TEACHERS’ UTILIZATION OF INSTRUCTIONAL MATERIAL AND LEARNING OF BIOLOGY IN SECONDARY SCHOOLS
TEACHERS’ UTILIZATION OF INSTRUCTIONAL MATERIAL AND LEARNING OF BIOLOGY IN SECONDARY SCHOOLS
CHAPTER ONE: INTRODUCTION
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| TEACHER'S UTILIZATION OF INSTRUCTIONAL MATERIALS AND LEARNING OF BIOLOGY |
1.1
Background to the Study
Generally, in the whole world,
particularly in Nigeria, education has been considered to be the corner stone
for development. The teaching of Biology in Nigeria secondary schools needs to be
properly handled by teachers. The material used by teachers to teach and drive
home the subject point at the primary and secondary level of our educational
system is inconvertibly a paramount important issue in practical classroom
interaction. Instructional materials are materials which assist teachers to
make lessons explicit to learners. Instructional materials are the devices
developed or acquired to facilitate teaching and also transmitting knowledge,
skill and attitude to the learners within an instructional situation Nwachukwu
(2014).
According to Abdullahi, (2015),
instructional materials are materials or tools locally made or imported that
could make tremendous enhancement of lesson impart if intelligently used.
Instructional materials include; visuals, audio, and audio-visuals materials
such as pictures, flash-cards, posters, charts, tape recorder, radio, video,
television, computers among others. These materials serve as a supplement to
the normal process of instruction. (Osafehniti, 2013),points out that concrete
or physical object which provides sound, visual or both the sense organ during
teaching-learning process.
TEACHERS’ UTILIZATION OF INSTRUCTIONAL MATERIAL AND LEARNING OF BIOLOGY IN SECONDARY SCHOOLS
Teachers should use different
instructional materials to motivate the learners to learn more effectively.
Cronbac (2015), opined that, the use of instructional materials during teaching
and learning process can appeal to the individual’s attention among students by
creating interest in order to attain the goal for the learner. He also noted
that, the use of instructional materials can facilitate the decision of a
person towards learning by taking the right actions. Learning is facilitated
when learners make use of their sense organs for seeing, hearing, and touching.
(Morenfolia, 2013) pointed out that instructional materials are normally chosen
to meet the teaching requirements of an approved curriculum. Therefore, in the
educational development, selection and acquisition of instructional materials
in teaching Biology, the relevance of such materials for the contents of the
curriculum must be ensured. However, students’ perception of the subject as
being particularly oriented needed materials to be used in teaching of Biology
in secondary schools. It is against this background that the researcher was
interested to investigate the teachers’ utilization of instructional materials
and students learning of Biology in secondary school in Esit Eket Local
Government Area
1.2
Statement of the Problem
In
Nigeria, often times when the results of public examination are released, there
seem to have been mass failure in Biology. The reason for this could be
attributed to the fact that there are some topics in Biology that pose serious
challenge to the comprehension of the students. As such, there is need for the
use of instructional materials to teach these topics. This is because some
topics cannot be taught effectively without the use of relevant instructional
materials to make the lesson practical. Knight (2015) stated that, using the
available instructional materials, a student is expected to get the greatest
satisfaction in the classroom during teaching. Suddenly, it has been found that
most Biology teachers have not been using the available instructional materials
and as such, students are then to perform very poor in both internal and
external examinations. It is based on these problems that the researcher was
interest is to find out the extent to which instructional materials usage could
influence the learning of Biology by student in Esit Eket Local Government
Area.
1.3
Purpose of the Study
The
purpose of this study was to determine teachers’ utilization of instructional
material and learning of biology in secondary schools in Esit Eket Local
Government Area.
Specifically, the study sought to:
i. Examine teacher’s use of visual
materials and student learning of Biology.
ii.
Ascertain teachers’ use of
audio-visual materials and student learning of Biology.
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| TEACHER'S UTILIZATION OF INSTRUCTIONAL MATERIALS AND LEARNING OF BIOLOGY |
1.4
Significance of the Study
Instructional
materials usage gives the learners opportunity to; touch, see, and where
possible smell or taste objects in the teaching of Biology. Therefore, the
study of this nature is significant to students, teachers and the government at
large.
This is
because; learning is a process through which knowledge, skills, habits, facts,
ideas, and principles are acquired, retained and utilized, and the only means
of achieving this in Biology is through the effective use of instructional
materials. The study would help to enhance teaching effectiveness and
productivity.
It will
further help the teachers to teach effectively in the class by exposing them,
to the real teaching objectives.
Finally,
the instructional material usage in this study will enhance and have values in
importing information to the learners, teachers, researcher and the government
at large.
1.5
Research Questions
The following research questions were
raised to guide the study:
i.
To what extent does the use of visual
materials relate to student learning of Biology in secondary school in Esit
Eket Local Government Area?
ii.
To what extent does the use of audio-visual
instructional materials relate to student learning of Biology in secondary
schools in Esit Eket Local Government Area?
TEACHERS’ UTILIZATION OF INSTRUCTIONAL MATERIAL AND LEARNING OF BIOLOGY IN SECONDARY SCHOOLS
1.6
Research Hypotheses
The following
research hypotheses were formulated to facilitate the study:
i.
Visual instructional material does not
significantly relate to student learning of Biology in Secondary in schools Esit
Eket Local Government Area.
ii. Audio–Visual instructional materials does not significantly relate
to student learning of Biology in Secondary schools in Esit Eket Local Government
Area.
1.7
Limitation of the Study
In conducting a
research study of this kind, there are bound to be some challenges. Thus, some
of the challenges encounted in the course of this study are as follows:
1. Time
constraint: time duration allowed for the completion of this research work
could not be enough for the research to have a wider scope. Hence some schools
were sampled and student out of all the schools in the area.
2. Financial
problem: this constituted one of the major limitations to the researcher
especially as the researcher had to source for relevant materials on the topic
and visit the sampled schools under the investigation for data collection.
3. Insufficient
references materials: this also was a problem as the researcher needed enough
relevant literature on the topic.
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| TEACHER'S UTILIZATION OF INSTRUCTIONAL MATERIALS AND LEARNING OF BIOLOGY |
1.8
Delimitation of the Study
The focus of this study was to examine teachers’
utilization of instructional material and student learning of Biology in
secondary schools. The scope if the study is delimited to secondary schools in Esit
Eket Local Government Area.
1.9 Operational definition of
Terms
The following are taken as the definition to
suit the purpose of this study:
Instructional materials: these
are materials use in the teaching and learning which aid the teacher for easy
demonstration and stimulate the sensory of the learners.
Teaching: this
is the process by which information is transferred from one person to another
in a classroom setting.
Learning: this
is the process in which knowledge
and idea acquired through the process of teaching.
Usage: this
involves the proper utilization of materials.
Biology:
this is the scientific study of natural processes of living and non-living
things.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
This chapter discussed on the following subheadings
which focused on the studies that have been carried out by other researchers on
the instructional material usage in the teaching of Biology in secondary
schools and it is reviewed under the following sub-title, the concept of
instructional materials, utilization of visual instructional Materials and
students’ learning of Biology, utilization of audio-visual materials and
student learning of biology, as well as summary of literature review.
2.1 The Concept of Instructional Materials
Vital duty of Biology teachers is not only to guide but
also to facilitate learning. Therefore, learning can be defined as a process
that leads to behavioral change in individuals facilitated by a teacher who
deliberately manipulated the learning environment to accomplish pre-specified
instructional objective source. This is done through the help of instructional
materials. Oluyer, (2013), while stressing on the importance of instructional
technology commented that, if recently introduced system of education (6-3-3-4)
in accordance with the national policy on education is to be a success, then
instructional material have a role to play.
Balogan (2014) opined that, instructional material and
situation help to bring about permanent and meaningful experience, in
enumerating the factors that could be responsible for varying
intra-inter-school/biology teaching.
Coombs, (2015) listed four (4) important factors
including the acute scarcity of instructional materials which can constrain
educational systems from responding more fully to new demands. He claimed that
in order for the government to do their part in meeting Crisis in education,
educational system will need real materials that money can buy. They will need
further share of the nation manpower, not merely to carry on the present work
of education, but to raise its quality efficiency and acquisition of various
skills according to Eshiet (2013), consist of a network of several million
chains of stimulus response units, form as a result of teacher, learner,
learner and learner-material interactions, central to this interaction is the
process of perception.
The foundation of learning is perception which is a
situation where by an individual becomes aware of his environment. The
individual style of perception is unique to such individual’s previous
experience, attitude, knowledge and interest.
The learning acquisition of concept and principles in
different subject’s area would depend largely on the teachers’ ability to
generate several example and non-example reflecting on overlap and experience
of the teacher and learners through source material usage. The important
component in the teaching of biology in secondary schools depends largely on
the usage of instructional materials. According to Awotua-Etebo (2012),
instructional material enables a teacher to promote multiple sense of learning
in his or her students. As established by theories teaching process, the
earlier it is for students to remember (recall) what they have learnt.
Gibson (2014) concluded that, a well planned and
imaginative instructional material usage including visual and audio-visual
material in a lesson should do much to banish apathy supplement in adequacy of
book for effective teaching.
TEACHERS’ UTILIZATION OF INSTRUCTIONAL MATERIAL AND LEARNING OF BIOLOGY IN SECONDARY SCHOOLS
2.2
Utilization
of Visual Instructional Materials and Students’ Learning Of Biology:
Visual
Instructional Materials these are
materials that stimulate the sensory mode of vision. Although, teacher
represent a large proportion of the input of an educational system. Coombs
(2015), observe that almost everything a teacher uses to teach can be
considered as an instructional material. Ibe Bassey (2015), view it as object
aid devices that are used by teachers to transmit and share their encoded
lesson with their learners to encoded and facilitate effective learning.
He further maintained that, for a
teacher to achieve this, he must formulate and initiate such lesson.
Instructional materials usage has integral part in the
teaching of Biology and help to bring about meaning and permanent (Balo 2013).
Coombs, (2015) stresses that, for school to meet the crisis in education,
educational system will need real resource that money can buy, and they will
need building equipment and more learning materials.
On human resource, various educators for example Ukeje,
(2014) and Fafunwa, (2013) have written extensively on the prime importance of
teacher to the educational development of any nation be it simple, of complex,
develop or developing. From the writing of this educations, one can infer that
whatever kind of students are given to teach, the important and vital role of a
teacher cannot emphasized, assuming that necessary facilities are adequately
provided for the environment is conducive for teaching and learning, the curriculum
satisfies the need of the learners, and the learners themselves have interest
in learning, learning cannot take place without the present of a teacher.
Fagbamiye (2016) noted that, schools with stable
experienced and qualified teacher usually have better school facilities in
terms of school buildings, books, and equipments than those which have
difficulties in attracting experienced qualified staff. Numerous investigations
have also been carried out to find the effects of instructional material usage
on the teaching of Biology.
Consequently, the report from this study had served as
useful guides to the present once which they concluded that, materials resource
have a significant effect of instructional materials on the teaching of Biology
using two secondary schools in Abeokuta, he collected WAEC examination results
for the two schools with adequate material and those without he found a
significant difference in the achievements of the two set of learners.
2.3 Utilization of Audio-Visual
Materials and Student Learning Of Biology
Audio-visual materials are instruction media where a
particular attention is paid to the audio and visual presentation of the
material of lesson with the goal of improving comprehension retention an
effective teaching and learning children learn best by observing and copying
the behaviour of adults.
It is therefore evident that learning is more effective
sensory experiences are stimulated. These include pictures, slide, video and
other audio-tools. According to the webster dictionary, audio-visual material
is defined as training or educational material directed at both the sense of
learning and the sense of sight, films, recordings photographs etc. there are
various types of audio-visual aids ranging from film strips microforms,
projected opaque materials, and flask cards. The goal of audio-visual is to
enhance teacher’s ability to present the lesson in simple effective and easy to
understand for the student (Billy, 2016) and audio-visual materials make
learning more permanent since students use more than one sense.
The use of this instructional material in any science
subject include Biology do have a significant influence on the learning of
Biology. Therefore, children who have advantage of exposure to scientific
situation at school can gain accelerated knowledge of science on reaching the
school age. When instructional materials are properly utilized by the teachers
during teaching it will help bring about mastery and permanent change in the
minds of the learners.
It therefore becomes a vast for teachers to always utilized
instructional materials in the teaching of Biology in order for learners to
understand the concept with ease. Awotua-efebo (2012), noted that, no matter
how carefully we try selecting and arranging the word in communicating an idea,
there can be different interpretations depending on the receiver. This is where
the use of instructional material comes, and it can stimulate one sensory
channel. He conducted that, the channels stimulated, the better the chances
that the idea we are trying to put across is understood.
Looking at today classroom output in terms of students’
ability toward, learning depends on how a teacher selects and used teaching
material from the array of teaching materials. Therefore, the teaching of
Biology can be appealing, interesting and effective if instructional materials
are used. For this reason, it has been emphasized that educational technology
should be an integral part of teacher educational programmed.
The course aim at exposing the prospective teachers to
the important of these materials in planned instructions. This reaffirmed by
Awodeyi (2014), argued that, exposing teachers to the methodology will not only
make them efficient and effective as classroom teachers.
All instructional materials are more or less materials
meant to support and enhance teaching and this is at the teachers’ initiative,
this therefore increases teaching and learning ability to motivate illustrate
points. However, Inyang-Abia (2016) contented that, under utilization and lack
of instructional lead to poor quality of teaching.
2.4 Summary
of Literature Review
This chapter provided a review of the related literature
to the study variables. It sees instructional materials as print and
non-printed items that are designed to impact informational process. The
findings from the review revealed that when the available instructional
materials used in teaching Biology, it promotes students interest in learning
the subject. Finally, the application of instructional materials during
teaching and learning process facilitate the learning of abstract concepts and
ideas thereby increase their academic achievement in many school subjects
including Biology.
TEACHERS’ UTILIZATION OF INSTRUCTIONAL MATERIAL AND LEARNING OF BIOLOGY IN SECONDARY SCHOOLS
CHAPTER THREE
RESEARCH
METHOD
This chapter
presents the methodology that was applied in carrying out the research. It also
discuss the research design, the population, sample size and sampling
technique, research instrument, validation of instrument, data collection
procedure and method of data analysis.
3.1 Area of the Study
The study was carried out in Esit Eket local Government
Area of Akwa Ibom State. It lies between latitude 0.51 N and latitude 54 * E. Esit
Eket Local Government Area was created during the 1996 nationwide local
government creation by the late General Sanni Abacha. The Local Government area
with the Land Mass of 150 square kilometer, shares boundaries with Nsit Ubium,
Mbo, Okobo and Eket Local Government Area and Atlantic Ocean.
Esit Eket has two clans (Eket Offiong and Afaha Eket)
with 23 villages, 10 wards and a human population of 150,000 people (Obot 2006).
The socio-cultural and traditional life of the people of Esit Eket Local
Government Area is sometimes exhibits through dance songs, play, mythology, Oracles,
Ekpe, masquerade and other traditional dances. The Area is rich in petroleum
and gas resources and forest reserves. She also has a large able land which is
suitable for small scale industrialization or large scale farming. Other
resources in the area include columbite and silica. The proliferation of
schools in the area makes it possible for the education of indigenes and
non-indigenes residing in the area.
Accordingly, the people of the area are predominantly
formers and traders by occupation and Christians by religion. They are
hospitable in nature.
3.2 Research
Design
A descriptive survey research design was used for the
study. The researcher found this design suitable because the study sought to
examine current situation. Survey instruments are well-known and can be use to
gather a lot of information in a short possible time. Given time and financial
constraints available, the researcher decided to use survey research design.
3.3 Population
of the Study
The population of the study consisted of all the senior
secondary one to three (SS1-3) students offering Biology in three (3) public
secondary schools in the study area. The total of one thousand two hundred
(1200) Biology students constituted the population for this study.
3.4 Sample
and Sampling Techniques
A sample size of two hundred and twenty (200) students’
from SS1 and SS2 were chosen from all the three (3) public secondary schools in
the study area. A simple random sampling technique was use to select the sample
sized and the schools.
3.5 Instrument
for Data Collection
The instrument used for gathering the data
for this study was the researchers developed questionnaire titled
“instructional material usage and student learning of Biology questionnaire
(IMUSLBQ). Constructed on four point likert scale of strongly agreed (SA)
agreed (A) disagreed (D) and strongly disagreed (SD).
The questionnaire has two sections
(A&B), section A being meant to collect personal data of the respondents
while section B comprised of items which design to elicit information in line
with the research questions.
3.6 Validation
of Instrument
The instrument validated and cross checked by the
supervisor to ensure it measures what it ought to measure.
3.7 Administration of the
Instrument
The instrument used in collecting the needed
data for the study was administered to the respondents by t5he direct method of
administration. This means that, the researcher distributed the questionnaire
to the eight (8) public secondary schools in the study Area, for the
respondents to give their perception.
However, the researcher explained each of
the items in the questionnaire to the respondents. The questionnaire was
returned to the researcher after an accurate completion of the questions.
3.8 Method
of Data Analysis
The data collected were analyzed statistically using
Pearson Product Moment Correlation (PPMC).
CHAPTER FOUR
PRESENTATION OF RESULTS AND DISCUSSION
This chapter presents the results and the discussion of
the findings. Data obtained from the study were analyzed using Pearson product
moment correlation (PPMC) hypotheses at 0.05 levels of significance. The
findings of the study are presented as follows:
4.1 Presentation
of the Results
Hypothesis 1: visual
materials do not significant relate to students learning of biology in
secondary.
Table 1: Pearson Product Moment Correlation analysis
showing the relationship between visual materials utilization and students
learning of biology in secondary school.
|
Variables
|
∑X ∑X2 ∑xy
r-cal r-crit decision
∑y ∑y2
|
|
|
visual materials
utilization (x)
|
432 52770
Rejected
44666 .68
.195 (HO1)
338 40322
|
|
|
|
||
|
students
learning of biology (y)
|
|
Significant at P<.05 alpha
level, df = 178
Data analysis in table one indicated that the computed r
(.68) is greater than the critical r (.195) at 178 degrees of freedom and at 0.05
level of significance. Hence, the null hypothesis was rejected in favour of the
alternative. This implies that there is a significance relationship between
visual material utilization and students learning of biology in secondary
school.
Hypothesis 1: Audio-visual
materials utilization does not significant relate to students learning of
biology in secondary.
Table 1: Pearson Product Moment Correlation analysis
showing the relationship between Audio-visual materials utilization and
students learning of biology in secondary school
|
Variables
|
∑X ∑X2 ∑xy
r-cal r-crit decision
∑y ∑y2
|
|
Audio-visual materials utilization (x)
|
460
72426
Rejected
72273 1.15
0.195
(HO2)
449
66845
|
|
|
|
|
Students learning of biology (y)
|
Significant at P<.05 alpha
level, df = 178
Data
analysis in table two indicated that the calculated r (1.15) is greater than
the critical r (.195) at 178 degrees of freedom and .05 levels of significance.
Hence, the null hypothesis was rejected in favour of the alternative
hypothesis. This implies that there is a significant relationship between
audio-visual materials utilization and the learning of biology in secondary
school.
4.2 Discussion
of Findings
The findings of the study as presented in table 1
revealed that there is a significant relationship between visual materials
utilization and the learning of Biology in secondary schools in the study area.
And the utilization of these materials enhances effective teaching and learning
of the subject. This finding agree with (Balo 2014) who observed that most of
the science teachers are making of visual materials in the teaching-learning
process and the usage of the materials helps in bringing about meaningful and permanent
experience.
The utilization of visual material also makes teaching
and material also with the visible observation or manipulation of object or
instrument by the learners.
The findings of the study as shown in table 2, indicated
that there is no significant use of Audio-visual materials in the teaching of
biology in the study area. An observation also showed that most of the
secondary schools lack adequate audio-visual material that could be used in the
teaching of the subject; factors such as electricity and other environmental
element like network link could also determine the usage of audio-visual
materials.
This finding is supported by (Obafehnity 2015) who found
that audio-visual education is effectively implemented in some secondary
schools in Nigeria, due to many factors including the availability of the
resources materials such as television, video-machine, slides, and film. He
also found that electricity and network role in proper utilization of
audio-visual materials in the teaching-learning process.
SUMMARY, RECOMMENDATION AND CONCLUSION
This chapter presented the summary, recommendation,
conclusion and suggestion for further studies.
5.1 Summary
The study focuses attention on teacher’s utilization of
instructional material and learning of biology in secondary schools in Esit
Eket Local Government Area. It was a survey of public secondary schools in Esit
Eket Local Government Area of Akwa Ibom State. Two research hypotheses
were formulated in the study.
Data collection was obtained through a questionnaire
which was administered directly by researcher on the students who formed the
respondents.
The data was analyzed using Pearson Product Correlation
Co-efficient statistical technique. This shows that a great percentage of the
teacher believed that instructional material utilization such as visual and
Audio-visual enhanced the learning of biology in secondary school in Esit Eket
Local Government area.
5.2 Recommendation
From the findings of this study, the following
recommendation is made:
i.
Adequate instructional material should be
provided in schools by
Government from the teachers and learners to use.
ii.
The subject teacher should be encouraged to
make use of the available materials for effective teaching.
iii.
Schools administrators and other stake holders should
be encouraged to assist
with funds for the purchase of instructional
materials for instance, Audio-visual material in other
to facilitate in teaching and learning process.
5.3 Conclusion
The art of meaningful teaching is governed by the
ability to understand. Retentive teaching can be greatly enhance and assist by
understanding which governs meaningful teaching.
Instructional materials utilization supplement,
emphasize instructional and enhance learning in the process of transmitting
knowledge, skills, ideas and attitudes.
The ability of the teaching to make use of instructional
material make lesson move effective and promotes students performance.
5.4 Suggestion
for Further Study
From the finding, the following was
made:
i.
Teachers’ utilization of instructional
material should be carried out in another Local Government Area in other to
compare the results.
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