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

those taught with conventional method. This study is in contrary with the findings of Zumbach, Kumpf and Koch (2004) which showed that there is no significant difference in knowledge acquisition between students who learned through Activity –Based Learning and those who learned through traditional method of teaching. Result of the finding also showed that the achievement of male students in quadratic equations is higher than the female students in the experimental group but the test of significance revealed that the difference is not statistically significant. The implication of this study is that mathematics teachers should go for teaching method that will provide students with ability to interpret, reason, analyze and synthesize the mathematical problems.

Conclusion

Based on the findings of the result, there is a statistically significant difference between the mean achievement scores of students taught quadratic equations with Activity – Based Learning and those taught with conventional method. The students exposed to Activity – Based Learning did better than the students exposed to the conventional method of teaching quadratic equations. Both male and female students performed equally well when exposed to the ABL.

Recommendations  

Based on the finding of the study, the following recommendations were made

Mathematics teachers should teach the students using Activity - Based Learning so that teaching and learning of mathematics will be student centred.

Schools should establish mathematics laboratories where mathematics activities should be done during and after mathematics classroom activities.

Federal and State Government should establish, equip and fund mathematical resource centres in each education zone to ensure regular use of Activity- Based Learning in teaching mathematics concepts.  

The Government in collaboration with curriculum planners should integrate of Activity- Based Learning in the mathematics curriculum.  

Education managers should regularly organize seminars and capacity building workshops for training of teachers on Activity-Based Learning processes.

 

References

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Blake, R. L, Hosokawa, M. C. & Riley, S. L. (2000). Student performances on step 1 and step 2 of the United States Medical Licensing Examination following implementation of a problem-based learning curriculum. Acad. Med, 75, 66–70.

Bossé, M. J. & Nandakumar, N. R. (2005). The equations to equatorability of quadratics: Motivation for more techniques (section A). Teaching Mathematics and itsApplications, 24 (4), 143-153.

Büyüköztürk, Ş. (2016). Scientific Research Methods. Ankara: Pegem Academy.

Colliver, J. A. (2000). Effectiveness of problem-based learning curricula: Research and theory. .Acad. Med 75, (3), 259–266.

Douglas, D. A. & Joke, M. V. (2016). Pre-service mathematics teachers’ learning and teaching of activity-based lessons supported with spreadsheets. Technology, Pedagogy and Education, 25(1), 39-59.  https://doi.org/10.1080/1475939X.2014.928648

Gray R. & Thomas M. O. J. (2001). Quadratic equation representations and graphic calculators: Procedural and conceptual interactions. In J. Bobis., B. Perry.,& M. Mitchelmore(Eds.),Numeracy and beyond. Proceedings of the 24th Conference for the Mathematics Education Research Group of Australasia. Sydney: MERGA, 257–264.

Gürbüz, R., Çatlıoğlu, H., Birgin, O. & Erdem, E. (2010). An investigation of fifth grade students’ conceptual development of probability through activity based instruction: A quasi-experimental. Educational Sciences: Theory & Practice, 10 (2), 1021-1069.

Havi, E. D. K., “Feasibility of teaching equivalent simultaneous linear equations for solving quadratic equations”, Asia Pacific Journal of Multidisciplinary Research, 2(6), 86-94, 2014.

Hung, W, Jonassen, D.H. & Liu, R. (2008). Problem-based learning. In D.H. Jonassen (Ed.), Handbook of research on educational communications and technology (3rd edition).Mahwah,N.J. : Lawrence Erlbaum Associates.  

Hussain, S, Anwar, S. & Majoka, M.I. (2011). Effect of Peer Group Activity-Based Learning on Students‟ Academic Achievement in Physics at Secondary Level. International Journal of Academic Research,3 (1), 940-944.

Igbo, J.N, Onu, V. C. &  Obiyo, N. O.  (2015). Impact of gender stereotype on secondary school students’ self-concept and academic achievement. DOI: 10.1177/2158244015573934 retrieved 1/09/2016.

Kadiri, S. A. (2004). The effectiveness of the personalized system of instruction in mathematics among secondary school students in Osun State. Unpublished Ph.D Thesis, ObafemiAwolowo University, Ile-Ife.

Khan, M, Muhammad, N, Ahmed, M, Saeed, F. & Aman, K.S. (2012). Impact of activity-based teaching on students’ academic achievements in physics at secondary level. Academic Research International,3 (1), 146-156.

Kieran, C. (2007). Learning and teaching algebra at the middle school through college levels. In F. Lester (ed.), Second Handbook of Research on Mathematic Teaching and Learning: A project of the National Council of Teachers of Mathematics, 2,  669-705). Charlotte, NC: Information Age Publishing.

Polanco, R, Calderon, P. & Delgado, F. (2004). Effects of a problem-based learning program on engineering students’ academic achievements in a Mexican university. Innov. Educ. Teaching Int, 41 (2), 145–155.

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NATURE OF INTERACTIONS IN BIOLOGY CLASSROOMS: SENIOR SECONDARY SCHOOL STUDENTS’ PERCEPTION.

 

Blessing I. Okafor

Prof. Uchenna M. S. Nzewi

&

Prof. Sam.O.C. Okeke

 

Abstract

Numerous studies have noted that interactions in the classroom are essential within the teaching and learning context. Against the backdrop of poor students’ academic achievement in biology examinations, this descriptive survey study investigated the perception of senior secondary school students of their Biology teachers’ pedagogy in Onitsha Education Zone of Anambra State. Two research questions and two null hypotheses guided the study.  A questionnaire titled “My Biology Teachers’ classroom interaction” consisting of (16) items was used for data collection. The questionnaires were distributed to biology students in the sampled schools selected through simple random sampling. The questionnaire items were validated by experts in science education and measurement and evaluation. The reliability of the instrument was tested using Cronbach Alpha yielded 0.78.Mean scores were used to answer the research questions and t-test used for testing the null hypotheses at 0.05level of significance. The study revealed that teachers applied different classroom interaction patterns in their classroom; there was also a low extent of students’ satisfaction with their biology teachers’ classroom interactions. Based on the findings, it was revealed that senior secondary school students perceive their biology teachers to use less classroom interaction patterns in biology classrooms. Recommendations include that biology teachers should apply supportive classroom interactions to stimulate students’ interest and satisfaction towards the subject.

 

Keywords: Interactions, Biology classrooms, Perception

 

Introduction

 

Biology is a subject whose study is essential for the nation’s scientific and technological growth and development. Without a sound knowledge and wholesome attitude towards biology, which will be achieved in a conducive and well controlled classroom environment, the much needed technological development and breakthrough may not be achieved. For instance, the knowledge of biology is essential in the manufacturing and processing industries, medicine, food production and pharmaceuticals among others. Unfortunately, research reports show that students perform poorly in biology (Egbunonu & Ugbaja, 2011; Onwioduokit, 2013;).Also, the West African Examination Council (WAEC) Chief examiners report (2010 – 2015) noted that the persistent poor achievement of students in biology at Senior Schools Certificate Examination (SSCE) leaves one in doubt about the effectiveness of the processes employed in the teaching and learning of biology at this level.

 

There have been persistent problems in students’ learning outcomes in secondary school biology. The worst of these problems is that students have continued to perform poorly.  Thus, the quality and effectiveness of Biology instruction in secondary schools is of great concern. For the past several years, the percentage of students who obtained a credit pass in biology has been low. For example, the West African Examination Council (WAEC) Chief examiner’s report (2010 – 2015) noted the persistent poor achievement of students in biology at SSSCE. This trend also has been noted by Olorundare (2014) and is shown in Table 1.

Table 1:  Students performance in May/June West African Senior Secondary School Certificate Examination in biology in Nigeria 2010 – 2014.

 

YEAR

Total Candidates

Credit  pass

% Credit pass

2010

1,300,418

427,644

33.90

2011

1,505,199

579,432

38.50

2012

1,646,150

587,044

35.66

2013

1,648,363

852,717

51.73

2014

1,365,384

766,971

56.17

 

Source: Olorundare, (2014). Theory into practice: Beyond surface curriculum in Science Education and West African Examination Council Lagos, Nigeria.

 

Biology which is one of the most important science subjects meant to equip students with foundational knowledge that may help in solving many social problems relating to health, poverty, food shortage, crop production, environmental pollution and conservation, is plagued with the scourge of students’ poor achievement. The foregoing has revealed that high academic achievement, especially in biology has become a herculean task to accomplish by secondary school science students (Olorundare, 2011).The nature  of the subject itself presents concepts and phenomena that should enable students to apply the methods of scientific observation and evolution in decision-making, distinguish observations from influence, lead healthy live through a knowledge of how their body works, can be abused; understand diversity, evolution, and their roles as future stewards of the environment (Johnson, 2005). If students are not motivated, interested and perform poorly in biology, there is a limit to which they would maximize the potentials of biology to solve life’s problems.

 

The poor academic performance of students in biology suggests that something is wrong with the transactions that go on in the classroom. What processes do teachers use to engage students, arouse their interest and transfer knowledge about biology to them? Improvement in biology classroom activities should address several transactions that go on in the classroom, especially teacher-student interactions patterns. In amullah (2005) reported that interaction between the teacher and student is an essential part of all the teaching and learning processes.

 

Classroom interaction is the sum total of activities taking place in the classroom between the teacher, the learner and the learning materials during the teaching process. Classroom interaction of biology teachers refers to the whole range of activities and experiences through which teachers’ curriculum, materials and learners interact (Haggings, Readers & Taylor, 1996). There are multiple perspectives from which to view a classroom life and one of the major concerns of educational research has been to investigate what actually goes on in the classroom while teaching and learning exercise is going on. The interactionist theory assumes that “effective learning is as a result of students’ interaction with the teacher, the learning tools, and with one another” (Elias et, 1997:8).  This suggests that effective science learning occur when a teacher interacts with students in a way that enables students to learn selected educational knowledge, skills, and competencies. Proponents of this theory as Goh and Fraser (1997) and Poh (2000) posited that science process skills develop out of interaction, that is the development of syntax is driven by classroom discourse in science learning.

The interaction between the teacher and students during teaching-learning process modifies behaviour, helps students to socialize, develop desirable attitude and interest, helps in identification of process and create an atmosphere to develop problem solving skills (Uzuegbunam, 1995). David (2007) maintained that classroom interactions help in improving classroom participation and involvement during teaching-learning processes. Several interaction patterns have been designed and used in teaching and learning processes as a means of enhancing achievement in science. The most common type of classroom interaction is Initiation- Response-feedback (Penny 1996); in which the teacher initiates an exchange (usually a question), one student answers, the teacher gives feedback (assessment, correction, comment) and initiates the next question.

Classroom interactions of biology teachers have to do with the interactive processes teachers use to impart learning to students using available materials (Goh & Fraser, 1997). A model of teacher classroom interaction in science as provided by Wubbels (1991) include students responsibility and freedom, understanding, helping/friendly, leadership behaviours, uncertain, dissatisfied, admonishing and strict behaviours. This model is summarised in this study as classroom control and discipline (leadership, admonishing and strict behaviours) and learner satisfaction (uncertain, dissatisfied). In essence, Okeke, Osuafor and Okafor