THE IMPACT OF TEACHING AIDS ON STUDENT’S ACADEMIC PERFORMANCE IN BASIC SCIENCE IN SECONDARY SCHOOLS
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Abstract
This study was set to examine the impact of teaching aids on student’s academic performance in basic science in secondary schools in Oredo Local Government Area of Edo state. The population of the study were basically teachers and selected secondary schools students in Oredo Local Government Area, Edo State. The study developed three research objectives among which included to determine the effect of teaching aids on students’ academic performance in Basic Science. The study was also guided by three research questions and one hypotheses. The study employed the descriptive research design; questionnaires in addition to library research were applied in order to collect data. Primary and secondary data sources were used and data was analyzed using the chi square statistical tool at 5% level of significance which was presented in frequency tables and percentage. The study findings revealed that there are effect of teaching aids on students’ academic performance in Basic Science. Also, there are difference in the academic performance of students taught Basic Science using teaching aids with those taught without it. It was concluded that the availability of teaching aids to a great extent encourages the utilization of Instructional Materials in teaching. The study recommend that Science teachers should endeavor to use and try to improvise teaching aids for effective teaching of science subjects in secondary schools in the State.
CHAPTER ONE
INTRODUCTION
- BACKGROUND OF THE STUDY
Lower, middle, and upper Basic Education levels, or elementary and junior secondary schools, offer Basic Science, formerly known as Integrated Science. It now holds a prominent place in the curriculum and is considered a fundamental subject in schools. In fact, science and science-related courses are heavily stressed at all educational levels, with a focus on the need for students to apply and think scientifically, of which Basic Science is the cornerstone. According to Anderson (2002), science education is essential to people’s lives as well as the scientific and technological advancement of a country.
It is a commonly accepted fact that science education is the key to a country’s survival. Effective teaching of this subject is necessary because it is a prerequisite for the majority of science-oriented courses offered in senior secondary schools and postsecondary institutions. The Nigerian government developed a policy stating that 60% of applicants to the country’s universities, polytechnics, and colleges of education should be admitted for science-oriented courses, while 40% of applicants should be considered for arts and social science courses, with the goal of encouraging interest in science education among our citizens (Asikhia, 2010).
The Nigerian Integrated Science Project aims to enhance science education in the nation’s junior secondary schools. It defines science as the process of deciphering, adjusting, and managing the surroundings of students. Now known as Basic Science, the course is taught in Nigerian primary and junior secondary schools (JSS) in accordance with the Universal Basic Education Scheme (UBE), which was introduced in 1999 as a result of the country’s shift from a 6-3-3-4 to a 9-3-4 educational system. Following revisions, the Nigeria Integrated Science project books now encompass the junior secondary school curriculum for all three years (Ezegbe & Nwaubani, 2009).
One of the foundational disciplines in the junior secondary school under the Universal Basic Education (UBE) Program is basic science. FRN (2013) states that basic education, which will last nine years and consist of three years of junior high school and six years of primary school, will be provided free of charge. Based on the National Policy on Education (FRN 2013), the teaching of Basic science from the pre- secondary (lower basic) to the junior secondary school (upper basic) levels is intended to achieve the following aims and objectives which are: To Inculcate in the learners the spirit of inquiry and creativity through exploration of nature and local environment by observation; Laying sound basic foundation for scientific innovation and reflective thinking; To develop in the child the ability to adapt to the child changing environment through Basic Science process skills; including observation, manipulating, classifying, communicating, inferring, hypotheses, interpreting data and formulating models; Functional knowledge of science concept and principles to Explain simple and natural phenomena and to provide the child with basic tools for further educational advancement including preparation for trades and craft of the locality. Through science problem-solving exercises, foster self-assurance and independence. According to the aforementioned guiding principles, since the Basic Science course is activity-oriented, it should start with a lesson on the definition of science and how scientists operate. 2008; Ezema & Ekere).
Numerous factors, including the frequent use of lecture-based teaching methods, subpar laboratory facilities, low student retention rates, and a lack of learning resources to accommodate large class sizes, are blamed for the junior secondary Basic Science students’ poor academic performance (Iweka, 2006). While instructional resources or teaching materials have the potential to support meaningful learning in Basic Science, this approach is not frequently employed; instead, it is thought of as a way to teach for cognitive improvement. Due to a shortage of teaching resources and ineffective use of those that are available, many of the anticipated learning outcomes in Basic Science at higher Basic Schools cannot be met (Maduabum, 2015). Students studying Basic Science have performed poorly on the Junior Secondary School Certificate Examination (JSCE). There has been a consistent decrease in candidate performance in Basic Science at JSCE, 2013, according to reports from the head examiners of Basic Science in recent years.
Teaching aids refer to those equipment, tools and materials that a teacher uses to illustrate, emphasize and explain a lesson, making the lesson clear to the students. Teaching aids according to Isiugo-Abanihe, Long, & Ibiene, (2010) are those materials, which a teacher uses or manipulates in the process of his teaching in order to enhance teaching-learning process. Teaching aids were defined by Ibe & Nwosu (2003) as instructional resources that teachers employ to impart knowledge to students in authentic settings. These tools and supplies range from commonplace items that students may find locally to high-tech industrial items that are unavailable locally, like glassware, tripod stands, herbariums, and microscopes. Basic science instruction necessitates the use of instructional aids and media, which contribute to the delivery of effective learning that piques and maintains students’ interest (Leghara and Okafor, 2006). This is due to the fact that lessons are more likely to be successful when students and teachers interact directly through the appropriate use of instructional resources.
Teaching aids are meant to improve and supplement, not to replace the teacher. No matter how good instructional materials are, they should not substitute the teacher. The learner will be able to develop functional knowledge and manipulative skills, a positive attitude and problem-solving abilities, as well as an understanding and enthusiasm in science, through the use of instructional aids and materials in science classes. The instructor could improvise if the provided standard educational materials are insufficient. Researchers like Kurlthau (2007) found that junior secondary schools in Nigeria lacked the necessary resources to teach basic science. They went on to say that while resources are typically not in good condition when they are scarce or nonexistent, they are typically insufficient to meet the needs of individuals who require them.
The purpose of using teaching aids or materials in upper Basic Science is to aid in successful teaching and learning, arousing and maintaining learners’ attention, and assisting in the perception and retention of information or knowledge among our students. Kurlthau (2007) believed that using both traditional and improvised educational tools will help pupils retain newly found data. Today’s technological improvements have enabled teachers to speak less while making the message clearer, more fascinating, and easier for students to understand. As a result, the purpose of this research is to determine the impact of teaching aids on students’ academic performance in basic science in secondary schools.
1.2 STATEMENT OF THE PROBLEM
It is impossible to overstate the value of instructional materials in the teaching and learning of basic science in classrooms. Despite the numerous attempts to raise the generally low performance in Basic Science, students continue to struggle with the topic, which may be caused by a lack of use of the available resources. Exam organizations, scientific educators, and educationists are gravely concerned about the falling performance of upper Basic scientific pupils (Nwagbo, 1999). The performance of students in Basic Science on the junior school certificate test over time indicated that, although enrolment is rising, the passing rate is not encouraging, indicating that remedial action is needed. In a similar spirit, Nwosu (2003) raised a few issues, such as a lack of practical expertise and insufficient subject-matter understanding. Many educators believe that purchasing instructional resources is expensive, time-consuming, and complicated. Nnachi (2007) attributes subpar performance to ineffective teaching strategies and inappropriate utilization of instructional resources. According to Nnachi (2007), a lot of students find science courses and topics challenging. This resulted from the lecture method being used consistently without the use of instructional materials. The chief examination report (2013) of the junior school certificate examinations stated that, among other things, the declining performance of basic science students can be attributed to the shortage of qualified and incompetent science teachers, the use of only lecture-based teaching methods, and the inability to use teaching materials. The utilization of instructional materials by teachers has been neglected, which has decreased students’ enthusiasm to learn. Thus, the ongoing under performance and retention ability in basic science will persist unless the issues around the insufficient utilization of teaching materials are resolved. In line with the above statement, this study is set to investigate the impact of teaching aids on student’s academic performance in basic science in secondary schools in Oredo LGA.
1.3 OBJECTIVES OF THE STUDY
The broad purpose of this study is to investigate the Impact of Teaching Aids on Student’s Academic Performance in Basic Science in Secondary Schools in Oredo LGA. Specifically, the study sought to:-
- Determine the effect of teaching aids on students’ academic performance in Basic Science.
- Determine if there is any difference in the academic performance of students taught Basic Science using teaching aids with those taught without it.
- Examine the types of teaching aids used in the teaching of Basic Science in Secondary Schools
1.4 RESEARCH QUESTIONS
The following research questions will be answered in this study:
- What are the effect of teaching aids on students’ academic performance in Basic Science?
- Is there any difference in the academic performance of students taught Basic Science using teaching aids with those taught without it?
- What are the types of teaching aids used in the teaching of Basic Science in Secondary Schools?
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