Comparative Effects Of Using Optical Filter And Full Light Spectrum In Demonstrating Phototropism And Biology Students Academic Performances In Senior Secondary Schools
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Comparative Effects Of Using Optical Filter And Full Light Spectrum In Demonstrating Phototropism And Biology Students Academic Performances In Senior Secondary Schools
ABSTRACT
This study was done to evaluate the “Comparative Effect of Using Optical Filter and Full Light Spectrum in Demonstrating Phototropism and Biology Students’ Academic Performances in Uyo Local Government Area”. The study’s population consisted of Senior Secondary Two (SS2) Biology students from public secondary schools in the Uyo Local Government Area during the academic year 2013/2014.
A sample size of 160 pupils was used, with 80 students each from two secondary schools serving as the experimental and control groups, respectively. This study used a posttest-only control group design. The Biology Achievement Test (BAT) developed by the researcher served as the data collection tool.
Two training packages on the idea of phototropism were produced for both the experimental and control groups, with the control group using a full light spectrum model and the experimental group using an optical filter model. Three research questions and hypotheses were developed to lead the investigation.
The acquired data was evaluated using t-tests with a significance threshold of 0.05. The study’s findings demonstrated a significant difference in academic performance between Biology students who were taught the concept of phototropism using an optical filter model and those who were taught using the whole light spectrum model. The findings also showed that comparing gender between study groups affects students’ academic achievement.
Chapter one
INTRODUCTION
This chapter will address the study’s history, problem statement, purpose, research questions, research hypothesis, study significance, study delimitation, study limitation, and term definition.
1.1 Background of the Study.
Science is a vast activity on which nations rely for technological advancement. As a result of its importance and relevance to life and society, science is heavily emphasised in education.
Biology, as a branch of science and prerequisite subject for many fields of study, makes significant contributions to the nation’s technological advancement. This encompasses fields such as medicine, forestry, agriculture, biotechnology, and nursing.
Biology in senior secondary school can provide students with valuable concepts, principles, and theories to help them tackle obstacles before and after graduation. Practical activities in biology allow students to do science rather than just learn about it.
According to Nzewi (2008), practical exercises can be viewed as a way for making a teacher’s (teaching) role more tangible to students than abstract or theoretical presentations of facts, ideas, and concepts of subject matter.
Nzewi believed that practical exercises should engage students in hands-on, mind-on activities that use a variety of educational materials/equipment to reinforce the lesson.
According to Nwagbo (2008), the use of practical activities (approach) to the teaching of biological concepts should be a rule rather than an option for biology teachers, if we hope to produce students who can acquire the necessary knowledge, skills, and competence to meet the nation’s scientific and technological demands.
Over the years, there has been a search for a more effective approach to biology teaching and learning that will improve the development of intellectual abilities and attitudes required to understand concepts.
According to Okoli (2006), many science teachers prefer the traditional expository/lecture method of teaching, which is a teaching technique in which one person, the teacher, presents a spoken discourse on a specific subject and avoids activity-oriented teaching methods that are student-centered (such as the inquiry method, discovery method, investigative laboratory approach, etc.).
Nwagbo (2006) found that a teacher-centered approach in which the teacher is the exclusive proprietor of information and the students are passive recipients of knowledge may neither improve achievement or foster a good attitude towards biology.
Individuals who learn science are supposed to be capable of fixing their own and society’s problems. Individuals in this category are supposed to be self-sufficient, confident, and autonomous. Science and technology are the foundations of progress in practically every aspect of human endeavour.
Obiekwe (2008) claimed that all is not well with science instruction in Nigerian secondary schools, noting that science teaching places an excessive emphasis on material and the usage of the “Chalk and talk” technique, while ignoring the practical activity method, which improves teaching and learning.
This neglect and’shy-away’ attitude towards activity-oriented education has resulted in abstraction, making students less active and more prone to rote memorisation. A lot has been done to improve science education in Nigeria’s secondary schools.
Despite this, pupils continue to score poorly in science areas, including biology. This predicament has produced a demand for more effective teaching methods. It is then necessary to investigate the efficacy of other methods of resolving the matter.
1.2 Statement of Problem
The importance of education in every society cannot be underestimated. It is recognised as the single most powerful force contributing to the improvement of both the individual and society. The necessity to provide basic formal education in all schools in Akwa Ibom State is thus a critical societal obligation.
The topic of how trustworthy the student-teacher education program is in terms of effectiveness and the appropriateness of instructional materials has remained a key source of concern.
Biology instruction, teachers, and equipment are typically regarded as subpar; substandard equipment and a lack of teachers contribute to a bad biology education.
Instructional resources are required for meaningful and long-term learning. As a result, the purpose of this study is to compare the impacts of utilising an optical filter vs the entire light spectrum in explaining the notion of phototropism mechanism and biology students’ academic performance at senior secondary schools in the Uyo Local Government Area.
1.3 Objectives of the Study
The goal of this research is to compare the impact of utilising an optical filter vs a full light spectrum in displaying phototropism on Biology students’ academic performance/achievements at senior secondary schools in the Uyo Local Government Area.
Specifically, the study aims to:
Compare biology students’ academic achievement when taught phototropism using the Optical filter model against those taught using the Full light spectrum model.
Compare male students’ academic achievement when taught phototropism using the optical filter model to those taught using the full light spectrum approach.
Compare female students’ academic achievement when taught phototropism using the Optical filter model to those taught using the Full light spectrum model.
1.4 Research Questions.
The following research questions were proposed to guide this investigation.
How can the usage of an optical filter model improve students’ academic performance on the concept of phototropism compared to the whole light spectrum model?
How do male students who were taught phototropism using an optical filter model compare academically to those who were taught using a complete light spectrum model?
How do female students who were taught phototropism using an optical filter model compare academically to those who were taught using a full light spectrum model?
1.5 Research Hypotheses.
The following null hypotheses will be evaluated at the 0.05 level of significance.
There is no significant difference in students’ academic performance on the concept of phototropism when taught with the optical filter model vs the full light spectrum approach.
There is no significant difference in academic achievement between male students taught phototropism using the optical filter model and those taught with the full light spectrum approach.
There is no significant difference in academic achievement between female students taught phototropism using the optical filter model and those taught with the full light spectrum approach.
1.6 Significance of the Study
Recent scientific study has focused on enhancing science teaching methods in order to increase student performance in science topics. Given the importance of science education, this research is conducted with the purpose of:
Looking for more effective ways to teach and improve meaningful learning.
Improving students’ comprehension and academic performance with reference to the idea of phototropism.
Providing a Biology teaching/learning technique that teachers can use to match the needs of individual students in the classroom.
Having an impact on curriculum innovation programmes in biology.
1.7 Limitation of the Study
The study was conducted in two secondary schools in the Uyo Local Government Area of Akwa Ibom State. Students in Senior Secondary Two (SS2) classrooms were used in the study because they were deemed appropriate for the issue under consideration. The study’s goal is to demonstrate phototropism utilising the optical filter and whole light spectrum models.
1.8 Limitations of the study
Despite diligent study and investigation to bring this task to a successful conclusion, there were various challenges and limitations that hampered the smooth implementation of this research project. There was difficulty finding review literature sources and publications that provided concrete information in the field of study.
The work also took into account the time constraint that had been set and must not be surpassed, as well as the financial implications of producing hefty physical copies.
Also, while designing an instrument to demonstrate the notion of phototropism, challenges were faced in adapting the model design to operate.
1.9 Definition of Terms.
Optical filters are devices that selectively transmit light of various wavelengths (colours) while blocking the rest.
Full-Light Spectrum: This refers to light that spans the electromagnetic spectrum from infrared to near ultraviolet, or all wavelengths useful to plant and animal life; sunshine is an example of full spectrum light.
There are now dozens of electric lighting solutions promoted as full-spectrum, but sunshine is still the most natural full-spectrum source of light for plant growth.
Phototropism is the growth of an organism in reaction to light; most commonly seen in plants.
Academic Performance/Academic Achievement: The outcome of education – the degree to which pupils have met their educational objectives.
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