procedure is not

overused to the exclusion of other procedures.

v. Field Trip: students derive a great benefit from visits to a museum,

art, gallery, factory, zoo and an exhibition, for through these visits they

gain first hand experience, and equip themselves for further meaningful

discussion. Observation of certain principles will make the trip a useful

exercise.

Field trip method is an excursion taken outside the classroom for

the purpose of making relevant observation an obtaining first and

experiences. Students are taken out to see or examine those things that

can not be brought to the classroom or are not accessible within the

school environment. A journey could be made to a Museum, hospital,

postoffice etc.

There are two types of field trip:

a. Long distance trip

b. Short distance trip

It is long strip if students are staying longer or spending a night on

the journey and the journey involves the use of a vehicle. If however

students visit is short and restricted to the local surrounding, it is a

short trip.

Field trip helps turn the places to be visited into a learning

environment. Consequently, students usually get more interested in

learning because they can see a relationship between what exists in the

real world.

Advantages

Students employ scientific method of studying, that is collecting

observing and analysing

Students see the practical aspect of what has been taught

What is learned is very high

There is better student teacher relationship

Disadvantages

It is very expensive to conduct.

Safety: There is danger of accident in the course of the trip

especially when long distance traveling involved.

5. AUTO INSTRUCTION: In the childcentred procedures, auto

instruction like programme learning and correspondence course are

some innovations in programmed learning the beginning was made by

an American psychologist, Sydney a machine that called for students

response to multiple – choice items. But it was B. F. Skinner who in the

1950s redirected attention to the possibilities inherent in the use of

programme are that:

a. The content to be learned is organized in a sequence designed to

formulate optimum learning

b. The learner is required to respond actively to the content presented

c. He is given an immediate indication of whether his responses are

correct or incorrect

d. He advances by small steps through the content

e. predominance of correct responses

f. the learner starts at his own level of comprehension and moves

gradually and systematically toward the desired objectives.

MEDIA –CENTRED APPROACH TO TEACHING BIOLOGY

In this approach, the focus of organization is the media used in

instruction. This includes television, motion pictures and tape

recorders. The basic idea is that media used by the teacher and the

students will to a large extent increase the probability that learning will

become more meaningful and more lasting. When properly used, media

can make more meaning clear, because of the proven “special

contribution” they make to the total teachinglearning process.

One of the most common problems faced by the teacher in the field

is “verbalism”. By verbalism is meant the use of words without really

knowing their meanings. The use of media in instruction is one way of

combating this problem. The more we give students opportunities to

have contact with their social and physical environment through direct

experience, the more they are able to develop meaningful concepts. In

turn, students will be able to build a wider range of vocabulary which

will assist them to learn independently after they go to school.

Additionally, media will provide students with enough experience in

locating knowledge and needed information from sources other than the

teacher and the textbooks. This will help in making them better future

learners, with imitative as well as thirst for more knowledge.

Basic guideline in the use of media centred method instructional

media can not teach by themselves. They need skillful handing for them

to be effective. Hence, like any other activity in the classroom the

teacher must take into account four basic considerations in using

media:

i. Selecting the materials

ii. Preparing the class for media experience

iii. Guiding the class through it

iv. Following up the experience after its completion

Definition of media: media are collection of materials and

equipment that can be used to help communication between two or

more systems.

Educational media are information carriers designs specifically to

fulfill the objectives of educational communication as in the teaching

educational and presentation of learning and thus serve as aid to

instruction. They aid instruction through appeal to the sensory organs

to increase their awareness. Therefore, educational media are series of

materials that come inform of learning package to be listened to, such

as those that produce sound signals, to be viewed or observed as visual

symbols, others can be worked with as tools of modeling materials

which can be handled or manipulated.

Media Classification

Media could be classified by their forms or functions in the

educational system in addition. Other classification of media includes

big media and little media, hard wave and soft wave, projected and non

projected, media in still or motion form. We can also classify them as

locally produced and commercial produced, consumable and non

consumable materials. Media can also be classified by way of encoding

or response demand.

There are therefore, various types of instructional media. The

importance of each however lies in its ability to appeal to the sensory

organs of the individual instructional objects or materials are those that

carriers information which can easily be decoded using one or more of

the human sense organs hence, the availability and use of visual, audio

and multi sensory objects.

a. Visual Materials: These are the aids that could be seen. They

could be objects such as models, prints such as photographs, books,

newspapers, magazines and journals. These categories of instructional

objects are usually captivating and because of these potentials children

learn through them effectively.

b. Audio Materials: These are the aids that can be heard. This

include recordplayers, audio cassette (tape), recorder, radio, stereo

system, gramophone, microphone and telephone.

c. MultiSensory Objects (Media): These are aids capable of being

seen and heard for example, when a video programme is viewed, the

listeners can see and hear at the same time. It combines the perception

of the two senses to understand the content.

HARDWAVE AND SOFTWAVE

Educational media could further be classified into hardwave and

softwave media, hardwave refers to solids items of equipment, which do

not wear away easily and which are used to record or encode and relay

back or decode the content of softwave. The hardwave therefore includes

equipment items like projectors, photographs, players, computer and

audiocassette tape played and recorded as well as microfiche viewer.

The softwave are materials on which information is normally stored

and could usually be adjusted to sustain particular use or purpose.

They are usually played on the hardwave or recorded it since the

hardwave are machines that perform the function of relaying the

information stored in the softwave such as film, strips, slides, audio

tape, audiocassette tape, record disc etc.

USES OF MEDIA

i. Aid teaches competence and effectiveness of instruction and

classroom controls.

ii. Make provision for sharing experience through exposition to rich

visual experience and other multisensory appeal and multi

sensory image stimuli.

iii. Media serve as storage bank for information to which easy

reference can b e made to or retrieved and use in learning

situation.

iv. Media make lessons meaningful and explicit as it is possible for the

learner to see procedure, process or events safely repeated.

v. Media supply a concrete basis for conceptual thinking and makes

learning meaningful and more functional

EFFECTS OF METHODS OF TEACHING ON STUDENT’S

PERFORMANCE

Rosier (1974) stated that adequate practical assistance is

significant factor in effective learning in science in which Biology is a

subset.

Ausbel (1968) in his contribution, stated that teaching science with

discussion method gives the students appreciation of the spirit and

methods of science. It promotes problem solving analytic and

penalization ability. It also provides students with some understanding

of the nature of science.

Lecture method has been said to be typically of postsecondary

institution. The method is said to take place with teachers at the giving

ends.

Massey (1965) identified the methods to be theoretically oriented

and further said that it should hardly be regarded as method of teaching

science because it does not increase the activity and participation of the

students.

APPRAISAL OF RELATED LITERATURE REVIEWED

Appraisal of literature reviewed so far indicates that most modern

educational teachers prefer the discussion methods to the lecture

method of teaching science especially at the secondary school levels.

Mokeachie (1972) asserts that discussions are more effective than

teachercentred for goals of retention, application problem solving,

attitude change and motivation. Considering the above.

Gall and Goll (1976 ) categorically stated that discussion method is

first while lecture method is second in effectiveness as they apply to

teaching of science. In response to a question “why should teachers use

discussion method?” they maintained that teachers should use it

because it is effective in promoting important educational objectives,

mastery related to students use of higher cognitive processes, attitude

change towards concepts taught in the curriculum, solving of complex

problems which required group commitment for implementation and

development of discussion skills related to listening, speaking and group

leadership. Therefore, reason for this choice arose from the fact that the

needs of the society, the nature of science faviour a discussion as

opposed to a positive method of learning.

SUMMARY/APPRAISAL OF THE LITERATURE REVIEWED

The literature reviewed indicates that science is the building block

of technology advancement and as such should be included in the

secondary schools curriculum. It also indicates that several method of

teaching is been limited, but that lecture and discussion method has

gained prominence. It had equally been established by several authors

that methods of teaching has bearing with students performance and

finally the teachers qualification and experience constitute a major

factor and the choice of method used, hence, the overall students

performance.

CHAPTER THREE

This chapter discusses the method and procedure used in carrying

out the study under the following subheadings:

i. Research design

ii. Population samples and sampling techniques

iii. Research instrument

iv. Validity of instrument

v. Reliability of the instrument

vi. Procedure for data collection

vii. Data analysis technique

Research Design

The design used was a simple factorial design with two factors

(Gender and teaching method).

Population Sample and Sampling Techniques

The population for the study consists of two groups of students

and each group was tested using two factor i.e lecture and discussion

methods. The first group (male) consists of 30 students and they were

exposed to discussion and lecture methods in turn. The second group

(female) also consists of 30 students and was treated in the same way as

the first group. This gave a total of 120 observations.

The target sample in the study was made among the S. S. S. I

student of Kisi Community Grammar School, Iba High School and

Lagbulu Memorial High School in Kisi. This choice is based on the fact

that the students are just newly introduced to the subject. This

eliminates the likelihood of students having indepth prior knowledge of

the instructional package.

Research Instrument

The instruments used are:

i. Course (unit) content

ii. Achievement test based on the course content

The questions were set from the course content structured to give

room for the achievement of the stated objective at the end of the lesson.

Validity of the Instrument

The multiple choice test items were prepared on the basis of the

selected Biology concept (taught to both groups for two weeks). The

compiled test items were submitted to two experienced Biology teachers

and the researcher’s supervisor for validation and they certified them

adequate.

Reliability of Instrument

After the validation of this instrument, the two tests were scored

using factorial design and students ttest procedure for data collection.

A selected Biology topic was taught to the students in each of the

groups by the researchers. Each of the two groups was taught with

lecture method followed by discussion method. The achievement test

was constructed based on the topic mentioned in the Appendix I. The

test was the multiple question type with five options to each item.

At the beginning of the study, the biology achievement test was

administered to the experimental groups. Students in the experimental

group were taught by lecture method preceding discussion method.

However, similar topics was taught to both groups by the researcher.

Data Analysis Technique

The scores obtained from the test for both male and female

students using lecture and discussion methods are after the other was

computed using a factorial design because of the two variables involved

(twotail test). The result is as shown in the next chapter and the raw

scores on the appendix.

Based on the findings derived from personal observation, oral

questions and the test, the investigator was able to determine which of

the two methods proved more effective with reasons.

CHAPTER FOUR

RESULTS AND DISCUSSIONS

In this chapter, the method of data presentation and analysis

would be carried out. The procedure would be the statement of research

questions first, then the appropriate data table would be provided. A

brief discussion of the result in the tables would be provided.

Hypothesis One

HO – There is no significant difference in the performance of students

taught with different methods of teaching.

The hypothesis is tested using analysis of variance

HO – There is no significant difference in the performance of students

taught with different methods of teaching.

This hypothesis is tested using analysis of variance.

Table 4.1

Analysis of variance

Source Df ss Ms FGender 1 0.537 0.537 0.123Teaching Method 1 34.137 34.137 7.850Gender and Teaching

Method

1 37.370 37.370 8.594

Error 87 378.323 4.349Total 90 450.36

7

The table shows that tabulated value at alpha level is 5% level of

significance and df 8.7 is 4.00. This implies that teaching method had

significant effect. The null hypothesis is therefore rejected. Teaching

method and interaction between gender and teaching method are

significant but not significant for gender.

Hypothesis Two

Ho: There will be significant difference in the performance of male and

female students taught with both methods of teaching.

In tbale 4.1 above, it was clearly shown that calculated FValue

at 5% level is less than (0.123) than the tabulated value. This shows

that gender difference has no significant effect on students performance

when taught with different methods. The will hypothesis is therefore

accepted.

In other to confirm the difference in teaching method, the total

grade point average (TGPA) obtained from each method of teaching

within gender was subjected to students ttest.

T = D 2

252

n

where D = TGPA obtained from discussion method

2 = TGPA obtained from lecture method

S2 = variance (equals Ms of error in ANOVA table)

n = number of students from where the TGPA was obtained

for male:

T = 3.23 – 2.47

2 (4.349)

30

= 0.76

0.538

= 1.41

Ttable value at (P ≤ 0.05) (87df) = 1.960;

tcalculated is less than critical value, hence the null hypothesis

“method of teaching have no effect on academic achievement of the male

student” is accepted.

For female:

T = 3.40 – 2.03

2 (4.349)

30

= 1.37

0.538

= 2.55

here, 2.55 critical value (1.960), hence null hypothesis (Ho) was

rejected and alternative hypothesis (Hi) accepted. It was then concluded

that method of teaching had a significant influence on academic

performance of female students used for the research study.

There is no need for comparing the overall TGPA of male with that

of female (neglecting method of teaching). Since no significant difference

was indicated in ANOVA table. However, since interaction between

gender and teaching method was also suspected in the ANOVA table,

there is need to compare the TGPA obtained by students in both

methods of teaching regardless of the sexes.

T = 3.32 – 2.25

2 (4.349)

60

= 1.07

0.3807

= 2.81

Critical value 1.960 is less than calculated value 2.81, hence null

hypothesis (Ho) was rejected and alternative hypothesis accepted. It

therefore confirmed that teaching methods had significant influence on

students achievement irrespective of their sexes.

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

In this essay, the research has undertaken a comparative study of

lecture method and discussion method in the teaching of Biology in

some secondary schools in Irep Local Government Area of Oyo State. For

evaluation, questions are set and administered to the students after the

real teaching.

The findings of research hypothesis one shows that significant

difference exists when in the performance of students in Biology when

the unit of analysis was based on the method of instruction.

Similar findings were from hypothesis two reveals that there is no

significant difference in the performance of male and female students

taught with both methods of instruction.

The findings of research hypothesis are three and none has

significant difference on the achievement of secondary school students

in some selected science subjects.

CONCLUSIONS

For the purpose of this study, the following conclusions are drawn:

1. Teacherstudent ratio in Biology classes should be reduced to a

sizeable number in view of the desire of so many secondary

schools, Students to choose Biology as their science option.

2. Qualified Biology Teachers should be recruited to handle the

subject at the Senior School Certificate level.

3. Laboratories should be properly equipped to facilitate instructional

procedures.

4. Students should be given simple practical to promote their

performances at the SSCE level.

5. It is also part of the conclusions of this study that the schools in

urban centres should enroll more science oriented students in view

of their accessibility to facilities.

RECOMMENDATIONS

On the basis of the results of this study and taking into cognizance

the implications of the above observations, the following suggestions are

recommended for the individuals in the teachinglearning system, the

government as well as parents.

1. More attention should be paid to science subjects, especially

Biology by providing adequate qualified science teachers.

2. There should be provision of an educationally favourable and

stimulating environment for students.

3. There should be provision of well equipped laboratories and basic

facilities which enhance the study habits and knowledge of the

students.

4. Teachers qualities should be improved by exposing them to in

service training seminars and workshops, so as to update their

standard of performances.

5. Teaching professions should be made to be lucrative and attractive.

To this end, improving condition of service becomes obvious. In

addition, teaching should be professionalized to eliminate fake

ones.

6. Schools and parents should be given adequate reinforcement to

students who develop interests in science subjects especially

Biology.

7. The monitoring of the activities of teachers with regards to

academic work is necessary in order to improve the academic

performance of students.

Suggestions for Further Studies

1. It is necessary to carry out studies in the area of comparative

study with respect to academic performances of the secondary

school students offering Biology in a wider geographical area,

covering different schools in the local government.

2. An acceptable catalogue of inhibiting factors in relation to

academic performances in biology at the secondary schools should

be developed so as to enable future researchers to know more of

the associated problems.

3.

REFERENCES

Abdullahi, A. (1980), dissemination of science school: problems and

purpose prospect. Journal of science teachers association of Nigeria. 1.8

(2) 29 – 36.

Abdullahi, A. C. (1980), the importance of science and its relationship

with other subject included in the school curriculum science teaching in

Nigeria Ilorin atoto press limited p. 33 – 36

Abdullahi A. (1991), the use of behavioural objectives in the teaching of

science. Ilorin journal of education I. P 104 – 109

Adana, B. S. (1990), statistical method of students a demystifying

approach un Ilorin press Ilorin pp 80 – 85

Adekunmi, J. A. (1985), a correlational study certificate examination in

Kwara state secondary schools. (1980 1982) un published PH. D.

dissertation. Faculty of education, un Ilorin pp 20 – 22

Akpan, A. J. (1985), achievement and problem of agricultural extension

service in local government area of cross river state. Unpublished B. Sc

project nsuka. Department of vocational teacher education university of

Nigeria.

Ali, A. (1984), the performance of Nigerian secondary schools “O” level

science students on mathematical tark essential in secondary schools

science. Journal of science teacher association of Nigeria 19 (I) P. 130 –

139

Ausbel, D. P. (1963). The psychology of meaningful verbal learning. New

york. Grune and Stratton.

Awosanya, T. A (1979), a survey of the possible method of teaching

agricultural in the secondary schools of western Nigeria. Unpublished B.

Sc project nsuka. Department of vocational teachers education,

university of Nigeria.

Ayodele, (1976), a study of the relationship between interest in science

and science curriculum materials, journal of research in curriculum I P.

3 – 4

Bajah, S. T. (1975), preparation of the secondary school teacher of the

physical science for the African environment. West African journal of

education.

Botttomley, V. C. (1982), selected and training of future scientists.

Journal of agricultural education, U. S. A. pp 253 – 257. 16

Callahan, F. C. and Leonard, H. C. (1977), teaching in the secondary

school, Macmillan publishing co U. S. A pp 82 – 95.

Hills, P. D. and Gallenger, J. J. (1967), new directions in elementary

science, Chicago and monally corporation.

Kalmatthan, (1971), the status of science teaching in the secondary

schools of northern Nigeria. Journal of science teachers association of

Nigeria. 10. pp 42 – 43.

Leonard, H. Clark (1992), strategies and tacties in secondary schools

teaching. The Macmillan company new York.

APPENDIX I

The achievement test is meant to know the performance of S S I

students in Biology in Irepo Local Government Kishi

Topic: Classes of Food Substances

Name:

Time: 30 Minutes

Instructions: Attempt all question. each question is followed by four

options to each question and write down the corresponding letter on

your answer sheet. Give only one answer to each question.

1. Carbohydrate provide the body with

a. Health b. Sunlight c. Food d. Energy

2. One of the source of protein is ……………..

a. egg and meat b. rice and gari

c. bread and sugarcane d. fufu and eba

3. The classification of food is divided into how many?

a. 4 b.2 c. 6 d. 10

4. Water constitute about ………………… in the body

a. 20% b. 40% c. 75% d. 60%

5. To test for sugar, we add about 2cm3 of benedict solution to a small

quantity of sugar and heat. What colour does it change to?

a. White b. Black c. Blue and Red d. BrickRed

APPENDIX II

Research instrument for students

Topic: ANIMAL NUTRITION

CLASSES OF FOOD SUBSTANCES

Name:

Time: 30 minutes

Instructions:

1. CARBOHYDRATES: They are organic compounds made of

carbon, hydrogen and oxygen.

Sources: cassava, yam, potato, rice, millet, maize etc

Functions: They provide energy and warmth

They are useful in the synthesis of fats and oil

2. PROTEIN: they are complex organic compounds

They consist of carbon, hydrogen and nitrogen

Sources: Milk, meat, egg, fish, groundnuts, cheese, beans etc

Functions: They help in the growth and repair of wornout

tissue. It

provides heat and energy

3. FATS AND OIL: Fats and oil also lipids are made of fatty acids

and glycerol. They consists of carbon hydrogen and oxygen.

Sources: Butter, fish, egg, groundnut oil, palm oil, melon oil etc

Functions: They serve as heat insulator in mammals

They provide energy

4. Vitamins: They are organic substances required in small quantities.

Source: fresh, fruits, green, vegetables, liver, milk etc

Functions: for the maintenance of healthy body

5. mineral salts: they are required in minute quantities for the

growth, protection and regulation of metabolic process in the body

WATER: water constituent has the following functions

a. Transportation of soluble foods and substances in the body

b. Blood plasma is made up of about 90% of water

c. Body temperature is regulated through evaporation of water inform

of sweat.

d. Water is necessary for the removal of excretory material like urea.

FOOD TESTS

a. Test for reducing sugars.

Benedicts tests, add about 2cm2 of benedicts solution to a small

quantity of sugar solution and boil for about three minutes. A brickred

precipitate appears.

b. Tests for Fats and Oil

Translucent paper test put a drop of lipid, materials e.g groundnut

oil on a piece of paper. Look at it against light. The translucent spat

shows the presence of fat or oil.

c. Test for Protein

Millions Test: add a few drops of millions reagent to a protein food

substance, it turns red on heating.

OBJECTIVES QUESTIONS

Multiple Choices

Choose the correct answer

1. Carbohydrate provide the body with

a. Health b. Sunlight c. Food d. Energy

2. One of the source of protein is ……………..

a. egg and meat b. rice and gari

c. bread and sugarcane d. fufu

3. The classification of food is divided into how many?

a. 4 b.2 c. 6 d. 10

4. Water constitute about ………………… in the body

a. 20% b. 40% c. 75% d. 60%

5. To test for sugar, we add about 2cm3 of benedict solution to a small

quantity of sugar and heat. What colour does it change to?

a. White b. Black c. Blue and Red d.BrickRed precipitate

APPENDIX III

Male tap score Female tap scoreDiscussion

method

Lecture

method

Discussion

method

Lecture

method 1 3 3 4 42 1 2 3 33 4 4 7 44 3 5 2 15 7 3 6 26 1 0 4 07 5 6 0 38 0 3 5 19 3 2 3 31

0

3 2 0 3

1

1

1 0 2 3

1

2

2 3 3 1

1

3

6 1 6 2

1

4

4 0 6 0

1

5

6 1 1 2

1

6

3 3 3 1

1

7

4 2 7 0

1

8

3 4 2 2

1

9

0 5 6 1

2

0

7 3 3 3

2

1

1 7 3 0

2

2

3 3 0 3

2

3

2 3 5 2

2

4

3 0 3 3

2

5

3 1 0 4

2

6

0 4 2 1

2

7

3 3 3 4

2

8

6 0 5 3

2

9

4 1 7 2

3

0

6 0 1 0

Total: 97 74 102 61mean: 3.23 2.47 3.40 2.03

This is a typical factorial design with two factors (gender and teaching

method).

APPENDIX IV

TABLE OF INTERACTION

Discussion Method lecture method Total MeanMale 97 74 171 2.85Female 102 61 163 2.72Total 199 135 334 Mean 3.32 2.25Total ss = 32 + 42 + O2 – CF

= 1380 334 2

120

= 1380 – 929.63

= 450.367

Gender ss = 171 2 + 163 2 – CF

60 60

= 930.167 – 929.63

= 0.537

Teaching Method ss = 199 2 + 125 2 – CF

60 60

= 963.767 – 929.63

= 34.137

Gender x Teaching Method:

= 97 2 + 102 2 + 74 2 + 61 2 – CF

30 30 30 30

= 967.00 – 929.63

= 37.37

Error ss = Total ss – Gender ss – teaching method ss – gender and

teaching method

=450.367 – (0.537 +34.137 – 37.7)

= 378.323

a comparative study on the effects of different modes of instruction on academic achievement in...

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