EFFICACY OF EVACS AND EVOLVE COMPUTER SIMULATION MODELS ON ATTITUDE, RETENTION AND PERFORMANCE IN EVOLUTION CONCEPTS AMONG NCE STUDENTS

EFFICACY OF EVACS AND EVOLVE COMPUTER SIMULATION MODELS ON ATTITUDE, RETENTION AND PERFORMANCE IN EVOLUTION CONCEPTS AMONG NCE STUDENTS IN NORTH WEST, NIGERIA

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	TABLE OF CONTENTS
Title Page		i
Declaration		ii
Certification		iii
Dedication		iv
Acknowledgements		v
Table of Contents		vii
List of Tables		x
List of Figures		xii
List of Appendices		xiii
List of Abbreviations		xiv
OperationalDefinition of Terms		xv
Abstract		xvi
CHAPTER ONE : THE PROBLEM
1.1	Introduction	1
1.2	Statement of the Problem	13
1.3	Objectives of the Study	15
1.4	Research Questions	16
1.5	Null Hypotheses	16
1.6	Significance of the Study	17
1.7	Scope of the Study	18
1.8	Basic Assumptions	20
CHAPTER TWO : REVIEW OF RELATED LITERATURE
2.1	Introduction	21
2.2	Biology as a School Science	22

 

 

vii

 

2.3	The Concept of Evolution	23
2.4	Instructional Methods for Teaching Biology	25
2.4.1	Traditional Methods of Teaching Biology	33
2.5	Concept of Simulation	36
2.5.1	Computer Simulation Models in Science Education	38
2.5.2	―EVACS‖ and ―EVOLVE‖ Computer Simulation Model	44
2.6	Students Academic Performance in Evolution Concepts	47
2.7	Students‘ Attitude Towards Biology	49
2.8	Retention of Learned Concept in Biology	50
2.9	Gender and Academic Performance in Biology	51
2.10	Overview of Similar Studies	54
2.11	Implications of the Literature Reviewed on the Present Study	67
CHAPTER THREE : METHODOLOGY
3.1	Introduction	71
3.2	Research Design	72
3.3	Population of the Study	73
3.4	Sample and Sampling Techniques	74
3.5	Instrumentation	75
3.5.1	Evolution Concept Performance Test (ECPT)	75
3.5.2	Students‘ Attitude Questionnaire (SAQ)	75
3.6.1	Validation of Instrument Evolution Concept Performance Test (ECPT)	77
3.6.2	Pilot Testing of the Instrument	78
3.6.3	Reliability of the Test Instruments (ECPT and SAQ)	79
3.6.4	Facility Index (F.I) Of (ECPT).	79
3.6.5	Discrimination Index (DI) of (ECPT)	81

 

 

viii

 

3.7	Administration of Treatment	82
3.7.1	Experimental Group 1: ―EVACS‖ COMPUTER SIMULATION MODEL	82
3.7.2	Experimental Group Two: EVOLVE Computer Simulation Model	86
3.7.3	Control Group Lecture Method	88
3.8	Data Collection Procedures	88
3.9	Procedure for Data Analysis	89
CHAPTER FOUR : ANALYSIS, RESULTS AND DISCUSSION
4.1	Introduction	91
4.2	Data, Analysis and Presentation of Result	91
4.3	Answering the Research Questions	92
4.4	Null Hypotheses Testing	96
4.5	Summary of Major Findings	104
4.6	Discussion of the Results	105
CHAPTER FIVE : SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1	Introduction	112
5.2	Summary of the Study	112
5.3	Summary of Findings	114
5.4	Contributions to Knowledge	115
5.5	Conclusions	116
5.6	Recommendations	117
5.7	Limitations of the Study	118
5.8	Suggestion for Further Studies	119
	References	120
	Appendices	135

 

ABSTRACT

 

This study investigated the efficacy of EVACS and EVOLVE Computer Simulation Models on Attitude, Retention and Performance in Evolution concept among NCE II Students in North West, Nigeria. The study adopted quasi-experimental design involving Pretest, Posttest and Postposttest using two experimental groups and one control group. A Pretest was administered before the treatment to establish the equivalence of the experimental and control groups. The subjects in the experimental groups were taught using EVACS and EVOLVE simulation model, while the control group subjects were exposed to the lecture method for a period of six weeks. The topic taught were evolution concepts. Evolution Concept Performance Test (ECPT) andStudents‘ Attitude Questionnaire (SAQ) were developed and administered to 331 NCEII of Biology in the selected Federal Colleges of Education. A samplesize of 148 male and 183 female students. The instrument used was validated and the reliability coefficient of (ECPT) was established at r = 75. To achieve this, four objectives, four research questions and four null hypotheses were tested at p≤ 0.05. The major findings from the study include the following: There is significant difference between the mean academic performance score of NCE II Biology students taught evolution concepts using ”EVACS” and ‗‗EVOLVE‘‘ computer simulation models and those taught the same concept using lecture method in favour of the experimental groups. There is significant difference in the retention ability of NCE II Biology students exposed to evolution concepts using ”EVACS”, ”EVOLVE” computer simulation models and those exposed to the same concept using lecture method. Based on the findings it was concluded that NCE II biology students learn evolution concepts better when taught using EVACS and EVOLVE computer simulation models; and that EVACS and EVOLVE computer simulation models can enhance attitude, retention and academic performance. It was therefore recommended that EVACS and EVOLVE computer simulation models, should be used by biology teachers in teaching as the models have the ability toshift learning from teacher centered to student centered.

 

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