IMPACT OF CONSTRUCTIVIST APPROACH AS INSTRUCTIONAL STRATEGY ON SECONDARY SCHOOL BIOLOGY STUDENTS’ ACADEMIC PERFORMANCE ON THE CONCEPT GENETICS IN AWKA EDUCATION ZONE

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IMPACT OF CONSTRUCTIVIST  APPROACH  AS INSTRUCTIONAL STRATEGY  ON SECONDARY SCHOOL BIOLOGY STUDENTS’ ACADEMIC  PERFORMANCE  ON THE CONCEPT  GENETICS IN AWKA  EDUCATION  ZONE

CHAPTER ONE:

INTRODUCTION

1.1         Background to the Study

Science education has in the past four decades attracted great expectations from educators and general public who continuously advocate for increased performance in scientific inventions and ability to apply and communicate scientific understandings Mintzes, J.J., and Wandersee J H. (1998). In America, the desire to improve science education was anchored on the report, A Nation at risk, by National Commission of Excellence in Education (Mintzes et al., 1998) which detailed falling standards in America‘s science education due to teachers using ineffective methods of teaching that do not promote high order thinking and creativity in youth. In Australia, poor performance in mathematics and science education led federal Government to establish a centre for science and mathematics education to enhance quality teaching and learning of mathematics and science (Fraser and Walberg, 1995).Similar sentiment has been raised by Talbot-Smith, Abell, Appleton, & Hanuscin, (2013) in the Handbook of research in education. Some of the factors identified as indicators for poor performance in science education include; use of ineffective instructional methods, gender imbalance in science education, negative attitude of students in learning science subjects and enrolling in science related careers and lastly unavailability of facilities for learning sciences in secondary schools (Fraser and Walberg, 1995; Trowbridge et al., 2004).

In Nigeria, conventional methods of instruction marked by teacher lecturing dominate classroom practices (Amollo, 2005). Conventional methods of teaching though has been popular, has generated a lot of negative and positive thoughts. For instance, Keshta, (2013), warns that conventional teaching often give pseudo

impression that proper learning has occurred when students confirm comprehension of rote memorized material but hold many misconceptions about the same materials when tested at application levels of learning. Amollo (2005) also found conventional methods, particularly lecturing strategy to be characterised with; lack of planning, poor time management, unstructured presentation and content overload, less innovative and inconsistency in delivery resulting into students getting bored, and less motivated and so only few concepts are learned in a lesson.

The increasing negative effects of conventional teaching methods on quality of education and learner performance in science based subjects, it is necessary that the constructivist approaches be explored so as to find ways through which learner acquisition of knowledge and skills can be enhanced. In this period of time, Brown (2005), suggest that constructivist instruction methods should be promoted as the most relevant instructional method in classroom learning and be promoted by education policies and practices. Spector et al. (2010,) define constructivist theory as; a way of knowledge creation by the learner based on the learner interaction with the environment. The learning theory focuses on strategies that promote interaction between individual and the environment thus making learning a reflective and meaningful process.

Enrolment and achievement of female students in science based subjects in post-secondary institutions is another challenge facing Nigerian education sector. According to the Nigeria Education Sector Support Programme (2005 – 2010), relatively low number of females compared to males enrol and pursue further studies in science subjects and science related courses. The report further details that female students perform relatively dismally compared to boys in the science subjects. For example, in year 2008 WACE examination, analysis of the biology results revealed that boys had a percentage mean score of (M= 32.01) while girls had a mean score of (M= 29.08). Similarly in year 2009, the biology performance nationally in WACE by gender revealed that boys had a percentage mean score of (M= 28.49) while girls had a mean score of (M=25.15).

This disparity in performance could be explained as a result of poor instructional methods. Some factors which have been identified as responsible for low performance of girls in science education include; culture, religion, attitudes of the girls and the instructional method used in science classrooms (Glover & Law, 2002). Dewey in 1972 had espoused that learning results from cognitive dissonance rather than reinforcement of behaviour as proponents of behaviourist learning suggest.

When students encounter new learning tasks they have not met before, they are forced to adjust their understanding to accommodate the new experiences and are therefore involved in cognitive rather than behavioural response. It is therefore imperative that the instructional methods will determine the quality of instruction offered. When doing a project work, students get time to reflect on learning materials received earlier there by helping them to solve new learning tasks they encounter in the project. The students always involve in both individual and group reflection exercise. Use of interactive methods of instruction eliminates disparities in achievement between boys and girls while use of lecture methods can promote disparity in learning achievement between boys and girls (Miheso-O‘Connor, 2002). Students‘ attitude towards sciences or methods of instruction in science classrooms can be a contributing factor on performance of sciences in secondary schools, for instance Wan-Ju-Lin (1998), found attitude of high school students towards learning biology to be characterised by less motivation when teacher centred methods of teaching were used compared to when interactive methods were used. Constructivist method of instruction, as Brown (2005) suggests, is an example of interactive method of learning.

The policy document, Nigeria Education Sector Support Programme (KESSP) of 2005 – 2010, indicates that secondary education is characterized by poor performance in mathematics and sciences in national examinations. In the same document, it is indicated that the poor performance in mathematics and science is due to lack of enough trained teachers, equipment and teaching and learning materials. Similarly, Nigeria National Examination Council (KNEC) in WACE examination reports of year 2006, 2007 2008, 2009, 2010, 2011 and 2012 blame poor methods of instruction that teachers use as responsible for poor performance in sciences.

Due to the challenges facing the students as highlighted above, to improve learner achievement, the students should be enabled to learn and use high order thinking skills in order to be relevant in a fast technologically changing world. To achieve this, teachers should use instructional methods that provide opportunity for learners to involve in knowledge creation. Also, teachers should encourage preparation of instructional objectives and assessment procedures that reflect learning at high order thinking skills. The present study investigated the effect of constructivist instruction on learner achievement in biology on students learning in different classroom categories as boys, girls and mixed sex classrooms.

1.2         Statement of the Problem

Teaching and learning of biology in many secondary schools in Nigeria has generally taken a pattern where teachers mostly use instructional methods characterized by lectures and few demonstrations (KNEC, 2005 and 2010). The instructional methods expose students to minimal practical activities, group discussions and are hardly taken on educational trips. Consequently, learner achievement in biology has been poor. For instance, The Nigeria National Examinations reports from the year 2008-2009 indicated that the mean score for biology in WACE examinations at the national level has never reached the average score of 50%. This has also been characterised by high standard deviation of up to (S.D= 30.44) implying discrepancies in learner achievements. In Awka education zone, learner achievement in Biology has been equally poor. In year 2010, WACE examinations and only 26 out of 196 schools managed to obtain a mean score of 6.4 and above in biology. Majority of the schools, 113 obtained a mean score less than 4.5 (mean grade D+) in biology. This was not different for the year 2013 where the average mean score for biology in the county was 5.71. According to the KNEC reports for 2007-2013, the poor learner achievement is specifically experienced in the topic of ecology.

The poor performance calls for reconsideration of instructional methods used in secondary schools for teaching biology and specifically the topic of ecology. Such a method with the capacity of enhancing learner achievement should be learner centred. This study therefore considered, the constructivist instruction as learner centred instructional methods. According to Spector et al., (2010), Constructivist instructional approach provides learners with opportunity to construct knowledge rather than being recipients of inert learning and therefore resulting into better learning. Learners own the learning process, acquire knowledge, skills and understanding and also manage the knowledge and skills acquired (Spector et al., 2010). Acknowledging the poor performance of candidates in biology in WACE examinations, this study sought to determine the effects of constructivist and conventional instructional methods on learner achievement in biology in secondary schools in Awka education zone, Nigeria.

1.3         Purpose of the Study

The study sought to fulfil the following objectives:

  1. To compare the effect of constructivist and conventional instruction on learner mean score achievement in biology.
  2. To establish the effectiveness of constructivist instruction on learner mean score achievement in biology among students in different class categories.
  3. To determine the effectiveness of constructivist instruction on learner mean score achievement between boys and girls in Secondary school.
  4. To find out the differences in attitude between boys and girls towards the constructivist instruction in Secondary schools

1.5 Hypotheses for the Study

The present study was guided by the following four hypotheses:

H0 1. There is no significant difference in biology mean score achievement between learners instructed through the constructivist and those instructed through the conventional methods.

H0 2.   There is no significant difference in biology mean score achievement of students in different class categories instructed through the constructivist methods.

H0 3.    There is no significant difference in biology mean score achievement between boys and girls instructed through constructivist instruction methods.

H0 4. There is no significant difference in attitude between boys and girls towards constructivist instruction methods in learning biology.

1.6             Significance of the Study

The study extended the horizons of constructivist theory of learning by outlining the effect of constructivist theory on learning biology amongst students in` different classroom categories as; boys, girls and mixed classrooms. Biology teachers may use the revealed differences in learning achievement and attitude of girls and boys in relation to constructivist instruction to organise effective and appropriate learning methods. Since constructivist instruction was found to be more effective than conventional instruction, Nigeria Institute of Curriculum Development may recommend for its use in teaching and learning biology in secondary schools. Textbook Publishers and media developers may take advantage of the findings to incorporate constructivist language and activities in the content of biology materials to facilitate teachers‘ and students‘ use of constructivist learning methods. Application of constructivist instruction might improve performance in Biology by eliminating large performance gaps that exist in Biology results in WACE examination.

1.7             Limitations of the Study

The study used quasi experimental design and was not able to control the age of the participants. Also, the researcher was not able to control the exact time of the day when biology achievement tests were given. Time of day might affect performance of candidates in an examination. The instruments for the study were pilot tested and amended. However, since the instruments had not been used before in other studies, a better comparison of their performance could not be ascertained. Brooks and Brooks (2001) suggest a variety of assessment methods to be considered in effective implementation of a constructivist method of instruction. It is possible that participants in different classes did not have similar test taking experience.

1.8                                         Delimitation of the Study

The present study was delimited to secondary schools in Awka education zone. Only schools with biology mean score falling in between 4.5 – 6.4 in year 2010 WACE were considered to participate in the study because the schools were considered to be comparable in terms of academic performance. The schools were also considered to be low achieves in biology performance. The study was also confined to students registered in form three and taking biology as one of the subjects offered at WACE examination. Form three was chosen for the study because the topic ecology which KNEC has singled out as poorly performed in WACE examinations (KNEC report, 2010) is covered in this form at the secondary school level. The study took a period of five weeks.

1.9             Assumptions of the Study

The study assumed that teachers fully understood training on the use of constructivist instruction manual provided earlier. The study also assumed that students participating in the experimental group accepted a change from the regular instruction methods used in biology lessons and adopted a new methods of instruction and used the new methods of instruction up to end of the study. Study also assumed that students‘ performance in the post-test was directly influenced by the method of instruction the students were exposed to during the five weeks of instruction. Another assumption was that, the two methods of instruction presented different learning experiences to the participants.

1.10          Definition of Key Terms

For proper conceptualization of the key terms used in the study, operational definitions of the terms are given below:

Achievement Test: Test used to diagnose the knowledge that learners or individuals have on a topic. The specific knowledge measured is based on the instructional objectives. In this study, the pre-test and the post-test were considered achievement tests.

Attitude refers: To opinion, feelings and values that students have about objects, events, people and activities they are exposed to, for example an instructional method is an activity students can be exposed to.

Classroom category: Refers to the sex composition of the students in a formal set up for learning as; boys, girls or both boys and girls.

Constructivist MethodS of Instruction: Is characterized by active participation of learners in creation of knowledge, skills and understanding by interacting with the environment collaboratively with others in carrying out investigations and discussions.

Constructivist Learning Theory: Is the belief that knowledge is actively created by learners as a result of physical, social and cultural interaction with the environment. The theory also stress on importance of prior learning experiences held by the learner. Conventional Methods of Instruction: Methods of instruction characterized by lectures, minimal demonstrations carried out mostly by teachers and few questions allowed from students. The teacher passes information to be learned directly to students who are mostly passive in the learning process.

Effect: The extent to which instructional process facilitates or influences acquisition of concepts in the learning process. Effect is reflected on the learners‘ performance in achievement tests and other performance behaviours.

High Order Cognitive Skills: Knowledge acquisition at the levels of analysis, evaluate, and create as per Bloom et al. (1956), taxonomy of cognitive domain objectives.

Instruction: The process of guiding the learner to create knowledge, skills and understandings, by the instructor as a result of interactions with learners. Learner achievement: The total scores that a learner attain in an examination

Learning: Learning refers to active and social construction of knowledge, skills and understandings, by the learner as a result of interactions with the environment.

Low Order Cognitive Skills: Low order cognitive skills refer to learning attained as remember, comprehension and application levels of cognitive domains.

Mixed Classes: These are classrooms whose student population consists of boys and girls.

Secondary School: In Nigeria, secondary school refer to a learning institution that give instructions to students in form one to form four.

IMPACT OF CONSTRUCTIVIST  APPROACH  AS INSTRUCTIONAL STRATEGY  ON SECONDARY SCHOOL BIOLOGY STUDENTS’ ACADEMIC  PERFORMANCE  ON THE CONCEPT  GENETICS IN AWKA  EDUCATION  ZONE

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