innovative methods and teaching of Biology in secondary schools

innovative methods and teaching of Biology in secondary schools

 Abstract

The study investigated the effect of innovative methods and teaching of Biology in secondary schools in Eket Local Government Area. The population comprised all the Biology students in all the secondary schools in the study area. The total population was three thousand four hundred and nine (3409) students. Five (5) secondary schools were selected from each of the sample school for a total of hundred (100) students forming the sample size. Simple random sampling technique was employed to select the respondents. The study adopted survey research design in carrying out the study. The instrument used in conducting the study was the researchers made questionnaire called Innovation Method and Teaching of Biology Questionnaire (IMTBQ). The data collected was analyzed using Simple Percentage Statistical Method. The result of the study revealed that the use of cooperative method significantly affect the teaching of Biology in secondary schools in Eket Local Government Area. Based on the finding of the study, it was recommended among others that Innovative method should be emphasized and used by teachers in the classroom since the success or failure of teaching effectively depends on the method used.

ÂCHATER ONE

INTRODUCTION

1.1     Background to the Study

Education is a light that shows the mankind the right direction to surge. The purpose of education is not just making a student literate but adds rational thinking knowledge ability and self-sufficiency. When there is a willingness to change, there is hope for progress in any field. Creativity can be developed and innovation benefits both students and teachers.

Education is an engine for the growth and progress of any society. It not only imparts Knowledge, skills and inculcates values, but is also responsible for building human capital which breeds, drives and sets technological innovation and economic growth. The poor achievement of students in Biology in external examination is linked to the use of traditional method (lecture/expository method) in teaching secondary school Biology (Ibiene, 2010).

The traditional/conventional teaching methods often used by teachers in teaching Biology include the lecture expository method, demonstration and direct instrument etc. these traditional method of teaching stress more on the transmission of knowledge in a manner that emphasizes demonization hence they have been characterized by some educators (Ibe and Nwosu, 2013, Sawa, 2011) as a poor method of teaching Biology and other science subjects. The conventional/traditional teaching methods involve unidirectional flow of information/knowledge from teacher to students and do not encourage process skill acquisition needed for proper understanding of Biology principles, concepts and facts.

Guisfi (2008) referred to these traditional teaching methods as teacher-centered approaches to leaning in the sense that the teacher and those up in the educational hierarchy are considered as the possessor of knowledge to be transferred to the student, and as such de ides how the knowledge transfer takes place. The unidirectional flow of information in the traditional teaching method makes students passive and unable to construct meaningful knowledge in the teaching and learning of Biology.

The short comings of these traditional teaching methods resulted to the persistent search

for an effective method of teaching and learning Biology which culminated to the discovery and suggestions by some researchers (Mandor, 2012, Ibe and Nwosu, 2013, Nwagbo, 2009 and Akpan, 2010), for the use of innovative teaching methods such as an inquiry method, concept mappings, simulations and games, constructivism problem based learning etc. The innovative teaching methods are activity based and characterized by student sharing some degree of responsibility for making decision in learning process in innovative teaching methods the teacher is often described as a partner and a facilitators in the teaching and learning process and not the possessor of knowledge hence the innovative teaching methods are referred to as student-centered approach to learning (Cambell, 2009). Inquiry method is also considered necessary in this study to determine its efficiency on students achievement and interest in Biology using two different types of inquiry teaching methods (guided and unguided inquire) respectively.

It’s more effective if the students are made to perform rather than just asked to remember some information. The applied and implicit knowledge should be the ultimate good of the education system. A typical classroom environment with a presentation from the subject teacher accompanied by lecture does not promote learners to participate and does not build a required involvement level of the students.

Most of the learners just copy the note from lectures or board considering it part of their responsibilities being taught. This typical environment only promotes a fraction of students who start thinking at their own and try to raise questions taking initiatives Obiekwe (2008). This study therefore intends to investigate the different effects of innovative teaching methods and teaching of Biology in secondary schools in Eket Local Government Area.

1.2     Statement of the Problem

Despite the recommendation for use of innovative teaching method for teaching and learning of science including Biology by the Federal Ministry of Educations 6-3-3-4 curriculum reform and suggestions by many science Education report from education and researchers indicated that students’ achievement in Biology is still poor. The poor teaching of Biology in school has been associated with the used of poor method of teaching, lack of interest by student to learn.

In view of these, researcher’s in science education have continually sought for better teaching methods that will enhance the teaching and learning of Biology promote interest and bridge the gender gap among male and female students in the learning of science based subjects Opara (2011) noted that innovative teaching when fostered in different ways can ultimately and positively affect student understanding, achievement and interest in Biology. The problem of this study posed as a question in which method of innovative when fostered by teachers would enhance teaching promote achievement and interest in secondary schools Biology?

1.3     Purpose of the Study

The main purpose of this study is to investigate the effect of innovative method on the teaching of Biology in secondary schools in Eket Local Government Area.

Specifically the study sought to:

1. Determine the extent to which cooperative teaching method affect effective teaching of Biology in secondary schools
2. Examine the extent to which inquiry teaching method affect the teaching of Biology in secondary schools.
3. Assess the extent to which activity based teaching method affect the teaching of Biology in secondary schools.

1.4     Significance of the Study

The study will be significant in the following ways to the following people:

1.  The identification of a more effective approach of the innovative method will be immense benefit to the nation, students, teachers, science educators, other researchers and curriculum developers.
2. To the nation, identification of a better method of innovation teaching will improve students’ achievement and interest in Biology and increase the number of students who will go into the study of important science course like medicine, pharmacy, nursing and agriculture.
3. To the students, identification of a more effective innovative method will help the students to achieve high in Biology and have increased interest for Biology which will make them to opt for science courses in high institution.
4. To the teachers and science educators the identification of better innovative method will make teaching and learning process more interest because students’ achievement will be improved upon and their interest sustained, this enabling the realization of the stated instructional objectives which is the goal of any academic enterprise.
5. To other researchers, the findings and suggestions by this study will create an insight for researchers into other methods of innovative, it will be a based-line data as well as reference material for future studies and financially to the curriculum developers, the result from this study will provide based for developing and implementing the use of innovative method that has a greater effect in improving students achievement and interest in Biology

1.5     Research Questions

The following research questions were posted to guide the study:

1. To what extent does cooperative teaching method affect the teaching of Biology in secondary schools?
2. To what extent does the use of inquiry method affect the teaching of Biology in secondary schools?
3. To what extent does activity-based method affect the teaching of Biology in secondary schools?

1.6     Delimitation of the Study

The study was confined to innovative methods and teaching of Biology in secondary school in Eket Local Government Area. Also subject for the study was drawn from all the public secondary school in area offering Biology as a subject. The study is delimited to only five public schools in Eket Local Government Area

1.7     Limitation of the Study

Apart from time constraint, the research was also faced with formidable challenge in the course of conducting the research work. Such challenges manifested itself in the area of finance and the inability to cover all the school in Eket Local Government Area due to large land mass

1.8     Definition of Operational Terms

Innovative method: can be defined simple as a new idea, device or method.

Cooperative method: is a learning method where student of mixed level of ability are arranged into groups and rewarded according to the groups’ success, rather than the success of an individual member.

Inquiry method:is an approach to learning whereby student find and use a variety of sources of information and ideas to increase their understanding of a problem, topic or issue.

Activities-based method: is techniques adopted by a teacher to teach through activity in which the student participate thoroughly and bring about efficient learning experiences.

CHAPTER FIVE

SUMMARY, RECOMMEDATIONS AND CONCLUSION

This chapter of the research study consists of summary, conclusion and recommendations.

5.1     Summary

This study was carried out to investigate the extent to which Innovative methods affect the teaching of Biology in secondary schools in Eket Local Government Area. In order to properly guide the study, three research questions were formulated to guide the study. The study adopted survey research design in carrying out the study. The population of the study was made up of one hundred students randomly selected from five secondary schools in the stated area.

The instrument used in collecting the needed data for the study was researchers’ made questionnaire called ‘’Innovative Methods and Teaching of Biology Questionnaire (IMTBQ). The instrument contained two sections, Section A and B. Section A carried information and demographic data of the respondents while Section B carried information items statements. The method used in selecting the respondents was simple random sampling technique. Data collected were analyzed using Simple Percentage Statistical Method. The result of the finding revealed that innovative teaching methods to an extent affect the teaching of biology in secondary schools in Eket Local Government Area.

Â5.2     Conclusion

It can be concluded that Innovative Methods of teaching have influence in the teaching of Biology and also in students leaving life and should therefore be used in teaching Biology and others science related subjects in secondary schools to produce the desire result.

5.3     Recommendations

Based on the findings of the study, the following recommendations were made:

1. Innovative teaching methods should be emphasized and used by teachers in classroom since the success or failure of teaching effectively depends on the application of the right methods.
2. Teachers should be trained and retrained on the job to improve on the innovative methods in instructional training models in science classroom. This can be done by the government or relevant professional bodies like Science Teachers Association of Nigeria (STAN), organizing seminars, workshops and conferences.
3. There should be proper provision of facilities/equipment in schools which are necessary for effective instructional techniques
4. The nation’s Biology curriculum should be made in view to accommodate inquiry method, cooperative method, and activity-based method among others. In the school time table to provide for application of Biology practical/laboratory skills.