Impact of teaching planning on students academic achievement in biology

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IMPACT OF TEACHING, PLANNING ON STUDENTS ACADEMIC ACHIEVEMENT IN BIOLOGY

 

Abstract

The study investigated the impact of teaching, planning on students academic achievement in biology in secondary schools. This study became necessary because of the lack of the use of lesson plan for teaching biology in the secondary schools. The study employed a quasi experimental design, specifically the pretest – posttest non equivalent group design. Three  hundred and forty SSI students from enugu south Education Zone were randomly drawn from public primary schools in Enugu State to formed sample of the study. questionnaire.

Research questions were answered and hypotheses were tested using chi-square. The results revealed that that the qualities of biology teacher have a significant effect in the teaching and learning of biology and curriculum fors the teaching and learning of biology, affects students academic achievement. Based on the findings of this study, the researcher therefore recommendation that the effective teaching and learning of biology should be encouraged by the teachers, the school authority and the Nigeria government at all level. By providing all the required equipment & facilities such as seat, instructional media,  conducive classroom and good textbooks. Biology textbook should provided free and available to all student at all secondary level of education.

 

 

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Biology was introduced in the Nigerian School Curriculum as part of the instrument for achieving national development (National Policy on Education (NPE) 1981). This was what informed its designation as part of the core curriculum at different levels of education in Nigeria. problems and prospects biology curriculum development agencies such as the Nigerian Educational Research and Development Council (NERDC) and experts further identified and disseminated the curriculum goals or purposes of the subject in the school curriculum. These include citizenship education, reflective inquiry and biology, (Barth-shermis, 1920; Barth-Norris, 1976; Dubey and Barth, 1980; Olawepo, 1984) among others. These broadly stated goals must be clare to, and recognized as important as well as attainable by teachers and other participants connected with the Curriculum if the intentions or purposes must be realized and the investment of effort is to be considered worthwhile (Feather, 1982; Meece, Blumenfeld, & Hoyle, 1988). These intentions or purposes are prima facie stated with clarity, but their perception or conceptualization by teachers and scholars is still in doubt as Onyabe (1980) observed that the philosophy, content and methodology of biology has remained vague to both scholars and teachers. The incidence of conflicting conceptions of biology curriculum is a cause for concern for three major reasons. First, the anchor or strategic position of purposes or intentions in the curriculum development process (Pratt, 1994) as illustrated in Tyler (1949) (Linear) and Wheeler (1980) (cyclic) curriculum models, among others.problems and prospects

Secondly, curriculum goals or purposes, are indispensable elements in instructions as far as effective implementation of an already developed curriculum is concerned. Thirdly, the correct conception, investment of efforts and ultimate realization of the purposes of the curriculum will facilitate the realization of the overall aims of the Nigerian educational enterprise. problems and prospects

1.2 STATEMENT OF THE PROBLEM
Presently, junior secondary school students interest and academic achievement in biology is declining. Lemchi (2001) noted that some students are losing interest in the subject.

Attitudes associated with biology appear to affect students performance in the subject. Also, many biology teachers teach biology without instructional materials and facilities (Mberengwa 2004). The quality of teachers, and class room facilities are grossly inadequate and obsolete. Owolabi et al. (1991) also indicated that a serious disconnection exists between biology training in secondary schools and the needs of the labour market, as students that do not proceed to higher education have been found to be incompetent in the field of work. Where students consistently perform poorly, the implication is that adequate teaching and learning has not taken place in schools. Therefore, the problem of this study is to examine the problems of teaching and learning of biology in secondary schools in Enugu State.

1.3 OBJECTIVES OF THE STUDY
The main purpose of this study is to examine the problems of teaching and learning of biology in Junior Secondary Schools in Enugu State, Nigeria. Specifically, this study sought to:

1.Find out the extent to which curriculum constitute problems to the teaching and learning of biology.
2.Assess the extent to which teacher quality and quantity constitute problems to the teaching and learning of biology.
3.Find out the extent to which lesson plan constitute problems to the teaching and learning of biology.
4.Determine the extent to which curriculum issues pose problems to the teaching/learning of biology.

 

1.4 RESEARCH QUESTIONS
The following research questions were formulated to guide the study:

To what extent to teacher quality and quantity cause problems to the teaching of biology?
To what extent do lesson plan pose problems to the teaching and learning of biology?
To what extent do curriculum issues pose problems to the teaching and learning of biology?

 

 

RESEARCH  HYPOTHESIS

H0(1).The qualities of teachers teaching biology would have no significant effect in the teaching and learning of biology.

H0(2).Biology curriculum for teaching and learning would have no significant impact on students’ performance

H0(3)The scheme of work would have no significant effect on the learning of biology

H0(4)The lesson plan for the teaching of biology has no significant relationship with the use of lesson plan

 

 

1.5 SIGNIFICANCE OF THE STUDY
The study gives various insights into the challenges of teaching biology in junior secondary schools in Nigeria. These highlighted challenges will enable stakeholders in the education sector to take adequate measures in tackling these challenges, and make learning of biology a lot easier for both teachers and students in junior secondary school levels. problems and prospects

 

1.6 SCOPE OF THE STUDY
This study covers the challenges and prospects of teaching biology at junior secondary schools in Nigeria using Enugu state as a case study. Findings and recommendations for the study may not reflect the true view of the challenges of teaching biology in  Nigeria, as the researcher could not cover a wider area in Nigeria due to time and financial constraints,  problems and prospects

1.7 LIMITATIONS OF THE STUDY
There are some limiting factors which influence the researcher effort towards developing this work (project). The most prevailing being time factor as other school extra curricula activities that had to be met with teaching biology

 

IMPACT OF TEACHING, PLANNING ON STUDENTS ACADEMIC ACHIEVEMENT IN BIOLOGY

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