The Effect Of Task Size On Secondary School Students’ Achievement In Biology In Ushongo Local Government Area, Benue State

THE EFFECT OF TASK SIZE ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN BIOLOGY IN USHONGO LOCAL GOVERNMENT AREA, BENUE STATE

THE EFFECT OF TASK SIZE ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN BIOLOGY IN USHONGO LOCAL GOVERNMENT AREA, BENUE STATE

 

CHAPTER ONE

INTRODUCTION

Background to the Problem

Science and technology play critical roles in nations’ growth and development. Scientific knowledge is therefore crucial at secondary schools in order to enable students fit into the global competitiveness in science and technology. Secondary school is the second–tier of an educational system which prepares students in various science subjects such as biology, chemistry and physics for such global competitiveness and further studies in tertiary institutions. These subjects when taught very well at this level, forms the bedrock for the study of science courses and technological advancement of any nation. In addition, the teaching and learning of science and technical subjects are extensively becoming an integral part of worlds’ culture for the purpose of

training out great scientists (Metafilter, 2008)

Science is a body of knowledge acquired through systematic investigation, observation and logical thinking in view of understanding the natural phenomena (Abimbola, 2013). Indeed, every nation requires the teaching of science and technology to her citizens to overcome economic recession, health problems and poor educational status. In addition, Brotherton (2010) opined that science help us to understand ourselves and our functions on earth, the spread of dreaded diseases and how to cure them, how to communicate using radio, television and Mobile phones and how to control our environment.

In Nigeria, much emphasis had been laid on science and technology education for the purpose of scientific and technological development. The goals of science education as stated in National Open University of Nigeria (NOUN) include;

• “ cultivating inquiry knowledge and rational mind for the conduct of good life and democracy,
• producing scientists for national development,
• encouraging studies in science and technology and enhance technological development,
• acquainting the students with certain basic knowledge, skill and attitude (NOUN,2004)

Henceforth, the purpose of the federal government of Nigeria in establishing educational institutions including secondary schools is to achieve the above goals. Biology is one of the science subjects taught in the senior secondary Schools for the purpose. It is the study of living things. The important of biology in the society cannot be over-emphasized. It is the prerequisite for the study of courses like biology education, botany, zoology, medicine and Nursing (Nwagbo & Uzoamaka, 2011). Biology as a subject exposes student to various ways of combating dreaded diseases, family planning techniques, personal hygiene and the use of natural herbs as curative drugs. With adequate knowledge of biology, human beings live longer, healthier, manage the environment; prevent obesity, hypertension and loss of weight.

However, the successful mastery of biology concepts by students may depend mainly on variables such as motivation, study habits, attitude, interest, Absenteeism (Ajaja, Empero & Onwuegbu, 2007). Among all the student variables, attitude immensely influences academic achievement of students.

Attitude is a psychological construct that portrays persons’ like and dislike towards an object, item, environment or people (Gul & Arshad, 2012).

According to Mensa (2013) attitude is psychological construct developed as a result of one’s experience which influences persons’ view of conditions, things or objects and how to respond to them either positively or negatively. Dennis (2016) opined that somebody’s attitude is either a lock on or a key to the door of one’s success. Positive attitude of science students beget positive thoughts, events and outcome while negative attitude on the other hand paves way for negative outcome. The attitude toward science embraces component factors such as the perception of the science teacher, anxiety toward science, attitudes of peers and friends towards science, the nature of the classroom environment, achievement in science and fear of failure on course (Osborne, Simon, Collins, 2003).

However, fear of failure can be eroded through the development of students’ interest in Biology. In the work of Okoro (2012) interest is the force that motivates an individual to do what he/she wants to do when he is given the chance or privilege. Furthermore, Okoro (2012) opined that interest connote absolute absorption, willingness and effective participation in events and lessons by students. Students’ interest in biology is strengthened by the relationships that exist between teachers and students. If the relationship that exists between teacher and student is cordial, the interest in biology will be high and sustained. Furthermore, the researcher is of the view that if teachers motivate students, use related instructional materials, good specimens, functional equipment and different instructional strategies, the classroom environment will become attractive and interesting.

The major determinants of students’ academic achievement or failure in biology are the levels of students’ interest and study habits in the subject (Mkparo, 2006). Study habit is the articulated manner of comprehending concepts read. Study habit had been defined as the combination of study attitude, study methods and study skills (Grace, 2013). Positive study habits impact tremendously on academic achievement of students in science (biology). Retrogression in academic achievement of students in biology had been attributed to poor study habits by students (Anton, 2018). The researchers further emphasized that if students are able to develop positive study habits, they will remarkably perform excellently well in their academic pursuit. This means application of cognitive, psychomotor and affective domain.

In addition, the possibility of students to appropriately assimilate course content, digest it, reflect on it and be able to articulate the information in written or oral form, depend on positive study habit (Kelli, 2009). Furthermore, Ashish (2013) stated that for students to ensure academic success throughout the entire year of their study, it is important to avoid bad study habit and adopt good ones.  Positive study habits should be an integrate part of students so as to succeed in their academic endeavour in respective of gender.

Gender as opined by Yang (2010) is the social attributes and opportunities concerned with being male or female and the relationships between women and men, girls and boys. Gender can be defined as the classification based on male and female. A lot of studies have shown some academic achievements, interest and attitude of boys and girls toward biology. Ogunleye and Babajide (2012) opined that boys have natural positive attitude towards technical and science subjects while girls show negative attitude. It has also been reported by Khwaileh and Zaza (2011) that males were saddled with complex and difficult tasks inside and outside home while girls’ handled relative easy and less demanding tasks at home. The academic achievement is free of gender influence as reported by (Kolawole & Popoola, 2011).

Attendance register is one of the statutory records kept in the secondary schools for the purpose of daily recording of student’s attendance. The attendance register has columns where the class teacher mark present or absent for daily school attendance of students. The students that were not in the classroom when the teacher called the names are regarded as being absent. Class absence has been defined as the period students are not in the school (Longman Dictionary of Contemporary English, 2009). The cumulative percentage of absenteeism is usually computed at the end of the session. The cumulative absenteeism of ten percent (10%) and below is regarded as being chronic (Katelyn, 2013).

Chronic absenteeism is the periods when students are absent in school which includes excused and unexcused absence that amount to 10% or below. Absenteeism is a common phenomenon found among the male and female students. The female absenteeism matters most because of their involvement in domestic activities which keep them out of school. Absenteeism had been identified as the major factor that contribute to decline in learning which leads to poor academic performance among students (Oluremi, 2013). According to Pect (2002) the various behavioural disorder exhibited by students such as rape, armed robbery, school dropout, drug abuse, Examination malpractice, kidnapping and cultism had been linked to retrogression in academic achievement, teaching and learning process in such a way that teachers are helpless and disorganized in their course of teaching.

Ubogu (2004) enumerated the causes of absenteeism as illness, peer group influence, socio economic status of parents and geographic area. Other factors identified were institutional based factors such as bulling by students and teachers, administration of corporal punishment by teachers, poor teaching methods, lack of guidance and counselling in schools and strikes by teachers

Zhou et al (2016) in their study found out that students with higher GPAS attended classes at a higher rate as compared to students who exhibit chronic absenteeism. The rate of absence among underachiever had been discovered to be consistently higher than the moderate and higher achievers groups. The absenteeism could therefore be classified as being chronic, severely, excessively and not at all (Balfanz & Byrness, 2012).

One of the school factors that accounts for students’ academic achievement is motivation. Motivation is the force that exerts willingness towards the accomplishment of one’s goal (Silvapakian&Nalinilatha, 2017). Motivation is classified into intrinsic and extrinsic motivation. The intrinsic motivation is one’s internal force which propels him or her into emitting certain behaviour (Noun, 2009). The extrinsic motivation is powered by rein forcers such as material and verbal rein forcers (Silvapakian & Nalinilatha, 2017).

Ajaja, Emperor and Onwuegbu (2007) opined in their study that

motivated students performed significantly better than the unmotivated students. Their study further showed that the motivated students in single sex schools significantly do better than their counterparts in mixed schools. Motivation includes, but not limited to, all the reasons which cause a person to act, including the negative ones like fear and the more positive motives such as money, promotion and recognition (John, 2009). Motivated students set goals which are achieved through hard work and persistence. If motivation and scientific attitudes are jealously combined, the academic achievements of students are assured.

Academic achievement can rightly be defined as the ability of students to fully accomplish the requirements of examinations and pass successfully. Adeyemi (2010) found out that there is a serious decline in students’ academic achievement in senior secondary school certificate examinations in Nigeria.  Adeyemi’s viewed is further revealed on Table1 of this study which depicts the trends of enrollment, credit passes and percentage passes at credit level of students in West African Senior School Certificate Examinations (WASSCE) in biology, chemistry and physics from2010 to 2019.A close examination of the table and line graph below showed relatively progressive increase in enrollment and performances of students in the science subjects from 2010-2019, probably due to free education policy of some states in Nigeria such as Imo state.

The enrolment which dropped slightly in 2016 may be as a result of negative attitude of some students towards education. The decrease can also be attributed to lack of job and economic recession in the country where parents cannot cope with training their children in schools. The increase in enrolment for the nine year could be as a result of students choosing biology as the easiest science subject. According to Ukweze (2012) students’ enrolment in biology is not because of attached interest and academic achievement but whenever they compare biology to chemistry and physics they consider biology easiest. There was also progressive improvement in performance of students in biology for the ten years too. Even though there is improvement in recent time in the academic achievement of students, there is still room for much improvement. The interest to gain admission into tertiary institutions must have motivated them to study very hard and perform better.

For the ten years period, chemistry and physics had similar improvement in enrolment and academic performances. The interest to gain admission into institutions and obtain good certification could have been the cause of the improvement. One of the bases for gaining admission into the high institution in Nigeria is to pass at credit levels in five relevant subjects which include the science subjects such as biology, chemistry and physics for science courses

Table 1

Showing students’ Enrollment and Performances in WASSCE in Biology, Chemistry and Physics

Year		Biology			Chemistry			Physics
	Total Entry	Credit Passed (A1-C6)	% Pass	Total Entry	Credit Passed (A1-C6)	% Pass	Total Entry	Credit Passed (A1-C6)	% Pass
2010 2011 2012 2013 2014 2015 2016	1,300,418 1,505,199 1,646,150 1,648,363 1,365,384 1,390,234 1,200,367	427,644 79,432 587,044 852,717 766,971 798,246 740,345	32.88 38.50 35.66 51.73 56.17 57.42 61.68	465,644 565,692 627,302 639,296 636,268 680,357 706,873	263,059 280,280 270,570 462,517 397,649 412,323 408,122	50.70 49.54 43.13 72.34 62.49 60.60 57.74	463,755 563,161 624,658 637,023 635,729 684,124 705,125	237,756 360,096 429,415 297,988 386,270 410,543 415,655	51.27 63.94 68.74 46.77 60.76 60.01 58.95
2017	580,449	394,898	68.03	377,970	320,635	84.83	377,851	205,757	54.45
2018	1,087,063	679,299	62.48	728,551	424,231	58.22	728,354	571,687	78.49
2019	1,033,304	775,103	75.01	726,132	566,156	77.96	725,853	565,746	77.94

Source:WAEC Office, Yaba, Lagos State, Nigeria (Statistical Section).

 

 

 

Figure1.

 Line Graph Showing Percentage Pass at Credit Level (A1-C6) For Biology, Chemistry and Physics Students (2007-2016).

The chief examiners report of West African Examination Council

(WAEC, 2014) revealed that students who registered for biology as a subject have cognitive and psychomotor skill problems which had lead to poor achievement in biology in the certificate examinations. The word poor indicate that the students performed short of expectations or below standard of about 50% for some years (2007-2012). A lot of studies had identified many factors that retard the academic achievement in the sciences. Durban University (2008) identified poor retentive memory as one of the causes of poor achievement in the sciences. The poor retentive or working memory is attributed to an unsatisfactory workspace. The workspace is a practical working memory. Some biological concepts such as genetics and ecology are very difficult in nature which demands the overstretching of working memory.  

Similarly, factors like poor mastery of subject matter by teachers, poor teacher-student relationship, lack of motivation and educational facilities, the downtrend of socio-economic status of students’ family, poor study habit and some cultural taboos are responsible for lack of interest and under-achievement in science (Ali,1998). Boettcher (2013) observed that in some towns, communities and states, fear and cultural heritage prevent the indigenes from touching some biology practical specimen such as toad, shark, millipede, snail, cockroach and frog. The fear and hatred of these specimens contribute colossally to lack of interest and poor academic achievement in biology practical. However, factors such as good environment, location, hard work by students and financial encouragement by parents and guardians favour academic success. If the relationship between teachers and students is cordial, there is the possibility of greater academic achievement, interest and motivation.

The purpose of this study, therefore, is to investigate students’ variables as predictors of academic achievement in biology in senior secondary schools in Imo State, Nigeria. From the related literature reviewed, the previous studies concentrated on the students’ variables as determinants of academic achievement in genetics based on gender, attitude, school type, mode of entry, socioeconomic status. However, due to the importance of studies on students’ variables as predictors of academic achievement in biology in senior secondary schools much are still undone in identifying more students’ variables so as to proffer solution to poor academic achievement in biology. In addition, the study had been considered worthy because the related studies were done in foreign countries and other regions of the country but not in South East of Nigeria. The variables of this study are more than the previous studies whereas the previous researchers had one or two independent variables and one dependent variable.

Statement of the Problem

For many decades, people had been clamouring for establishment of school as social environment for learning. However, some findings from research studies on students’ academic achievement in these institutions had been reported to be poor (WAEC, 2016; Manalanga &Awelani, 2014).

The trend of results from  table 1 of this study had shown that for over one million May/June WAEC students per year, that sat for biology, only

33.37%,33.94%,33.87%,32.88%,38.50%,35.66%,51.73%,56.17%,57.42% and 61.68% passed at A-C6 for 2007,2008,2009,2010,2011,2012,2013,2014,2015 and 2016 respectively. The researcher as a biology examiner in WASSCE had also observed that some biology examiners jubilate when they mark their scripts and found out that they collected “zero centers”. Zero centers means that majority of the candidates scored zero.  Common observations in these schools had also shown that some variables seem to have inhibited the students’ academic achievement in biology. In view of this, students’ variables such as students’ attitude towards science and self-efficacy in secondary school  biology subject by Anne (2008) and  students’ study habits in senior secondary school students’ academic performance in federal capital Territory, Abuja by Ebele and Olofu (2017) had been investigated and yielded some results, but these studies were not comprehensive enough to cover all students’ variables such as motivation, study habit,  attitude, interest and absenteeism this present study had covered.  

Some of these studies were conducted in college of education and

university but not in secondary school this study took place. The present study was conducted in the South East of Nigeria while the previous studies were conducted in other regions. This raises doubt about the relevance of the previous research efforts to the region (South East) where this study took place.

It was therefore hypothesized that the results of this study might provide a unified view of the students’ status of academic achievement in biology in south east, Nigeria. The problem of this study therefore stated in question forms were: Are student’s variables such as motivation, study habits, attitude, interest and absenteeism responsible for poor academic achievement in biology? Or what are students’ variables that predict students’ poor academic achievement in biology?

Purpose of the Study

The general purpose of the study was to determine students’ variables that served as predictors of academic achievement in biology in senior secondary schools, Imo State, Nigeria.

Specifically, the study determined:

• Students’ motivation, study habits, attitude, interest and absenteeism as predictors of academic achievement in biology;
• Students’ motivation as a predictor of academic achievement in biology;
• Students’ study habits as a predictor of academic achievement in Biology;
• Students’ attitude towards Biology as a predictor of academic achievement in Biology;
• Students’ interest as a predictor of academic achievement in Biology; and
• absenteeism as a predictor of students’ academic achievement in Biology.

Research Questions

The following research questions were formulated to guide the study;

1. What is the biology achievement score of students’ motivation, study habits, attitude, interest and absenteeism as predictors of academic achievement in Biology?
2. What is the biology achievement score of students’ motivation as a predictor of academic achievement in Biology?
3. What is the biology achievement score of students’ study habits as a predictor of academic achievement in Biology?
4. What is the biology achievement score of students’ attitudes as a predictor of academic achievement in Biology?
5. What is the biology achievement score of students’ interests as a predictor of academic achievement in Biology?
6. What is the biology achievement score of students’ absenteeism as a predictor of academic achievement in Biology?

Research Hypotheses

The following research hypotheses were formulated and tested at 0.05 levels of significance

H01: There is no significant relationship between students’ motivation, studyhabits, attitude, interest, absenteeism and their academic achievement in senior secondary schools’ biology.

H02: There is no significant relationship between students’ motivation and their academic achievement in senior secondary schools’ biology.

H0₃: There is no significant relationship between students’ study habits and their academic achievement in senior secondary schools’ biology.

H04: There is no significant relationship between students’ attitude and their academic achievement in senior secondary schools’ biology.

H05: There is no significant relationship between students’ interest and their academic achievement in senior secondary schools’ biology.

H06: There is no significant relationship between students’ absenteeism and their academic achievement in senior secondary schools’ biology.

Scope of the Study

The study was restricted to motivation, study habits, attitude towards biology, interest and absenteeism as predictors of student’s academic achievements in biology in senior secondary schools, Imo State, Nigeria. There was total number of 386,760 students in 296 secondary schools in six education zones of Imo state. The sample size for the study was 900 SSII students. There are four instruments designed to elicit information from the respondents and pro- forma designed to collect promotion examination scores and annual percentage average of absenteeism of sampled SSII students.

Significance of the Study

The importance of research in the area of science education cannot be over- emphasized. Researches in area of science education are crucial for nations’ growth, development and greater academic progress. It is therefore anticipated that the finding of this study could be of immense benefit to the following stakeholders; Teachers, Students, Education administrators, curriculum planners and developers, policymakers, Guidance and counselors in education and examination bodies.

Teachers’ efficiency and effectiveness in teaching biology depend on his/her ability to motivate, develop students’ attitude toward biology, improve their interest and close gender gap in science education in term of academic achievement. Teachers might therefore benefit from the findings by improving their motivational skills, teaching methods and attitude toward teaching biology so as train out students who will obtain good certificates and develop interest in biology.  The finding might ginger teachers to attend conferences and in-service training to upgrade and update their academic status for the purposes of developing students’ interest in biology through good teaching and motivation. The finding might also help teachers to understand the causes of lack of interest and poor academic achievements of students in biology.

Equally the finding might boost students’ interest and greater academic achievement, through the benefit of efficient teaching, respect and good attitude by the biology teachers. If students develop good study habits by studying very hard, develop interest in biology and participate actively in biology lesson, they will perform excellently in both internal and external examination which might qualify him or her to study biology or biology related courses in higher

institutions.

The finding of this study might also boost the morale of education administrators to send the serving biology teachers to conferences, workshops and seminars so as to acquire the skills of motivation in order to train out students who will uplift the image of their schools and ministry of education too. Such sponsorship will help the administrators to have sufficient qualified and experience teaching staff in their domain of administration which might boost the interest and academic achievement of biology students.

The curriculum planners and developers might also benefit from the finding by developing curriculum that has relevant topics, appropriate instructional materials and activities that are within the qualification and experience of the biology teachers. Well planned curriculum will help teachers to teach very well so as to attract the interest and greater academic achievement of students in biology. Biology activities such as insect capture and dissection of some specimens and good teaching methods such as field trip and excursions contribute colossally to development of students’ interest, positive attitude and academic achievement in biology.

The finding of this study might encourage the policy makers in education to come up with educational policies such as sponsorship for conference, inservice training, and scholarship for teachers and students as well as free education which will enhance better teaching and academic achievements. These policies, if well implemented might help to produce great teachers and scientists who will contribute to the growth and development of science and technology in the country.

Examination bodies such as WAEC, NECO, NABTEB, and JAMB might find the results of this study worthy by setting biology questions within academic level of secondary school students. WAEC chief examiners had consistently reported that interest and academic achievement of students in biology are poor (WAEC, 2014). To boast the interest and academic achievement of students in biology, their questions should be standardized to reflect the topics and activities in the syllabus.

Guidance and counselling unit of secondary school is a very important administrative arm of education. Consequently, the findings of the study might enable the school counsellors to identify the area of difficulties and interest for proper counselling. The finding might also help counsellors to counsel students on right choice of career and study habits.

Lastly, the finding might help parents to buy relevant biology text book and biology equipment such as dissecting kit, microscope and hand- lens to motivate and arouse the interest and academic achievement of their wards in biology.

When students are well sponsored, they will develop greater interest in biology.

 THE EFFECT OF TASK SIZE ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN BIOLOGY

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