THE EFFECT OF TEACHING AND LEARNING MEDIA ON THE PERFORMANCE OF SECONDARY SCHOOL STUDENTS
ABSTRACT
The purpose of this study was to investigate the impact of teaching and learning media on the performance of secondary school students in Biology in Lagos. The survey method was used in selecting two hundred respondents (thirty teachers and one hundred and seventy students) from Yaba, Mushin, Surulere, Bariga, and Ebutte-meta in Lagos.
The demographic information of the respondents was analyzed using simple percentages, while the research hypothesis was tested using chi-square analysis. It was discovered that teaching and learning media have a significant impact on secondary school students’ performance in Biology.
The obstacles to the use of media in Biology teaching and learning have a significant impact on its future prospects.
As a result, the study concludes that more training and development for students and teachers in the use of ICT tools is required for the benefit of media to be enjoyed by teachers and students. The study recommended that the government and other interested parties in the use of technology ensure that critical factors for media acceptance are addressed during the implementation process.
THE STUDY’S BACKGROUND
Biology is a natural science that studies living things. How the world is structured, how it functions and what those functions are, how it develops, how living things came to be, and how they interact with one another and with their surroundings (Umar, 2011). This includes pharmaceuticals, pharmacy, nursing, agriculture, forestry, biotechnology, nanotechnology, and a variety of other fields (Ahmed & Abimbola, 2011).
Biology is regarded as one of the most important subjects in the secondary school curriculum. Because of its importance, biology attracted more students than physics and chemistry in the senior secondary school certificate examination (SSCE) (West African Examination Council, 2011).
Biology is introduced to students in senior secondary school as a foundation for human development, where career skills are honed and potentials and talents are discovered and energized (Federal Republic of Nigeria, 2009). Secondary school students’ science education, both in terms of quality and quantity, is geared toward developing future scientists, technologists, engineers, and related professionals ( Kareem, 2006).
Despite the importance and popularity of biology among Nigerian students, senior secondary school performance has been poor (Ahmed, 2008). As a result of this educational failure, Nigeria may face a shortage of manpower in science and technology-related fields. This may have an impact on Nigeria’s goal of becoming one of the world’s 20 industrialized nations by 2020.
Poor teaching methods used by teachers at the senior secondary school level in Nigeria have been identified as one of the major factors contributing to students’ poor biology performance (Ahmed & Abimbola, 2011; Kareem, 2006; Umar, 2011).
Convectional teaching is a classroom-based method that consists of lectures and direct instructions delivered by the teacher. This teacher-centered method emphasizes learning at all times with the teacher’s guidance. Students are expected to listen to and learn from lectures.
The teacher frequently talks at the students rather than encouraging them to interact, ask questions, or thoroughly understand the lesson. Most classes involve rote learning, in which students rely on memorization rather than having a thorough understanding of the subject.
Passing the tests, which include descriptions, matching, and other types of indicators, is all that is required to complete the curriculum (Adegoke, 2011; Umar, 2011).
Students become passive rather than active learners as a result of their continued use of this method. It does not promote in-depth learning or long-term retention of some abstract biological concepts (Ahmed, 2008; Ahmed & Abimbola, 2011; Kareem, 2006; Umar, 2011).
Educators see a pressing need to reconsider the techniques and methods of instruction at the senior secondary school level based on research evidence. To address these challenges, a technology-enabled instructional system for meaningful learning is required.
A motivating and captivating approach should be encouraged in the twenty-first century to help students better learn, understand, and retain biology concepts and to promote their future involvement. According to Adegoke (2010), Kuti (2006),
Mayer, Dow, and Mayer (2013), and Moreno and Mayer (2007), one of the promising approaches involves multimedia presentations supported in visual and verbal formats and supplemented with pictures, animations, texts, and narration.
The term “media” refers to the system used to deliver instruction. Through the use of a multimedia instructional approach, students’ interest and retention can be aroused and maintained (Adegoke, 2010). When students were taught genetics using multimedia, Starbek, Eriavec, and Peklai (2010) found that they retained more information and improved their comprehension skills more than the other groups.
Similarly, Achebe (2008) and Gambari and Zubairu (2008) discovered that students who were taught food and nutrition at the senior secondary school level, as well as pupils who were taught primary science at the nursery and primary school levels, performed better and retained more information than those who were taught using traditional methods.
Learning theories, according to Kim and Gilman (2008), must be applied when designing effective multimedia instruction. For example, Mayer and his colleagues proposed six multimedia learning principles:
(a) the multimedia principle – students learn better from words and pictures than from words alone;
(b) the spatial contiguity principle – students learn better when corresponding words and pictures are presented close or next to each other on the page or screen rather than far apart;
(c) the temporal contiguity principle – students learn better when corresponding words and pictures are presented simultaneously rather than successively;
(d) the coherence principle – students learn better when corresponding words and pictures (Mayer, 2007).
Mayer, Bove, Bryman, Mars, and Tapangco (2013) for multimedia principle; Mousavi, Low, and Sweller (2014) for modality principle; Mayer, Heiser, and Lonns (2007); Moreno & Mayer (2006); Tabbers, Martens, and Van-Merrieboer (2006) for redundancy principle, according to Adegoke (2011).
However, Thalheimer (2006) reported findings that contradicted Mayer’s (2014) multimedia learning principle. Muller, Lee, and Sharma (2008) discovered, for example, that the redundancy principle did not transfer to normal classroom situations. Muller (2008) proposed in his study that the addition of interesting information may help maintain learners’ interest in a typical classroom setting.
Other research supports the effective use of animation and its positive effects on instructional message design. For example, Nusir, Alsmadi, Al-Kabi, and Shardqah (2010) discovered that computer animation learning courseware improved students’ academic performance and achievement level (high and low).
Moreno and Mayer (2008) and Tabbers (2006) discovered that students who learned biology with the courseware version of animation + narration outperformed their peers who learned biology with animation + on-screen text or animation + narration + on-screen text.
Mayer and Anderson (2014) found that presenting animation and narration at the same time improved learning. However, Grobe and Struges, cited in Saibu (2007), discovered that those taught using traditional methods achieved a slightly higher mean posttest score than those taught using the audio-tutorial (narration) method.
Mubaraq’s (2009) findings on animation + narration + on-screen text demonstrated that a still picture is better than (sound) words, animation is better than a still picture, and sound is better than silence. This was supported by Adegoke (2010), Adegoke (2011), and Chuang (2009) in their studies that examined the effect of animation, narration, and onscreen text-based materials when combined concurrently;
the results showed that students in the animation + narration + onscreen text group scored significantly higher on the post biology achievement test than their colleagues in the animation + narration only group, as well as those in the animation + narration + onscreen text group.
These studies also contradicted the redundancy principle. Okwo and Asadu (2012), on the other hand, found that three media (video, audio + picture, and audio) were equally effective for teaching Biology, with no significant difference effect among the means.
1.2 THE PROBLEM’S STATEMENT
Today, biology education appears to be failing. The results of biology students’ Senior Secondary School Certificate Examination (SSSCE) in Nigeria are highly disturbing, given that the students will become future scientists.
According to the West African Examination Council 2009-2014 Annual Report, the number of students passing biology at the credit level (A1-C6) in Nigeria has been consistently less than 50% for the past five years (2009-2014).
Educators see a pressing need to reconsider the techniques and methods of instruction at the senior secondary school level based on research evidence. To address these challenges, a technology-enabled instructional system for meaningful learning is required.
A motivating and captivating approach should be encouraged in the twenty-first century to help students better learn, understand, and retain biology concepts and to promote their future involvement. According to Adegoke (2010), Kuti (2006), Mayer, Dow, and Mayer (2006), and Moreno and Mayer (2010), one of the promising approaches involves multimedia presentations supported in visual and verbal formats and supplemented with pictures, animations, texts, and narration.
It is widely acknowledged that multimedia continues to be the key to improving learning outcomes. The extent to which this has been accomplished, however, has yet to be addressed in biology education. As a result, the purpose of this study is to look into the impact of teaching and learning media on the performance of secondary school students in Biology in Lagos.
1.3 OBJECTIVE OF THE STUDY
The primary goal of the research is to determine the impact of teaching and learning media on secondary school students’ performance in Biology in Lagos.
The study’s specific goal is to determine:
1. the various forms of teaching and learning media;
2. how media for teaching and learning improves student performance in biology;
3. the limitations that teachers face when using teaching and learning media
1.4 THE STUDY’S IMPORTANCE
The purpose of this research is to look into the impact of teaching and learning media on the performance of secondary school students in Biology in Lagos. This research will be extremely beneficial to students, teachers, parents, the government, curriculum planners, and the nation as a whole. This project will also aid in the correction of any student or teacher’s media misconceptions.
This research will also help educators see the importance of incorporating media into education. It will encourage curriculum planners to design curriculum that incorporates media as a tool to enhance learning and understanding in a content area or in a multidisciplinary setting.
Students benefit from the media environment because it allows them to learn in ways that were not previously possible. When students are able to select media to obtain information in a timely manner, analyze and synthesize the information, and effectively present it, they are able to integrate effectively. Students are more engaged in the lesson and take responsibility for their own learning.
Teachers benefit from having a more positive attitude toward their work and being able to provide more personalized learning. The teacher also discovers a convenient method of gathering and maintaining student records through the use of media.
Parents will benefit from this research by seeing their children excel in Biology class and being able to grasp and comprehend the information and instruction they give to their children.
Benefits to the Nation: The country will benefit from this in terms of economic progress, which will result from direct job creation in the technology industry as well as the development of a more educated workforce.
1.5 QUESTIONS FOR RESEARCH
1. What are the different kinds of teaching and learning media?
2. How do teaching and learning media improve students’ biology performance?
3. What are the constraints that teachers face when using teaching and learning media?
1.6 HYPOTHESIS OF RESEARCH
Ho: Teaching and learning media have no significant effect on secondary school students’ performance in Biology.
H1: Secondary school students’ performance in Biology is significantly influenced by teaching and learning media.
1.7 THE STUDY’S OBJECTIVE
The study’s scope is limited to the effect of teaching and learning media on secondary school students’ performance in Biology in Lagos.
1.8 TERM DEFINITION
The term “media” refers to collective communication outlets or tools used to store and deliver information or data.
Visual media is a colloquial term that refers to things like television, film, photography, and painting, among other things.
Audio media is a form of communication that uses audio devices such as analog tape cassettes, radios, and so on.
Audio-visual media: This is a type of communication outlet that uses both video and audio, such as a computer set with a speaker.
Multimedia refers to the use of more than one medium of expression, such as combining video and audio.
Do You Have New or Fresh Topic? Send Us Your Topic
THE EFFECT OF TEACHING AND LEARNING MEDIA ON THE PERFORMANCE OF SECONDARY SCHOOL STUDENTS
INSTRUCTIONS AFTER PAYMENT
- 1.Your Full name
- 2. Your Active Email Address
- 3. Your Phone Number
- 4. Amount Paid
- 5. Project Topic
- 6. Location you made payment from