GUIDED INQUIRY AND ACADEMIC PERFORMANCE OF STUDENTS IN BIOLOGY IN ORUK ANAM LOCAL GOVERNMENT AREA
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CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The art of teaching and learning are daily activities that human beings are subjected for survival in the environment. For an individual to move along with the society, one should learn and be acquainted with the existing changes in the society. But it should be understood that, no learning can take place without proper teaching. This is where the marriage of teaching and learning contracts itself.
The major responsibility of the school which is imparting knowledge rests with teachers. A teacher should be more knowledgeable than his students in the subject of his specialization. In whatever is taught to the students, there is always a feedback to the teacher. This makes the class lively and enjoyable.
This exercise serves as a motivation and helps in the development of the three domains of learning; the cognitive, the effective and the psychomotive (Utah, 2006).
Despite innovations in the teaching/learning system, the teacher cannot be brushed aside in the process of education. According to Udoh (2006) the teacher is at the centre of the educative process as he occupies a position that is pivotal in ensuring a smooth running of the system. It is upon her professional competence, commitment and sense of duty that what the school achieves is possible.
According to Ekanem (2006) as quoted from Van Dalen and Brittel, teaching is the “guidance of pupils through planned activities so that they may acquire the richest learning possible from their experiences’. This implies that no teacher can give education to a child, that is to say that a child does not learn merely because he/she has been exposed to the teacher’s knowledge, to the content of textbook, rather learning is an active process which goes on within the child by guiding his/her learning experiences through planned activities. As a matter of fact, the child starts to learn when they become actively involved in the learning situation. Actually, the teacher’s role is to guide. This the teacher does by arousing the students’ interest to participate fully by establishing attainable goals, by questions. Where a teacher dominates classroom activities, he is not helping the learners to learn, in short, he is not teaching. Thus, the teacher must know how to select the contents and method to use.
Ekanem (2003) noted that if a teacher just teaches facts to the child, then he is taking a fractionated approach to teaching whereby only the cognitive talents will be developed, but a good teaching will involve a multi-talent approach which involves teaching the fact (cognitive), having the learner have love, interest and affection for what is taught (affective) and finally enabling the learner to transfer what has been learnt into practical terms (psychomotor). A multi-talent approach to teaching enables the learner develop self-concept. To develop self-concept, the instruction must be student-centred, investigative and discovery-oriented. Biology is one of the core courses in the secondary level of education in Nigeria today. Biology as a subject helps students to be actively involved in the learning process, develop the motivation and ability to work and think in an independent fashion; recall information and experiences; communicate selectively and effectively and relate to other areas and to live successfully in his society (Archibong, 2008).
Effective and efficient instruction leads to effective and efficient learning, which depends on a greater extent on an effective classrooms communication between the teacher and learners. Effective instruction which produces effective learning to a large extent depends on the effective interaction and an effective sharing of meaning between the teacher and the learners.
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