STUDY OF THE IMPACT OF INSTRUCTIONAL MATERIALS IN TEACHING AND LEARNING BIOLOGY IN SENIOR SECONDARY SCHOOLS
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STUDY OF THE IMPACT OF INSTRUCTIONAL MATERIALS IN TEACHING AND LEARNING BIOLOGY IN SENIOR SECONDARY SCHOOLS
ABSTRACT
The study looked at the impact of instructional materials on teaching and learning biology among senior secondary students in Enugu North Local Government Area. These research questions have been examined and answered. The literature relevant to this study was reviewed under the following topics. There are: uses of instructional materials, the importance of instructional materials in teaching and learning, the availability of instructional materials, the extent to which these materials are used, the extent to which students are interested in biology lessons using instructional materials, and a review of empirical research.
The research design is a survey. The survey included 2,700 senior students. The sample included 252 senior students. The instrument utilised was a questionnaire. Two expects from the School of Science Education verified the instrument.
The reliability of the instrument was determined utilising the test re-test approach. Data were acquired with the device. The data was analysed using the mean and percentages. The findings indicated that chosen schools are insufficient to guide and direct learning activities.
The existing resources in schools are rarely employed. These training resources are not being used very effectively. Finally, in certain secondary schools, students showed a strong interest in biology lessons taught with instructional resources.
Chapter One: Introduction.
Background Of the Study.
Education prepares you for life. This is related to the acquisition of abilities for earning a living. Today, as always, the definition of education is constantly evolving and expanding in breadth. Our schools face new challenges as kids’ needs evolve; societal expectations, economic developments, and technology innovation must all be considered.
Nonetheless, if an education program is to be organised and attempts for continuous improvement are to be made, it is very vital to have some vision of the goals that are being aimed at.
These educational objectives form a criteria by which materials are picked, content is outlined. Instructional procedures are created, and human resources are also examined.
Education, according to Coombs (1996), has two components. He classified these two components as inputs and outputs. He defines inputs as human and material resources, and outputs as educational goals and outcomes. When investigating and assessing the education system in order to improve its performance, the effects of one component on the other must be considered.
Instructional resources are essential for teaching any subject in the school curriculum. Wales (1998) believed that using instructional materials will help students retain learnt data.
Savoury (1999) also stated that a well-planned and imaginative use of visual aids in lessons should do much to alleviate apathy, supplement the inadequacy of books, and pique student interest by providing them with something tangible to see and touch, while also helping to train them to think things out for themselves.
The school environment has been described as an organisation that produces, manages, and organises materials in such a way that students can gain desirable learning competencies. The practice of controlling and organising resources in teaching promotes fruitful learning by stimulating and motivating pupils.
Denyer (1998), in his study on science games in national curriculums in the United Kingdom, found that using games as a resource allows less able youngsters to stay on target and motivated for longer periods of time.
There are various materials used in biology. These items include models, maps, preserved specimens of plants and animals, culturing tools, and a microscope (Olagunju, 2000). Materials should be supplied in sufficient quantity and quality in the classroom to provide an efficient teaching-learning process.
According to Nwoji’s (1999) empirical study, schools lack important amenities such as radio, television, computers, chemicals, specimens, videotape, wood, Bunsen burners, models, and charts. Educators have expressed considerable worry about the lack of adequate teaching materials, laboratories, and space.
The deterioration in science, technology, and mathematics (STM) performance may not be related to the bad learning environment caused by the quality of infrastructural facilities (Fabayo, 1998 and Farombi, 1998).
Mapaderun (2002) and Oni (1995) emphasised that the availability and adequacy of these facilities promotes the effects of teaching and learning activities in schools, but their inadequacy has a detrimental impact on academic achievement.
The Science Teachers Association of Nigeria (STAN) has made several efforts to train secondary school teachers on improvisation techniques in a variety of science subjects, including biology, so it is important to assess how far teachers have been able to improvise instructional material for effective teaching.
Statement Of The Problem
The importance of education in every society cannot be underestimated. It is recognised as the single most powerful force contributing to individual and societal growth. The necessity to provide basic formal education to all schools, public or private, in Enugu North Local Government Area is thus a critical societal obligation.
The subject of how trustworthy the students’ and teachers’ education programs are in terms of effectiveness and suitability of instructional materials has remained a key source of interest for many individuals in Enugu state and surrounding areas.
Biology instruction, teachers, and equipment are typically regarded as subpar; inadequate equipment and a lack of teachers lead to bad biology education teaching. Many schools lack biology laboratories, and teachers are frequently unprepared.
According to research, poor perception of the production of instruction materials in schools, low levels of utilisation of these materials, nonchalant attitude of teachers towards material improvment, poor funding, lack of equipment, and laboratories are major causes of poor educational materials (resources) in the impermanent of Biology education programs.
For learning to be meaningful and permanent, instructional materials must be used. As a result, the goal of this research is to determine the impact of instructional materials on biology teaching and learning.
Purpose of Study
The study’s main goal is to examine the effectiveness of instructional materials in teaching and learning biology among senior secondary school students in Enugu North Local Government Area.
Specifically, the study aims to determine:
The availability of teaching resources at these schools.
The amount to which teachers use these resources.
The extent to which students are interested in biology lessons taught utilising instructional tools.
The significance of the study.
The purpose of this study is to identify flaws in the design of biology teaching senior high schools, particularly those in Enugu state, and to offer areas for improvement.
This research will also assist in identifying strategies to encourage current and prospective Biology Education students in order to foster meaningful relationships amongst Biology Education originators, coordinators, and supervisors in the Enugu North Local Government Area.
The study’s findings will contribute to a meaningful conversation about the impact of instructional materials on biology education teaching and learning, as well as student learning conditions.
This study will benefit kids, instructors, educationalists, curriculum planners, and, most importantly, the government.
Scope of the Study
The study’s focus includes the impact of instructional material on teaching and learning biology education in senior secondary schools in Enugu North Local Government Area of Enugu State.
Also, this will speed up the process of finding a position and completing the research work in this Local Government Area; only the Biology teacher and students will be required for the research, hence the project title.
Research questions.
How readily available are these instructional materials at the school.
To what extent do the teachers use the available materials?
What level of interest do students show in Biology lessons employing instructional materials?
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