Development and Validation of a Module for Teaching and Learning of the Skeletal System for Biology Education Students in Federal University Dutsin-ma Katsina State
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Development and Validation of a Module for Teaching and Learning of the Skeletal System for Biology Education Students in Federal University Dutsin-ma Katsina State
Abstract
This quantitative survey study used a structured questionnaire to assess the efficacy of an instructional module created for teaching the skeletal system in biology classes. The study targeted 120 respondents from various educational backgrounds, and data was collected using a straightforward sampling technique.
The questionnaire was designed to assess students’ and instructors’ perspectives on the teaching tactics, multimedia features, and technological aspects of the developed module.
Data was presented and analysed using the Statistical Package for the Social Sciences (SPSS) version 27, with one-sample t-tests used to examine the hypotheses. The findings revealed that the instructional tactics and multimedia features included in the module were generally well-received, as evidenced by high agreement percentages on statements about diversity, engagement, and support for diverse learning styles.
Furthermore, participants acknowledged satisfaction with the module’s efficiency in boosting their learning, memory, and critical thinking skills regarding the skeletal system. The t-test results revealed statistically significant positive mean scores across several parts of the module, implying a strong influence on learning outcomes.
Finally, the study emphasises the instructional module’s effectiveness in improving biology education, particularly the skeletal system. Positive feedback from students and instructors, combined with statistically significant findings, strengthens the module’s relevance and application.
Recommendations include refining the program based on participant input and investigating its use in a variety of educational settings. This study adds vital insights to the field of biology education by highlighting evidence-based instructional practices and technology integration for the best learning outcomes.
Chapter one
INTRODUCTION
Background Of the Study
Biology education is critical in forming students’ scientific understanding, and instructional approaches have a direct impact on the depth of comprehension (Ajaja, 2009). A well-rounded education in biology is required for pupils to understand the complicated workings of living organisms, which begins with a solid foundation in fundamental ideas.
The skeletal system is particularly important, serving as a foundation for comprehending the structural structure of the human body and other creatures (BSCS, 1993).
The Federal University Dutsinma in Katsina State understands the importance of the skeletal system in biology education and recognises the need for a strong module to improve teaching and learning in this area.
The skeletal system, which is made up of bones, joints, and associated tissues, offers structural support while also facilitating body tasks including movement and organ protection.
Its complicated network is critical to the study of anatomy, physiology, and general biology. However, traditional teaching approaches frequently fail to convey complicated biological concepts, such as those pertaining to the skeletal system (Ajaja, 2009).
This mismatch in instructional materials and approaches might impede students’ comprehension and recall of critical knowledge. Recognising this, the Federal University Dutsinma in Katsina State intends to close the gap by creating and verifying a comprehensive curriculum designed exclusively for biology education students.
Ajaja’s (2022) examination of teaching approaches, specifically Ausubel, Bruner, and Karplus, emphasises the significance of determining the efficacy of various instructional methodologies. The choice of teaching style has a considerable impact on students’ capacity to absorb and remember information, particularly in the complicated topic of biology.
To provide students with a thorough and interesting learning experience, several instructional tactics must be carefully considered while developing a module for teaching the skeletal system.
Chukwuneke (2020) emphasises the issues of science education in Nigeria, as well as the need for repositioning to achieve quick national progress. This emphasises the need of addressing specific issues in the biology education curriculum, such as effectively teaching the skeletal system. Chukwuneke (2022) emphasises that the availability and utilisation of science equipment have an important part in improving the learning experience.
A well-designed module for teaching the skeletal system should consider the accessibility and use of appropriate science equipment to support hands-on learning.
The module’s creation also coincides with the request for modern methodologies in African scientific education (Iloputaife and Gbamanja, 2019). The use of new and modern teaching approaches is critical for attracting students’ attention and creating a deeper knowledge of biological ideas.
Gyuse and Ada (2021) emphasise the need of professionalism in science education, stating that the module should not only be effective but also meet the norms of professional science education.
Maduewesi and Igbo (Eds.) address broader concerns and challenges in Nigerian secondary school education (n.d.). A well-designed module for teaching the skeletal system should solve these issues, thereby contributing to the overall enhancement of biology education.
Furthermore, Ndioho’s (2021) research on the impact of constructivist-based institutional models on students’ biology accomplishment recommends that the module should include constructivist approaches to improve student learning and engagement.
Nwagbo’s (2021) investigation of the relative efficacy of guided inquiry and expository methods in biology education emphasises the need of taking into account various instructional styles while developing modules.
To guarantee that the module is effective in meeting its objectives, instructional approaches should be chosen based on research findings. Nwagbo’s (2018) work on science, technology, and mathematics (STM) curriculum building emphasises the importance of taking a focused approach to issues and opportunities while delivering the biology curriculum. The module should be consistent with the overall curricular aims and objectives.
Obe (2018) emphasises the importance of continual assessment in Nigerian schools. The designed module should include effective evaluation tools to test students’ comprehension and guide instructional changes.
Ochonogor and Ajaja (2023) emphasise the need of using a variety of teaching approaches, emphasising the requirement for the designed module to provide a multidisciplinary approach that accommodates different learning styles.
Ogunniyi, Okebukola, and Fafunwa (2020) join to the conversation by discussing primary school science and methods associateship certifications. Although the emphasis is on primary school, the concepts of effective teaching and learning are applicable to secondary education. The module on teaching the skeletal system should cover fundamental ideas that build the foundations for more advanced study.
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