Utilization Of Indigenous Instructional Materials And Students’ academic Performance In Biology In Secondary Schools
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CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The foundation of modern technological advancement is science. By means of observation, testing, measurement, and recording, it is also a methodical investigation into the nature of the behavior of the material and physical cosmos. According to Fape (2007), science is logically organized information about nature that incorporates methodical approaches with positive attitudes for its use, teaching, and learning. According to Maduekwe (2006), one of the goals of scientific education in this nation is to prepare pupils. to investigate and study the surroundings, provide an explanation for basic natural events, and cultivate a curiosity-driven scientific mindset. Additionally, use objectivity and critical thinking while applying the knowledge and abilities learned from science. Therefore, via problem-solving exercises in science, cultivate self-confidence and self-reliance while addressing common environmental issues. Since the world is turning scientific and all proper functioning of lives relies largely on science.
Furthermore, science is a dynamic human endeavor concerned with comprehending how our world functions, according to Ogunleye (2006). As a result, this knowledge advances our comprehension of the cosmos. But it would never have been possible for man to explore the other planets in the universe without the use of science. Basic disciplines like physics, chemistry, mathematics, and biology are included in the category of science.
In particular, biology is a field of study within natural science that focuses on the study of life (plants and animals). Being a science, biology can be studied more easily when biological facts or phenomena are investigated or demonstrated using natural resources.
In view of this, Biology is given great emphasis in senior secondary school curriculum. Thus, Biology provides students with the ability to acquire:
- Firstly, adequate laboratory and field skills in biology;
- Secondly, meaningful and relevant knowledge in biology;
- Thirdly, ability to apply scientific knowledge to everyday life in matters of personal and community health and agriculture; and
- Lastly, functional and reasonable scientific attitudes (Federal Ministry of Education, 2008).
Biology education involves much manipulation of materials by students and a clear look at the contents in biology shows that for a successful attainment of the goals of the subject, a lot of practical and field work must be done by students using necessary equipment and apparatuses. Without this necessary equipment, students will not be able to meet the objectives of this subject. Similarly, as a teacher it may be very difficult to find some of the original materials and equipment for effective teaching of Biology. Therefore, the use of indigenous based instructional materials becomes the next option. Obviously, studies have shown the importance of using indigenous based instructional materials in teaching of Biology.
Countries all over the world, especially the developing ones like Nigeria, are striving hard to develop technologically and scientifically. Biology as a natural science subject is taught at the senior secondary level so as to prepare the students for the core science courses at the tertiary level of education. The fundamental aim of Biology is to develop in students’ science oriented skills. However, many factors have hindered the successive implementation of the core curriculum in Biology. Therefore, these factors according to Chukwuneke and Chikwenze (2012) include teachers’ method of teaching, learning environment. Also, student’s view of the subject, availability of instructional aids. Among others these hindrances had led to the poor academic achievement of students in school examinations. Research has revealed that the measurements of students’ previous educational outcomes are the most important indication of students’ future achievement. It is generally assumed that the students who showed better or higher achievement in the starting class of their studies also performed better in future academic years (Alu, Shoukat, ZubairHaider, FahadMunir, Hamid Khan, Awais Ahmed (2013).
Indigenous Based Instructional materials refer to the human (specialist in certain professions in the locality) and non-human materials (indigenous-based instructional materials) that can be used to ease, encourage, improve and promote teaching and learning activities in the learners’ immediate environment. The vile of instructional materials in teaching includes: making instruction more powerful and immediate, speeding up learning by saving time through scientific mode of instruction, inspiring students to be curious in learning, serving as a source of finding answers to questions. It helps to raise learning from verbalization to practical aspect of teaching and learning, makes teaching and learning interesting, easy and amusing, it brings clarity and creates recognition that allow student have a realistic hand and a total knowledge of the subject and also improve the competence of learners and makes learning more meaningful to students. Kay (2008), opined that instructional materials stimulate the students’ desire to learn. It makes learning available to a wider audience, controls the pace of learning, promotes better understanding and helps to overcome physical difficulties in presenting the subject content.
The selection of indigenous based instructional materials is the activity of the students and the teachers and this activity according to Bassey (2002) have two main constraints militating against the successful selection of indigenous based instructional materials.. These are the technical factors related to the question of degree of accuracy and precision that is possible with the selection of indigenous based instructional materials, the human factor relates to the teachers’ skill in developing the resources while providing the appropriate learning experiences to the learners. In addition, Mbajorya (2003) reported lack of adequate professional training. As a major problem militating against the effective use of selection of indigenous based instructional materials for science teaching. The use of teacher produced selection of indigenous based instructional materials. Thus, exposure of students to resources available in their immediate environment for instruction. At this level brings students to real world of activities and may help students gain scientific skills. The utilization of selection of indigenous based instructional materials serves the following purposes in the educational system according to (Olumorin, 2014). It reduces the money spent on the purchase of equipment in educational institutions.
Ensures the realization of lesson objectives; helps in solving the problem of lack of equipment in educational institutions. Also, gives room for a teacher to demonstrate his creative skills. Therefore, gives room for the use of cheap local materials as alternatives to the expensive foreign ones.
The Olumorin, (2014) stated that the utilization of selection of indigenous based instructional materials encourages students towards the development of creative abilities. Strengthens enquiry, discovery and investigative method in science. It provides a frame of reference on which students can key their attention during classroom activities. Also, it enables teacher to think of cheaper, better and faster methods of making teaching learning process easier for students. Lastly, affords student the opportunity of becoming familiar with resources in their environment.
Teaching is done in secondary school in the absent of instructional materials and it is impossible for students to acquire skills in the absent of instructional materials. Learning with lack of instructional materials brings poor academic achievement to secondary school students. Hence this study is geared towards finding out if the utilization of selection of indigenous based instructional materials could bring solution to poor academic performance of students in Biology.
However, gender is a social or cultural determinant that varies from place to place or culture. It is not universal, unlike sex which is biologically determined and universal too. In recent times gender related issues in science education has continued to receive serious attention judging by the quanta of studies done to that effect. Also, the studies by Ogunleye and Babajide (2011) lend credence to non-significant gender effect in science. Similarly, Baser (2006) shows that fostering conceptual change does not depend on gender. This present study also focused on the effect of gender on academic performance of students. When taught using indigenous based instructional materials. Therefore, this study to investigate the utilization of indigenous based instructional materials and academic performance of students in biology in secondary schools in Ikot Ekpene Local Government Area.
1.2 Statement of the Problem
Personal observation has shown that memorization of facts has replaced experimentation in some of Nigerian schools making the achievement of vision 20-20 toward technological advancement and breakthrough to remain a hope of many decades to come. This is due to the fact that some foreign materials are not available or are inadequate in some schools.
Considering the role of science and technology in the development of any nation and more so in a country considered to be developing like Nigeria. Indeed, there has been lack of inadequate materials for teaching Biology in secondary schools. This then triggered the researcher to ask could the use indigenous based instructional materials influence the academic performance of students in Biology.
The need of providing answer to the question therefore motivated the researcher to investigate the effect of indigenous based instructional materials on the academic performance of students in Biology.
The findings of this study will thus provide answers to some other questions such as: Does students taught with indigenous based instructional materials perform better than students taught without indigenous based instructional materials in biology? Also, do male and female students taught with indigenous based instructional materials perform differently in biology?
Therefore, the study seeks to find out effect of utilization of indigenous based instructional materials on students’ academic performance in Biology in secondary schools in Ikot Ekpene Local Government Area.
1.3 Purpose of the Study
Generally, the study was to investigate the effect of utilization of indigenous based instructional materials on students’ academic performance in biology. Specifically, the study intends to:
- Compare the academic performance of students taught the concept of flowering plants in Biology using indigenous based instructional materials and those taught using standard instructional materials.
- Examine the academic performance of male and female students taught the concept of flowering plants using indigenous based instructional materials and those taught using standard instructional materials.
- Examine the difference in the retention of Biology students taught the concept of flowering plants using indigenous based instructional materials and those taught using standard instructional materials.
1.4 Research Questions
- What differences exist in academic performance of students taught the concept of flowering plants using indigenous based instructional materials and those taught with standard instructional materials?
- What differences exist between the male and female students the concept of flowering plants using indigenous based instructional materials and those taught using standard instructional materials?
- What differences exist among the retention ability of biology students taught the concept of flowering plants using indigenous based instructional materials and those taught using standard materials?
1.5 Hypotheses
- There is no significant difference in academic performance of students taught the concept of flowering plants using indigenous based instructional materials and those taught using standard instructional materials.
- There is no significant difference in the academic performance of male and female students taught the concept of flowering plants when taught using indigenous based instructional materials and those taught using standard materials.
- There is no significant difference in the retention ability of male and female students taught the concept of flowering plants using indigenous based instructional materials and those taught using standard materials.