Impact Of Problem Solving And Lecture Method On Biology Students Performance In Secondary Schools In Owerri Municipal Council
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Impact Of Problem Solving And Lecture Method On Biology Students Performance In Secondary Schools In Owerri Municipal Council
Chapter One:
The Effect of Problem Solving and Lecture Methods on Biology Students’ Performance in Secondary Schools in Owerri Municipal Council.
Background of the Study
With the current academic ills plaguing the country, the importance and relevance of effective biology teaching and learning cannot be overstated. Biology is a branch of natural sciences that studies living organisms, including their structures, functions, evolution, distribution, and interrelationships. (The American Heritage Dictionary of English Language, 2009).
Biology holds a unique place in the secondary school education curriculum due to its significance as a science of life. In Nigeria, the secondary school Biology curriculum is intended to continue students’ investigations into natural phenomena, to deepen students’ understanding and interest in biological sciences, and to encourage students’ ability to apply scientific knowledge in everyday life in areas such as personal, community, health, and agriculture (Federal Ministry of Education, 2009).
Biology is a very important science subject that serves as the foundation for many other science courses such as Medicine, Pharmacy, Nursing, Biochemistry, Genetics, Agriculture, and so on, all of which are extremely important to a country’s economy.
However, these academic problems/ills in Biology students’ performance could be related to teachers’ ineffective use of active instructional approaches in instruction, which make learners active rather than passive.
Perhaps the challenges of incorporating active teaching and learning in the classroom are exacerbated by the traditional structures and culture of the teacher-centered approach, which perpetuates one-way teacher transmission of ideas while encouraging limited engagement in teaching (Njoku, 2012).
Popular teaching methods include lecture, induction, and discussion, but other innovative methods that promote critical thinking, creativity, and productivity, such as problem solving, are rarely used in Nigerian secondary schools (Adediran, Ibrahim, and Adelegun, 2012).
Biology Education teachers may not adopt active learning approaches because they are unfamiliar with the method or are unaware of its effectiveness in solving scientific challenges in society.
It follows that something dramatic should be done to encourage the deployment of new constructivist instructional practices that will engage learners and foster the production of new knowledge. One such innovative active teaching method is the use of problem-solving techniques.
According to (Awodi, 1984; Bichi, 2002), the problem-solving method is an effective science teaching method that combines several teaching methods (activity-based) to encourage inquiry, allow for discovery, facilitate process skills, and lead to knowledge acquisition and science learning.
The use of problem solving as a teaching strategy and method can be effective, particularly at the secondary level (Davis, 2009), as a supplement to traditional methods (Moore and Dettlaff, 2005).
Weisskirch (2006) found that employing a carefully designed problem solver can be a simple and entertaining technique for students to review ideas. It can be used to reinforce abilities and requires very little ingenuity (Smith, 2010).
One of the major characteristics of employing problem solving for learning is that they are wonderful tools for linking learners to knowledge, key concepts, facts and procedures in a way that is fun and productive.
Because they are typically engaging, they assist learners to construct meaning and discover information about topic areas in a more personal way and in a safe atmosphere. Problem solving allows learners to apply what they have learnt, restores enjoyment, healthy competition, cooperation and discipline to teaching and learning.
Depending on the design, it enhances teamwork in teaching and learning and enables experience based learning which creates greater diversity in approaches to learning possibilities which in turn facilitates interactivity, collaboration and peer-to peer learning (Sugar, 2012).
Psychologically, problem solving correctly create a relaxed atmosphere in the classroom. Real learning occurs in a relaxed environment, allowing students to remember information more quickly and effectively.
Problem solving is highly motivating and entertaining, and it allows shy students to express their thoughts and feelings more freely (Sugar, 2012).
Problem solving can also be used to differentiate instruction by addressing different students’ learning styles, abilities, and interests (Smith, 2010). It is important to note that problem solving can increase classroom flexibility by allowing students to adapt to their preferred learning style (Moore & Dettlaff, 2005).
They enable students to work in groups or individually, be competitive or not, be creative, and have fun while learning. These methods are good learning strategies since they can make studying more pleasurable (Crossman & Crossman, 1983; Franklin, 2003; Weisskirch, 2006).
Franklin (2003) reported a number of benefits to using problem solving in the classroom, including teaching students alternative techniques to studying, impacting cognitive development, motivating students to learn instead of simply memorizing, and boosting students’ confidence when they get a correct response.
Problem solving games formatted like the Olympics Jeopardy-type games (Rotter, 2004), web-based quiz- like discussion games (Franklin, 2003), and word search puzzles (Weisskirch, 2006, Franklin, 2003) have all been utilised by instructors to review course materials.
Reinforcement of key information can be accomplished through unique problem solving rather than repetitive exercise (Rotter, 2004). This can enhance the amount of attention pupils devote to the subject, thereby enhancing retention (Klepper, 2003).
Another good effect of using problem solving in the classroom is that involvement in them makes learning a matter of direct experience and research has shown that students prefer hands-on learning such as the usage of problem solving (Moore & Dettlaff, 2005).
Crossman (1983) and Hossein (2009) found that problem solving strategies can help students think critically, collaborate, be creative, and communicate. Similarly, Hoelwarth and Moelter (2011) studied the impact of active learning strategies such as the problem-solving method on a sample of 100 students who were failing to manage in their scientific classes.
The findings revealed that when instructors switched their science classes from traditional instruction to problem solving, students’ learning improved by 38 percent points, from around 12% to more than 50%, as measured by the Force Concept Inventory, which is comparable to the standard measure of student learning and understanding in science courses.
Afurobi (2008) evaluated the impact of lecture technique and active learning tactics on academic performance of slow learners in home economics students. The result showed that students’ performance improved exponentially when the teachers switched from lecture method to active learning strategies.
Ali, (1998) and Njoku (2012) also led to the credence that academic performance of some mathematics students in WAEC exams improved considerably after the regular traditional learning methodologies were changed with learner centre approaches.
On the other hand, little effort has been done to address the problems of instructors not utilizing problem solving method to boost academic outcomes in the Nigerian context (Afurobi & Eke 2008).
It is against this background that the researcher is set to determine the impact of problem solving and lecture methods of Biology students’ performance in secondary schools.
Statement of the Problem
Despite the federal ministry of education’s 6-3-3-4 curriculum reform’s recommendation to use active learning strategies for teaching and learning sciences, including biology, and suggestions from many science educators, reports from educators and researchers show that students’ performance in biology remains poor.
Previously, the prevalence of teacher-centered techniques such as the lecture method posed a hurdle, complicating the implementation of novel teaching tactics at the classroom level (Njoku, 2012).
Poor student accomplishment in Biology has been linked to the employment of ineffective teaching methods, a lack of enthusiasm, and, in some cases, gender bias.
In light of this, experts in science education have been searching for improved teaching approaches that will improve students’ performance, boost their interest, and close the gender gap in male and female students’ performance and interest in biology (Opara, 2011).
The goal of this study is to find answers to the following question: what is the impact of problem solving and lecture methods on Biology students’ performance in secondary schools?
The purpose of the study
The primary goal of this research is to investigate the impact of problem solving and lecture methods in biology education on secondary school students’ performance.
Furthermore, the other aims are explicitly to determine:
The academic performance of Biology Education students who have been taught problem solving (PS).
Students’ academic success in Biology Education when taught using the Lecture Method (LM).
The discrepancies between the academic performances of male and female students taught with Problem solving and lecture approach.
Significance of the Study
The study’s conclusions will be useful to instructors, curriculum designers, students, and society as a whole.
To the teachers, it is hoped that the findings of this study would allow classroom teachers to determine how to handle students’ academic demands. It will prepare teachers to make classroom education entertaining, pleasurable, and student-centered.
The outcomes of this study are predicted to be extremely useful to curriculum designers in terms of potential creative approaches for planning and carrying out instructions that can facilitate learning in biology education.
Furthermore, the findings of this study are expected to provide an empirical basis for effective teacher training in active learning practices that engage learners as active participants in the instructional process.
Planners of teacher preparation programs could be given information about the relative efficacy of problem solving in instruction.
The incorporation of problem solving into teacher education programmes may provide trainees with the necessary skills and techniques for teaching.
Students will benefit from increased learning motivation, retention, and academic performance. It would also provide long-term and practical knowledge to Nigerian students. It will be important for students since it will introduce them to the values, skills, and knowledge required for full participation in the job market.
Research Questions
The following research questions are developed for this study:
What is the average score for students taught problem solving (PS)?
What is the average score for students taught using the lecture method (LM)?
What are the average scores of male and female students taught problem solving?
Hypotheses
The following null hypotheses will be addressed and tested at the 0.05 level of significance:
There is no significant difference in mean scores between students taught using problem solving and those taught using the lecture method.
Is there no significant difference in mean scores between male and female students taught problem solving?
Scope of the Study
This study will look at how the employment of problem-solving and lecture methods affects secondary school students’ performance in biology instruction. The study will be confined to senior secondary year two (SS11) Biology Education students in all public schools.
Of all instructional approaches, the problem solving and lecture method will be considered. Owerri City School, located in the Owerri Municipal Council in Imo State, will serve as the research location.
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