Biology Students’ Questioning Behaviour in Relation to Their Achievement in Biology in Barkin Ladi, Local Government Area, Plateau State

Biology Students’ Questioning Behaviour in Relation to Their Achievement in Biology in Barkin Ladi, Local Government Area, Plateau State

Abstract:
This study investigates the questioning behavior of biology students in relation to their achievement in the subject, focusing specifically on the Barkin Ladi Local Government Area in Plateau State. Questioning behavior plays a crucial role in the learning process, as it promotes critical thinking, engagement, and deeper understanding of the subject matter. Understanding the relationship between students' questioning behavior and their academic achievement in biology can provide valuable insights for instructional strategies and curriculum development.

The study employed a descriptive research design, utilizing a questionnaire survey as the primary data collection instrument. The sample consisted of biology students from multiple secondary schools within the Barkin Ladi Local Government Area. The questionnaire assessed students' perception of their own questioning behavior, including the frequency and depth of their questions during biology classes. Additionally, students' academic achievement in biology was measured using their scores in previous examinations.

Preliminary findings suggest that there is a positive correlation between students' questioning behavior and their achievement in biology. Students who exhibited a higher frequency of asking questions and demonstrated deeper levels of inquiry tended to perform better in their biology examinations. Furthermore, the analysis revealed that students who engaged in collaborative questioning, such as group discussions and peer interactions, showed enhanced academic performance compared to those who solely relied on individual questioning.

These results highlight the importance of fostering an environment that encourages active questioning and participation in biology classrooms. Teachers should promote and support students' questioning behavior by creating a safe and inclusive learning atmosphere that values curiosity and inquiry. Incorporating collaborative learning strategies that stimulate peer-to-peer questioning can also contribute to improved academic achievement in biology.

The findings of this study have practical implications for biology educators, curriculum designers, and policymakers in Barkin Ladi Local Government Area, Plateau State. By recognizing the significance of questioning behavior, educators can adapt their teaching methodologies to promote student engagement and critical thinking skills. Furthermore, curriculum developers can design biology curricula that emphasize inquiry-based learning, encouraging students to develop their questioning skills and enhance their overall achievement in the subject.

Keywords: biology education, questioning behavior, academic achievement, secondary schools, Barkin Ladi Local Government Area, Plateau State.

Biology Students’ Questioning Behaviour in Relation to Their Achievement in Biology in Barkin Ladi, Local Government Area, Plateau State. GET MORE EDUCATION PROJECT TOPICS AND MATERIALS   

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