INNOVATIONS IN SCIENCE, TECHNOLOGY AND MATHEMATICS EDUCATION IN NIGERIA by Ebele C. Okigbo, Nneka R. Nnorom, Ernest O. Onwukwe (fantasy novels to read TXT) 📕

Inquiry-based learning might be due to the fact that inquiry method allows students to engage in creative thinking which fosters learning. Muhammad (2011) revealed that the exposure of students to the inquiry learning method developed positive attitudes in students toward learning and that the use of Inquiry method enhances retention.

 

On the other hand, the study also revealed that male students learn and perform better with the IBL method than the female students. This finding join Aniekwu and Okoli (2019) who opine that students irrespective of their gender learn this when they are allowed to internalise a personal understanding based on experiencing things and reflecting on those experiences.

 

Conclusion

It can be concluded from this study that, inquiry-based learning has the potential to improve the students' achievement in biology. However, the study revealed that Gender has a significant effect on learning outcome of students taught biology with inquiry-based learning method. Therefore, there is a need for teachers to encourage students especially females to learn by using incentives and reinforcement strategies which includes due praises, rewards, and commendation thus, helping the student to see the value of learning.

 

Recommendations

The following recommendations are made:

Biology instruction should also be supported by using qualified textbooks, instructional materials, hands-on, mind-on sessions and observations as well as experiments that actively engage students in learning processes.

There is need to teach biology dynamically, not as a static subject in textbooks, emphasizing inquiry instruction that would allow students to pursue areas of personal interest.

Teachers should attend conferences and workshop to enable them to cope with the  current innovative teaching  method

Curriculum planner should recommend the use of this method in the teaching learning of biology concept in secondary schools

 

References

Ajayi, O.A. & Osoko, I.V. (2013). Effect of practical Assisted instructional strategy on students achievement in biology. Journal of Resourcefulness and Distinction, 6(1), 17 – 32.

Aniekwu, C.C (2019). Effect of different schedules of reinforcement on secondary school students. An unpublished project department of biology Federal College of Education (technical) Umunze.

Aniekwu C.C. & Okoli, J.N. (2019). Effect of constructivist instructional approach on

                Secondary students achievement in ecological concepts in biology. 60th Proceeding of science Teachers Association of Nigeria, 305 – 314

Center for innovation in research and teaching (CIRT) (2017).  Overview of quasi

experimental research. Retrieved on 03/10/2017 from https://cirt.gcu.edu/research/develop entresources /research_ready/quasi experimental/overview

Educational Broadcasting Corporation (2004). Concepts to classroom workshop:

Constructivism as a paradigm for teaching and learning. Retrieved

23/05/2016fromhttp://wwwthriteen.org/eduonline/concept2class/constructivism/indexhtml.

European union (2010) Gender differences in educational outcomes: Study on the measures taken and the current situation in Europe. Education, audiovisual and culture executive agency (EACEA P9 Eurydice(http://www.eurydice.org).

Franklin, W. A. (2015). Inquiry based approaches to science education:  Theory

                andpractice.Retrieved23/4/2016fromhttp://www.brynmawr.edu/Biology/franklin/InquiryBaedScience.html.

Maduewesi, B. U &Azubuike, N, O (2008).Micro teaching theory Onitsha West and Owen Publishing coy. LTD

Muhammad, S.L (2011).  Effects of inquiry teaching method on academic achievement,

                retention and attitudes towards chemistry among diploma students of kano state polytechnic.An unpublished M.Ed. Dissertation ABU Zaria.

Njoku, D. L(2008). Changing practice by changing: Towards more authentic science and science curriculum development. Journal of Research in and Science Teaching, 36(5), 521- 539.

Nkoye, P.O. & Igboabuchi, A.N. (2017).Effect of improvisation of instructional materials on academic achievement of students in biology in senior secondary school of Anambra State. JOSEAD, 2(1), 160 – 167.

Nnorom, N.R. (2019). Effect of problem based solving techniques on secondary school

                                students achievement in biology. international Journal of Scientific & Engineering Research,10(3),1025 - 1029

Nwagbo, G (2010). Effect of guided-discovery and expository teaching of food chain for sustainable development. A paper presented to SPAN Biological Panel National Workshop held at Queen’s School Enugu. 82-83.

Okafor, F.C. & Nnorom, N.R. (2017).relevance of information & communication technology on science education. Journal of Science Education and Ailied Discipline, 2(1), 123 – 139.

Opara, J. A. (2011).  Inquiry method and students’ academic achievement in biology:

                                Lessons and policy implications. American-Eurasian Journal of Scientific Research, 6 (1), 28-31.

Sotonade (2014).Gender fair efficacy of concept mapping tests in identifying students'

difficulties in high school organic chemistry. "Collaborative international conference on learning environment for excellence in education", Seem University Tami Nadu india.

Uzowulu, O. & Egbeama, N.B. (2015).Relevance of instructional material in teaching and learning of basic science in public schools. Journal of Science Education, 12(2),15-27

West African Examination Council (WAEC) (2012). Percentage performance of candidates in twenty popular subjects in West African senior school certificate examinations (WASSCE).The Punch Newspaper Friday June 18.

West African Examination Council (WAEC) (2015 - 2017). Executive summary of entries, results and Chief examiners’ reports on the West African Senior School Certificate Examination (WASSCE). Lagos, Nigeria.

 

 

EFFECTS OF REINFORCEMENT ON STUDENTS’

ACHIEVEMENT IN CHEMISTRY

 

Dr. Stella O. Agbasi

&

Chinwe N.J Achugbu

 

Abstract

The strategy of teaching chemistry to students is one of the determining factors towards their achievement. Thus, the study investigated Effects of Reinforcement on Students’ Achievement in Chemistry. Three research questions and three hypotheses guided the study. The study was quasi experimental which adopted post-test only, control group design.  The sample consisted of 120 (60 males and 60 females) senior secondary one students drawn through simple random sampling from 6 selected secondary schools in Awka Education Zone of Anambra state. Chemistry Achievement Test (CAT) and lesson plan were developed, validated and used for data collection. Four out of the 6 selected secondary schools were assigned as the experimental group and were taught using positive and negative reinforcement strategies while the remaining two schools were assigned as the control group and were not exposed to any reinforcement. These schools were taught by the regular teachers for period of 4weeks. At the end of the teaching period, the Chemistry achievement test was administered on the students. Mean, standard deviation and Z-test were used for data analysis. The result showed that the mean achievement scores of those in the experimental group was 64.00 and that of control group was 31.67. The mean scores for male and female were 62.83, 65.17 and for urban and rural were 71.67and 56.33 for the experimental group respectively. There was a significant difference between the mean achievement scores of those in the experimental and control groups; as well as urban and rural groups. There was no significant difference between the mean achievement scores of male and female in the experimental group. Based on the findings, recommendations were made.

Keywords: Reinforcement, Achievement and Chemistry

Introduction

Chemistry has been identified as a very important school subject. Its importance in scientific and technological development of any nation has been widely reported (Fakeye, 2007; Adesoji and Olatunbosun, 2008). Chemistry is one of the subjects that cut across all the sciences. The study of chemistry is essential for the nation’s scientific and technological developments. Without sound knowledge and wholesome attitude toward chemistry, the much needed technological breakthrough may not be achieved. For instance, the knowledge of chemistry is brought to play in the manufacturing and processing industries, medicine, food production and pharmaceutical among others. The inclusion of chemistry as a core science subject in secondary schools in Nigeria calls for the need to teach it effectively. This is because effective science teaching can lead to the attainment of scientific and technological greatness (Hussain, 2011).

 

Chemistry teaching and learning can only be result oriented when students are willing and teachers are favorably disposed using the appropriate strategies. In Nigeria’s march toward scientific and technological advancement, nothing short of good achievement is needed in chemistry at all levels of schooling. Unfortunately achievement of students in chemistry has not improved. Some factors have been identified as the cause of students’ underachievement in the science subjects generally and chemistry in particular. Some of these factors includes ineffective teaching methods, poor motivation of students, poor students’ attitude to science and students’ laziness (Bajah, 1999; Onunkwu and Unachukwu, 2005; Offiah and Akusoba, 2009; Hussain, 2011).  There is need to fight against this noted underachievement. One of the means of realizing this objective is by teaching male and female students in secondary schools with strategies which can provoke their interest as well as motivate them adequately to learn chemistry. However the use of reinforcement as an instructional strategy in the teaching and learning of chemistry at secondary school level can not be over emphasized. The area of concern regarding students’ achievement in chemistry is reinforcement strategy in terms of positive and negative reinforcement.

Reinforcement is an effective way of increasing academic performance and social behavior of students. Reinforcement in certain ways has been observed to be more effective than punishment (Debney, 2010). There have been instances where punishments have not had the desired effect; in fact, it can make children to be rebellious at times (Toshikazu, Carlos and Cancado, 2019). In any case, it can be agreed that focusing on the positive reinforcement and encouraging them is a useful way to ensure good behavior and achievement among students.

Reinforcement created by a teacher has become an important factor in the teaching – learning process and therefore it should be identified and utilized for optimal learning (Dhibat and Tawalbeh, 2019).  Most students want to be successful and will do so, more often when their performance is acknowledged and reinforced. Hence reinforcement is a central concept in human acquisition of skill, performance and competencies (Kendra, 2009).  It is central to the success of school learning. Morin (2019) defined reinforcement as any factor which when made to follow a response immediately will increase the probability of the re-occurrence of the response.

Ali, Igbal, Shahzad, Qadeer &UmarAli (2011) stated that reinforcement could positively influence academic achievement. Also Snider (2012) stated that both positive and negative reinforcement can be used very effectively in a variety of classroom to create and enhance behavior and learning. Ogole (2013) stated that academic achievement is not just dependent on individual abilities and aspiration but also on reinforcement and that reinforcement can thus enhance or diminish the behavior that lead to achievement. Reinforcement refers to anything that increases the likelihood that a response will occur. It is defined by the effect it has on behavior (Hoque, 2013). That is, it increases or strengthens the behavior. For instance, in the classroom, reinforcement occurs as teachers manage the environmental events that follow students’ desired ways of behaving so to increase the strength and future likelihood of that behavior.

The researchers see reinforcement (positive reinforcement and negative reinforcement) as a neglected variable in the studies of poor academic achievement in chemistry in Nigeria secondary schools. Therefore the present study investigates the effect of reinforcement on students’ achievement in chemistry.  

Statement of Problem

Students’ poor performance in chemistry has been a source of worry to teachers, guidance counsellors, parents, academician and the society at large. It has become a collective concern to observe that a senior secondary three science student performs poorly in chemistry examinations especially in SSCE. Reinforcement is indispensible in any formal learning situation and as secondary school teachers lack the ability to reinforce or lack reinforcement strategies, success in chemistry becomes a problem. Lack of effective and efficient reinforcement strategies hampers comprehension and overall performance in any subject, including chemistry. This study examined how reinforcement strategies adopted by chemistry teachers influence students’ achievement.

 

Purpose of the study

The main purpose of the study is to examine the effect of reinforcement on students’ achievement in chemistry. Specifically the study sought to:

Determine the mean achievement scores of students taught chemistry with reinforcement (experimental group) and students taught chemistry without reinforcement.

Determine the mean achievement scores of male and female students exposed to reinforcement in chemistry teaching.

Determine the mean achievement scores of urban and rural students exposed to reinforcement.

 

Research Questions

To investigate the problem of this study, the following research questions guided the study:

What are the differences in them earn achievement scores of students taught chemistry using reinforcement and their counterpart who were not?

What are the differences in the mean achievement scores of male and female students exposed to reinforcement in chemistry teaching?

What are the differences in the mean achievement scores of urban and rural students exposed to reinforcement in chemistry teaching?

 

Hypotheses

To achieve the purpose of this study, the following hypotheses guided the study at 0.05 level of significance:

There is no significant difference in the mean achievement scores of students taught chemistry using reinforcement and those who were not.

There is no significant difference in the mean achievement scores of students who were exposed to reinforcement with regard