EFFECT OF STUDENTS IMPROVISED INSTRUCTIONAL MATERIALS ON SENIOR SECONDARY SCHOOL STUDENTS’ACHIEVEMENT IN BIOLOGY
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EFFECT OF
STUDENTS IMPROVISED INSTRUCTIONAL MATERIALS ON SENIOR SECONDARY SCHOOL
STUDENTS’ACHIEVEMENT IN BIOLOGY
Introduction
Science is
the bedrock on which modern day technological breakthrough is hinged. Different
authors according to their own understanding have defined Science. Igwe (2003)
defined science as a systematic study of the nature of the behaviour of the
material and physical universe through observation, experimentation,
measurement and recording. In addition, Esu (2004) defined science as a
systematic, precise, objective way to study the natural world. Science is often
an exciting and satisfying enterprise that requires creativity, skill and
insight based on this fAPE (2007) defined science as rationally structured
knowledge about nature, which embraces systematic methods of positive attitudes
for its acquisition, teaching, learning and application.
The major
goal of science education is to develop scientifically literate individuals
that are concerned with high competence for rational thoughts and actions. The
objectives of science education in this country according to Maduekwe (2006)
include the need to prepare students to observe and explore the environment,
explain simple natural phenomena, develop scientific attitudes including
curiosity, critical reflection and objectivity, apply the skills and knowledge
gained through science to solve everyday problems in the environment, develop
self-confidence and self-reliance through problem solving activities in
science.
In recent
times, countries all over the world, especially the developing ones like
Nigeria, are striving hard to develop technologically and scientifically, since
the world is turning Scientific and all proper functioning of lives depend
greatly on Science. According to Ogunleye (2006), Science is a dynamic human
activity concerned with understanding the workings of our world. This
understanding helps man to know more about the universe. Without the
application of science, it would have been difficult for man to explore the
otherBiology is one of the science subjects that senior secondary school
students offer at the senior levels in the Nigerian secondary schools, (FRN,
2004). Biology is a very important science subject and a requirement for
further learning of a number of science-related professional courses like
medicine, agriculture, pharmacy, etc. In contemporary Nigeria, greater emphasis
is placed on science and technological development. As a result, students are
being encouraged to take up science-related subjects. Today, Biology pervades
literally every field of human endeavour, and plays a fundamental role in
educational advancement. This is seen in all the technological advancement in
the world today, which is because of scientific investigations. However, the
issue remains that in most secondary schools in Nigeria, there is high rate of
failure in the subject.
Studies have
shown that secondary school students are exhibiting low interest in Biology
(eSIOBU,2005). This low interest of students in biology has been traced to poor
achievement in examinations. In our match towards scientific and technological
advancement, we need nothing short of good achievement in biology at all levels
of schooling. Unfortunately, achievement of students in biology at the end of
the secondary school has not improved in the last decade (Umoinyang, 1999).
Folorunso (2004) has linked poor achievement trend in biology particularly to
the lack of instructional resources in schools due to poor funding of schools.
The poor funding of schools has hindered the principals from providing the
teachers with adequate instructional resources.
The National
Policy on Education (FME, 2004) emphasizes the need for teaching and learning
of science processes and principles. The policy recommends practical,
exploratory and experimental methods of teaching. In this regards, Okebukola
(2004) stated that the basic tools that science uses in the learning of science
processes are the instructional materials.
Studies have
shown that the use of instructional materials have improved achievement
(George, 2008) and Nwagbo (2006). Instructional materials are wide varieties of
equipment and materials use for teaching and learning by teachers to stimulate
self-activity on the part of the students. The teaching of Biology without
instructional materials may certainly result in poor academic achievement. Poor
academic achievement in Biology could also be attributed to many factors such
as, low interest of students in biology, inadequate motivation from teacher,
poor incentives to biology teachers, lack of adequate supply of instructional
material, lack of qualified teachers, and use of teacher centered instructional
strategies, inadequate use of instructional materials and use of abstract
standardized materials. Among these factors, teacher’s use of abstract
standardized instructional strategy is considered as an important factor in
this study.
This implies
that the mastery of Biology concepts might not be fully achieved without the
use of instructional resources that the students are abreast with. The teaching
of Biology without instructional materials may certainly result in poor
academic achievement. Folorunso (2004) observed that there is lack of adequate
and appropriate instructional resources for effective teaching of Biology in
schools. For Ibitoye and Fape (2007), the poor achievement in biology was
traced to poor usage of instructional resources for biology teaching and
learning, poor state of infrastructure facilities, large class size, poor
teaching, use of faulty assessment practice, and inadequacy of quality
teachers. According to Okebukola (2004), the poor state of laboratory
facilities and inadequate use of instructional materials has constituted a cog
in the wheel of students’ achievement in Biology in the Senior School
Examination. The verbal exposition does not promote skill acquisition,
objectivity, and critical thinking abilities that will enable the child to
function effectively in the society. This according to the researcher leads to
poor achievement of students in the subject. Okebukola and Jegede (1986)
stressed that a professionally qualified Biology teacher no
(Nzewi&Nwosu,
2010). However, evidence from research has shown that instructional materials,
resources and equipments for science, especially biology are either in short
supply or are completely lacking in schools to the extent that most teachers
end up with verbal exposition of scientific principles, facts and concepts.
Studies have also revealed that the achievement of Nigerian students in
Ordinary Level Biology was generally and consistently poor over the years
(Nwagbo, 2010). This has been a major source of concern to the school
administrators, parents and the government at large.
Bassey (2002)
opined that Biology is resource intensive, and in an era of poor funding or
scarcity of resources, it may be very difficult to find some of the original
materials and equipment for the teaching of Biology in schools adequately. A
situation that is further compounded by the galloping inflation in the country
and many at times, some of the imported sophisticated materials and equipment
are found to be expensive and irrelevant ;hence the need to produce materials
locally. Researchers such as Ogunleye (2002) and Obioha (2006) reported that
there were inadequate resources for teaching biology in secondary schools in
Nigeria. The authors further stated that the available ones are not usually in
good conditions in most cases. According to Abolade (2004), some of the factory
produced/imported instructional materials have also been discovered to be based
on foreign ideas and culture. It is against this background that the need to
fashion out ways by which local resources can be used for developing
instructional materials becomes necessary. There is the need therefore, for
improvisation.
National
policy on Education (2004) further stated that the provision and use of
available instructional materials for teaching will lay a sound bases for
scientific and reflective thinking among students. The real materials that are
the conventional instructional materials are imported or factory made
laboratory equipments for science teaching. Examples of conventional
instructional materials are: microscope, herbarium, laboratory reagents,
laboratory glassware, Bunsen burner, tripod stand.
However, if
these conventional Instructional Materials are not available or inadequate,
they can be locally made by using resources in the environment as alternative.
These will include used electrical bulb for round bottom flask; beverage tins
for convex and concave mirror; juices of unripe orange as acid, solution of ash
from wood as base, candle or stove as burner, teaspoon for spatula (Okebukola,
2006). Improvised instructional materials may not be identical with the
conventional one; therefore teachers should be skilful in their handling and
using them (Igwe, 2003). Improvisation requires a considerable development
through imaginative planning and good knowledge.
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