Impact Of Teaching, Planning On Students Achievement In Biology
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Impact Of Teaching, Planning On Students Achievement In Biology
Abstract
The study’s overall population consists of 200 randomly selected secondary school staff from the Egor Local Government Area of Edo State. The researcher employed questionnaires to collect data.
The descriptive survey research design was used for this investigation. The survey used 133 respondents, including principals, vice principals, administrators, senior personnel, and junior staff. The acquired data were displayed in tables and analysed with simple percentages and frequencies.
Chapter one
INTRODUCTION
Background of the study.
Teaching science in general, and biology in particular, required active student participation in the teaching-learning process, allowing students to connect scientific concepts and theories to real-world goals and practices (Dumela & Bree, 2016). Unfortunately, most professors teach Biology without actively involving the learner in the teaching-learning process. (Okoli and Azubuike, 2012; Ibe, 2015).
Students’ low performance in external examinations could be attributed to ineffective teaching tactics and a failure to consider students’ learning styles. However, various teaching methodologies have been implemented but have failed to increase student progress in Biology.
A teacher’s methods of imparting knowledge to students include both teaching and planning. It is equally distressing to observe that, despite great emphasis on teaching methodologies in science, students’ performance in science disciplines, particularly biology, has continued to show a consistent and gloomy declining trend (Ikitde & Edet, 2013; Okoli & Azubuike, 2012) [9, 11].
Several factors have been recognised as influencing students’ achievement, including insufficient laboratory equipment, insufficient scientific teachers, a shortage of science texts, and bad teaching tactics, among others, but one aspect that has been overlooked is learning style. It is thought that effective learning occurs when the interactive process is tailored to the individual students’ learning styles (Ikitde & Edet, 2013).
Learning styles (Visual / Verbal, Active / Reflective, Sensing / Intuitive, and Sequential / Global learning styles) refer to different approaches or methods of learning used by pupils. Active learners retain and understand material better when they actively engage with it, such as discussing, applying, or explaining it to others.
Reflective learners prefer to think quietly first. Sensing learners enjoy studying facts, whereas intuitive learners love uncovering possibilities and relationships. Sensors prefer traditional problem-solving approaches and despise complexity and surprises, whereas intuits prefer innovation and dislike repetition.
Visual learners are more likely to remember what they see, such as photos, diagrams, flowcharts, timelines, and videos. Verbal learners gain more out of their words. They prefer both written and verbal explanations. Sequential learners often gain comprehension in linear phases, with each step logically following the previous one.
Global learners tend to learn in big chunks, absorbing data almost randomly without understanding connections and then suddenly “getting it.” Sequential learners often take logical step-by-step approaches to problem solving;
global learners may be able to solve complex issues rapidly or put things together in creative ways once they get the broad picture, but they may struggle to describe how they did so.
This study looked into the impact of individual students’ learning styles on their biology achievement. However, the notion of multiple intelligence proposes that each individual possesses a number of diverse types of intellect to varying degrees.
According to Howard Gardner (1995), the theory implies that teaching and learning should be tailored to each learner’s unique intellect. For example, if a person possesses high spatial or musical intelligence
they should be encouraged to develop these skills. Gardner (1995) emphasises that different intelligences represent not just distinct topic areas but also learning modalities/learning styles.
Statement of the Problem
To address these issues of poor student performance, it is necessary to strive for a balance of effective instructional strategies for science subjects such as demonstration, guided inquiry, and lecture that are tailored to students’ individual learning styles.
If the balance is struck, it is hoped that all students would be taught in the style that they prefer, resulting in a greater comfort level with learning and higher accomplishment. Against this background, the researchers wanted to study the impact of teaching and planning on student achievement in biology.
OBJECTIVE OF THE STUDY
The study’s aims are:
To determine the impact of teaching and planning on students’ achievement in biology.
To determine the teaching technique and academic performance of students in biology.
To determine the causes of students’ poor performance in biology.
To determine whether the teacher’s qualification affects student performance in biology.
Research Hypotheses
To ensure the study’s success, the researcher developed the following research hypotheses:
H0: There is no impact of teaching and preparation on student achievement in biology.
H1: Teaching and planning have an impact on student progress in biology.
H02: There is no association between teaching approach and academic success of students in biology.
H2: there is a relationship between teaching methods and students’ academic achievement in biology.
Significance of the Study
This study will provide a clear insight into the impact of teaching and planning on student achievement in Biology. The study will benefit students, teachers, and the educational system.
The project will provide ways for teaching biology to pupils in an understandable manner. It will also act as a reference for future researchers who may engage on this topic.
Scope and Limitations of the Study
The scope of the study includes the impact of teaching and planning on student achievement in biology. The researcher faces various constraints that limit the scope of the investigation;
a) AVAILABILITY OF RESEARCH MATERIAL: The researcher has insufficient research material, which limits the investigation.
b) TIME: The study’s time frame does not allow for broader coverage because the researcher must balance other academic activities and examinations with the study.
c) Organisational privacy: Limited access to the chosen auditing firm makes it impossible to obtain all necessary and required information about the activities.
1.7 Definition of Terms
TEACHING: The goal is often achieved by an informal or formal method to learning, which includes a course of study and lesson plan that teaches skills, knowledge, or critical thinking skills. Pedagogy is a term used to describe various teaching methods.
STUDENT ACHIEVEMENT: Student achievement refers to improving academic achievements for all students in order to assure their academic and personal success.
Biology is the study of life and living organisms, including their physical structure, chemical processes, molecular connections, physiological mechanisms, development, and evolution.
1.8 Organisation of the Study
This research study is organised into five chapters for simple understanding, as follows:
The first chapter is concerned with the introduction, which includes the (overview of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms, and the study’s historical context.
The second chapter is on the theoretical framework that underpins the study, as well as a review of relevant literature. Chapter three discusses the research design and technique used in the study.
Chapter four focusses on data gathering, analysis, and presenting of findings. Chapter 5 provides a summary, conclusion, and suggestions from the study.
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