ATTENTION:
BEFORE YOU READ THE CHAPTER ONE
OF THE PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE
PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL
INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS
PAGE. OR YOU CAN CALL: 08068231953, 08168759420
THE EFFECT
OF TEACHING AND LEARNING MEDIA ON THE PERFORMANCE OF SECONDARY SCHOOL STUDENTS
ABSTRACT
This study
examined the effect of teaching and learning media on the performance of
secondary school students in Biology, Lagos. The study adopted survey method
using simple random sampling technique in selecting two hundred respondents
(thirty teachers and one hundred and seventy students) from Yaba, Mushin,
Surulere, Bariga and Ebutte-meta in Lagos. Simple percentage was used to
analyse the respondents’ demographic information while chi-square analysis was
used to test the research hypothesis. It was discovered that there is
significant effect of teaching and learning media on secondary school students’
performance in Biology.
The
challenges militating against the adoption of media in Biology teaching and
learning has significant impact on its future prospects.
Therefore,
the study conclude that for the benefit of media to be enjoyed by teachers and
students, there is need for more training and development for students and
teachers in the use of ICT tools. The study recommended that government and
other interested bodies in use of technology should ensure that critical
factors for acceptance of media should be addressed in the implementation
process.
BACKGROUND
TO THE STUDY
Biology is a
natural science that deals with the living world. How the world is structured,
how it functions and what these functions are, how it develops, how living
things came into existence, and how they react to one another and with their
environment (Umar, 2011). This includes medicines, pharmacy, nursing,
agriculture, forestry, biotechnology, nanotechnology, and many other areas
(Ahmed & Abimbola, 2011).
Biology is
seen as one of the core subjects in secondary school curriculum. Because of its
importance, more students enrolled for biology in the senior secondary school
certificate examination (SSCE) than for physics and chemistry (West African
Examination Council, 2011). Biology is introduced to students at senior
secondary school level as a preparatory ground for human development, where
career abilities are groomed, and potentials and talents discovered and
energized (Federal Republic of Nigeria, 2009). The quality and quantity of
science education recieved by secondary school students are geared toward
developing future scientists, technologist, engineers, and related
professionals ( Kareem, 2006).
Inspite of
the importance and popularity of biology among Nigerian students, performance
at senior secondary school level has been poor (Ahmed, 2008). The implication
of this failure in education is that Nigeria may have shortages of manpower in
science and technology-related disciplines. This may affect Nigeria’s vision to
become one of the 20 industrialized nations in the world by year 2020.
Poor
teaching methods adopted by teachers at senior secondary school level in
Nigeria have been identified as one of the major factors contributing to poor
performance of students in biology (Ahmed & Abimbola, 2011; Kareem, 2006;
Umar, 2011). The convectional teaching method is classroom-based and consists
of lectures and direct instructions conducted by the teacher. This
teacher-centered method emphasizes learning through the teacher’s guidance at
all times. Students are expected to listen to lectures and learn from them. The
teacher often talks at the students instead of encouraging them to interact,
ask questions, or make them understand the lesson thoroughly. Most classes
involve rote learning, where students depend on memorization without having a
complete understanding of the subject. Just passing the tests, consisting of
descriptions, matching, and other forms of indicators, is all that matters to
complete the curriculum (Adegoke, 2011; Umar, 2011).
The
persistence use of this method makes students passive rather than active
learners. It does not promote insightful learning and long-term retention of
some abstract concepts in biology (Ahmed, 2008; Ahmed & Abimbola, 2011;
Kareem, 2006; Umar, 2011).
From
research evidence, educators see the pressing need to reconsider the techniques
and methods of instruction at senior secondary school level. To address these
challenges, there is need for an instructional system that is supported by
technology for meaningful learning. In the 21st century, a motivating and
captivating approach should be encouraged to help students better learn,
understand, and retain biology concepts and promote their future involvement.
One of the promising approaches, according to Adegoke (2010); Kuti (2006);
Mayer, Dow, and Mayer (2013); and Moreno and Mayer (2007), involves multimedia
presentations supported in visual and verbal formats supplemented with
pictures, animations, texts, and narration.
Media refers
to the system used to present instruction. Students’ interest and retention
could be aroused and retained through the use of multimedia instructional
approach (Adegoke, 2010). Starbek, Eriavec, and Peklai (2010) reported that
students acquired better knowwledge retention and improved comprehension skills
more than the other groups when taught genetics with multimedia. Similarly,
Achebe (2008) and Gambari and Zubairu (2008) found that students who were
taught food and nutrition at senior secondary school level, and pupils taught
primary science at nursery and primary school levels performed better and had
better retention than those taught with traditional methods respectively.
According to
Kim and Gilman (2008), it is necessary to apply learning theories in designing
effective multimedia instruction. For instance, Mayer and his colleagues
propounded six principles of multimedia learning: (a) the multimedia principle
– students learn better from words and pictures than from words alone; (b) the
spatial contiguity principle – students learn better when corresponding words
and pictures are presented close or next to each other rather than far apart on
the page or screen; (c) the temporal contiguity principle – students learn
better when corresponding words and pictures are presented simultaneously
rather than successively; (d) the coherence principle – students learn better
when extraneous words, pictures, and sounds are excluded rather than included;
(e) the modality principle – students learn better when words in a multimedia
are presented as spoken rather than printed text; (f) the redundancy principle
– students learn better from animation and narration than from animation,
narration, and on-screen text (Mayer, 2007).
According to
Adegoke (2011), all six principles have been proven repeatedly in empirical
research e.g., Mayer, Bove, Bryman, Mars, and Tapangco (2013) for multimedia
principle; Mousavi, Low and Sweller (2014) for modality principle; Mayer,
Heiser, and Lonns (2007); Moreno & Mayer (2006); Tabbers, Martens, and
Van-Merrieboer (2006) for redundancy principle. However, Thalheimer (2006) has
reported findings that were not in consonance with Mayer’s (2014) multimedia
learning principle. For instance, Muller, Lee, and Sharma (2008) found that the
redundancy principle did not transfer to normal classroom situations. In his
study, Muller (2008) suggested that addition of interesting information may
help maintain the learners’ interest in a normal classroom environment.
The
effective use of animation and its positive results on instructional message
design is made evident by other research. For instance, Nusir, Alsmadi,
Al-Kabi, and Shardqah (2010) found that the computer animation learning
courseware had positive effects on students’ academic performance and
achievement level (high and low).
Moreno and
Mayer (2008) and Tabbers (2006) found that learning outcomes of students who
learnt biology with courseware version of animation + narration were better
than their colleagues who learnt biology either with animation + on-screen text
or animation + narration + on-screen text. Mayer and Anderson (2014) reported
that simultaneous presentation of animation and narration improved learning.
However, Grobe and Struges cited in Saibu (2007) found that those taught
through the conventional teaching methods achieved a mean posttest score
slightly higher than those taught by the audio-tutorial (narration) method.
Studies on
animation + narration + on-screen text were made evident by Mubaraq’s (2009)
results that a still picture is better than (sound) words, animation better
than a still picture, and sound better than silence. This was supported by
Adegoke (2010), Adegoke (2011), and Chuang (2009) in their studies which
examined the effect of animation, narration, and on screen text-based materials
when combined simultaneously; the result showed that students in the animation
+ narration + onscreen text group scored significantly higher on the
postbiology achievement test than their colleagues who were in the animation +
narration only group, as well as those who were in the animation + on-screen
text group. These studies were also not in agreement with the redundancy
principle. However, Okwo and Asadu (2012) reported that three media (video,
audio + picture, and audio) were found to be equally effective with no
significant difference effect among the means when used for teaching Biology.
1.2
STATEMENT OF THE PROBLEM
The picture
today is that biology education is failing. The results of the Senior Secondary
School Certificate Examination (SSSCE) of biology students in Nigeria are
highly disturbing, considering the fact that the students would become future
scientists.
According to
West African Examination Council 2009-2014 Annual Report, the number of students
that passed biology at credit level (A1-C6) was consistently less than 50% for
the past five years (2009-2014) in Nigeria.
From
research evidence, educators see the pressing need to reconsider the techniques
and methods of instruction at senior secondary school level. To address these
challenges, there is need for an instructional system that is supported by
technology for meaningful learning. In the 21st century, a motivating and
captivating approach should be encouraged to help students better learn,
understand, and retain biology concepts and promote their future involvement.
One of the promising approaches, according to Adegoke (2010); Kuti (2006);
Mayer, Dow, and Mayer (2006); and Moreno and Mayer (2010), involves multimedia
presentations supported in visual and verbal formats supplemented with
pictures, animations, texts, and narration.
It is well
recognized that multimedia remains the key towards improving learning outcomes.
However, the extent to which this has been achieved has not yet been addressed
in biology education. Therefore, this study investigates the effect of teaching
and learning media on the performance of secondary school students in Biology,
Lagos.
1.3 PURPOSE
OF THE STUDY
The main
purpose of the study is to determine the effect of teaching and learning media
on the performance of secondary school students in Biology, Lagos.
Specifically,
the study is aimed to determine:
1. the types
of teaching and learning media;
2. how
teaching and learning media improve student performance in Biology;
3. the
constraints encountered by teacher in using teaching and learning media
1.4
SIGNIFICANCE OF THE STUDY
The essence
of this study is to conduct an inquiry into the effect of teaching and learning
media on the performance of secondary school students in Biology, Lagos. This
research will be of great importance to the students, teachers, parents,
government, curriculum planner and the nation at large. This project will
equally help to correct misconception of any student or teacher on media. This
research also will enable the educators to see the need to integrate media into
education, it encourage the curriculum planner to design curriculum with the
use of media, which involves the infusion of media as a tool to enhance
learning and understanding in a content area or in a multidisciplinary setting.
Benefit to
Students: Media environment enables students to learn in ways not previously
possible. Effective integration is achieved when students are able to select
media to obtain information in a timely manner, analyze and synthesize the
information and present it effectively. Student are more engaged in the lesson and
they take ownership of their learning.
Benefit to
Teachers: Teachers have a more positive attitude towards their work and are
able to provide more personalized learning. The teacher also finds a
convenients way of gathering and keeping students record through the use of
media.
Benefit to
Parents: The Parents will benefit from this resaerch by seeing their children
excelling in Biology class and being able to grasp and comprehend information
and instruction they give to their children.
Benefit to
Nation: The country alsobene fit from this in terms of Economic progress which
can result from direct job creation in the technology industry as well as from
developing a better educated workforce.
1.5 RESEARCH
QUESTIONS
1. What are
the types of teaching and learning media?
2. How does
teaching and learning media improve students’ performance in Biology?
3. What are
the constraints encountered by teachers in using teaching and learning media?
1.6 RESEARCH
HYPOTHESIS
Ho: Teaching
and learning media does not have a significant effect on the performance of
secondary school students in Biology.
H1: Teaching
and learning media have a significant effect on the performance of secondary
school students in Biology.
1.7 SCOPE OF
THE STUDY
The scope of
the study is limited to the effect of teaching and learning media on the
performance of secondary school students in Biology, Lagos.
1.8
DEFINITION OF TERMS
Media:
Collective communication outlets or tools that are used to store and deliver
information or data.
Visual
media: This is a colloquial expression used to designate things such as
television, film, photography and painting, etc.
Audio media:
It’s a communication outlets through audio devices like analog tape cassettes, radio,
etc.
Audio-visual
media: This is a communication outlets through both video and audio outlet such
as a computer set with speaker, etc
Multimedia:
Using more than one medium of expression such as combining video with audio.
HOW TO GET THE FULL PROJECT
WORK
PLEASE, print the following
instructions and information if you will like to order/buy our complete written
material(s).
HOW TO RECEIVE PROJECT
MATERIAL(S)
After paying the appropriate
amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1)
Your project topics
(2)
Email Address
(3)
Payment Name
(4)
Teller Number
We
will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account
Name: AMUTAH DANIEL CHUKWUDI
Account
Number: 0046579864
Bank:
GTBank.
OR
Account
Name: AMUTAH DANIEL CHUKWUDI
Account
Number: 2023350498
Bank:
UBA.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
AFFILIATE
Comments
Post a Comment