COMPARATIVE ANALYSIS OF SIMULATION AND DEMONSTRATION METHODS ON STUDENT’S ACADEMIC ACHIEVEMENTS IN BASIC TECHNOLOGY IN OGBA EGBEMA NDONI LGA OF RIVERS STATE
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COMPARATIVE
ANALYSIS OF SIMULATION AND DEMONSTRATION METHODS ON STUDENT’S ACADEMIC
ACHIEVEMENTS IN BASIC TECHNOLOGY IN OGBA EGBEMA NDONI LGA OF RIVERS STATE
CHAPTER ONE
INTRODUCTION
1.1
BACKGROUND OF THE STUDY
There is a
rapid development in the world today and every Nation strives to meet up with
the requirement needed. She does so through science and technology. Science and
technology education therefore became the factory that produces technologists,
technicians, craftsmen and skilled artisans who are required to change the
economy of any nation. Basic technological skills acquisition are necessary for
nations to cope with the present today challenges.
Avaa (2007)
pointed out that technology advancement can elevate Nigeria nation from a
consumer to a producer and from developing to a developed nation. Ali (2001)
defined technology as the successful application of scientific ideas,
principles, laws and theories, for the purpose of developing techniques for and
or providing goods and services. It is through technology that appliances such
as computers, televisions, refrigerators, fan, vehicles, airplanes etc. are
invented. Ali went furthest to state that science benefits technology while
technology enhances the understanding of science. The contributions of science
and technology to overall development of all nations cannot be emphasized. This
is the reason science holds an important position in the curriculum of Nigerian
educational system.
In Nigeria,
science teaching and learning are emphasized in the National Policy on
Education (FME, 2008). In order to inculcate the necessary scientific
knowledge, skills, competencies and attitudes in various development:
strategies such as World Declaration on Education for All (EFA) are put in
place in Nigeria educational system. Other strategies like the NEEDS (National
Economic Empowerment goals) of MDGS (Millennium Development Goals) are put in
place in orders to meet these goals. Nigeria began to update the existing
curriculum to cater for the needs of the nation who is aspiring to be among the
first 20 economist in the world by the year 2020. Basic technology education
became the best avenue to meet the global challenges facing Nigerian Nation.
Adesoji and Olatunbosun (2008) stated that it was as a result of the
recognition given to basic technology in the development of the individual and
the nation that it was made a core-subject among sciences and science- related
courses in Nigerian education system.
Basic
technology is a course of study introduced in the year 2007 into the Primary
and Junior Secondary School levels of the 9-3-4 system of education presently
practiced in Nigeria. It is an amalgamation of many subjects. These subjects
include; electrical/electronics, metal work, simple mechanics, woodwork,
technical drawing, food processing, rubber and plastic technology by the
Federal Government of Nigeria (2009). However, the purposes of pre-vocational
training given to students at the Primary and Junior Secondary School levels
are: introduction into the world of technology towards interest arousal and
choice of a vocation at the end of Junior Secondary School and professionalism
later in life; exposing students to career awareness by exploring usable
options in the world of work; and enabling youths to have an intelligent understanding
of the increasing complexity of technology, (Federal Republic of Nigeria,
2007). As Comparative Education Study and Adaptation Center (2007) puts it, the
objectives include:
(i) To provide pre-vocational orientation for
further training in technology.
(ii) To
provide basic technology literacy for everyday living and
(iii) To
stimulate creativity (p. vii).
In order to
achieve these objectives, the syllabus and the course books are structured and
written in ways that would require the use of tools and equipment in
appropriate environment. Such appropriate environment may be found especially
in the laboratory or workshop.
Basic
technology is an indispensable pre-vocational base on which future vocational
choices are made. In their separate works, Ezeji S. C. (2004), Nwachukwu, C. E.
(2006), Ogwo and Oranu, R. N. (2006) and OkoroO. M. (2006) all established that
pre-vocational training requires same facilities and similar curriculum
components as will be required in the real vocation, though at introductory
levels. These components include; general education, theory and related
courses, workshop practice, industrial training/production work, and small
business management and entrepreneurial training.
The quality
and quantity of practical experience gained by junior secondary school pupils
in basic technology is predicated on the availability of facilities and the
management of such facilities. OkoroO. M. (2006) pointed out that a good
quality programme is housed in physical facilities which are adequate, well –
planned and properly directed to provide realistic education. UNESCO (2001) had
stressed that for quality assurance in technological development to be
achieved; responsible national authorities should establish criteria and
standards, subject to periodic review and evaluation, to be applied to all
aspects of technical and vocational education. Such criteria and standards
should include physical facilities, buildings, libraries, workshop layout,
quality and type of equipment, as well as safety measures meant to create a
conducive learning environment. Such a recommendation requires planning of
workshop facilities to enhance instructional activities and subsequent
achievement of the objectives of setting up the programme.
Some author
(Olatoge and Atuwape (2004), Adesoji and Ogini (2012) blamed the poor
achievement in basic technology to the poor academic background of students in
Basic sciences taught at the Junior secondary schools classes (JSS 1-3) level.
The main aim of teaching is to transfer knowledge to the learners. For
effective teaching and learning to take place, the teacher needs to use
different methods and techniques in teaching. Unfortunately poor basic
technology achievement has been attributed to poor teaching methods used by
teachers (Zimmerman in Nbina (2010), Angela and Ugwuegbulam (2011) and Rasari
(2004). The present Nigeria basic technology classroom does not provide the
fun, hands- on, challenging, interactive and collaborative environment needed
by new generation of students who have be exposed to internet, computer usage,
hand-set and other sophisticated gargets. The problem of this nature can only be
solved by the use of simulation.
Simulations
are tools that facilitate learning through representation and practice in a
repeatable, focused environment (Aldrich 2004).
According to
Goldsim (2011) simulation helps to identify and understand factors which
control the system and or to predict the future behaviour of the system.
Simulation programmes can be applied to chemistry by providing real life
settings for the application of chemical concepts. Simulation includes role
plays, games, computer programs that encourage students to become active
participants in basic technology classroom. Simulation can be inferior
substitute, imitating an original or a display of not real behaviours
Simulations can be classified in many way:
– Physical
simulation: Here the physical object is presented on a screen and the students
learn about it.
– Process
simulations: Processes that are not visible can be demonstrated using process
simulations.
– Procedural
simulations: Here procedures as follows in order to understand sequence of
events.
–
Situational Simulations: This has to do with attitudinal and behavioural
changes of people. The students use this simulation to explore the effects of
different approaches to a problem. (Tippler, 2003)
Simulation
has three types namely:
· Live
Simulation: This shows human behaviour in real life. Examples is training of
soldiers in war games.
· Virtual
simulations: Simulation occurs in a computer controlled setting. For example a
pilot flying and air craft but is controlled from the control room.
·
Constructive simulations: This does not involve humans or equipment but by
proper sequencing of events. For example weather changes like wind directions.
(Institute of Simulation and Training (IST) University of Florida (2002).
In this thesis
life simulation will be used since humans (student) are involved. Simulation in
teaching and learning of basic technology helps understanding of abstract and
difficult concepts by allowing the students to experiment on the variables that
form the concept than demonstration. Computer simulation helps students to
develop their own understanding of basic technology concepts over
demonstrations. It also helps the students to be independent problem solvers.
Chen and Howard (2010) observed that the use of simulations to teach basic
technology gives positive results over demonstration time. It is important to
determine whether male and female students will benefit equally with the use of
simulation in teaching basic technology.
Gender is
any physical and behavioural difference between males and females which are
social culturally based, (Okeke 2008, Ezeh 2013). Ogunleye and Babajide (2011)
observed that science subjects such as basic technology are given masculine
outlook by many educationists. That means that women and girls grapple with a
lot of discriminations and difficulties (Okeke, 2008). Applying feminist theory
in Science Education which stated that by changing the science curriculum and
how science is taught with make a significant change on women participation in
science. This study will then see the influence of simulation in students’
achievement in senior secondary school basic technology.
Many
theorists had advocated for active participation of the learner in the learning
process. Vygotsky (1978) emphasized on social interaction as the best ways of
learning. To him a child learns better in collaborative activities than when
he/she learns alone. Vygosky social theory is applied in this study since
simulation involves role plays and computer programs that encourage students to
become active participants in the application of basic technology concepts.
Students are able to learn better when they have social interaction among
themselves and the relevant learning resources. Simulation provides
co-operative work skills and cognitive apprenticeship needed in the study of
basic technology. The teacher provides simulated experiences which helps in
demonstrating concepts to students and makes for the students understanding of
the concepts. Many researchers had used simulation successfully.
1.2 STATEMENT OF THE PROBLEM
In the year
2007, the Universal Basic Education scheme introduced basic technology to
replace introductory technology, with a desire to achieve what could not be
realized through introductory technology. Same teachers of introductory
technology and other workshop staff are used to implement basic technology.
Workshops used for introductory technology are still being used for basic
technology. According to Toby, (2000), students cannot learn skills of their
chosen occupation at maximum efficiency with poor and obsolete equipment,
neither will the students develop positive attitudes towards the use of tools
and equipment of their trade if the laboratories/workshops are not properly
managed and facilities inadequately maintained. Therefore the problem of this
study, is to compare and analyze simulation and demonstration methods on
student’s academic achievements in basic technology in ogbaegbemandonilga of
rivers state, and put in question, is “How will basic technology workshops be
learn to improve the student academic achievement in the secondary schools in
Nigeria?
1.3 PURPOSE OF THE STUDY
The general
purpose of the study is to analyze by comparing the two dependent variable
simulation and demonstration methods of teaching on students’ its academic
achievement in basic technology. Specifically, the study seeks to:
1. Analyze
the difference in academic achievement of students taught basic technology
using simulation method with those taught using demonstration method.
2. Determine
the difference in the pre-test and post-test mean scores of students after
being taught basic technology with simulation method of teaching.
3. Determine
the difference in the pre-test and post-test mean scores of students after
being taught basic technology with demonstration method of teaching.
4. Find out
the means learning the students appreciate more with understanding.
1.4 SIGNIFICANCE OF THE STUDY
Thisthesis
is significant in various ways to various sectors, as will be seen below; it
will present in a precise manner, the importance of the simulation and
demonstration methods in learning.It is believed that the findings of this
research work should provide detailed information on the use of simulation and
demonstration methods in obtaining a high student achievements and performance.
It is also expected that the study will benefit teachers, basic technology
students, researchers and the society in general.
The findings
of the study should be useful to teachers. It is expected that the findings
will expose thebasic technology teachers to the importance of using the various
informal and innovative instructional methods (such as the simulation method)
which is more of student centered and commercially driven. By this exposure the
teachers could acknowledge the advantage over the traditional teaching methods
such as demonstration, which is teacher centered. It is possible that by this
outcome the basic technology teachers would realistically adjust to the
application of simulation method of teaching for effective instruction. In
turn, the students would have real focus for better performance and
achievements in their studies.
Subsequently,
it will go a long way to enhance the basic technology students’ effectiveness
in the society by being capable of carrying out what they have learned, thereby
contributing to the building up of the society at the local, national and
international levels.
The research
will also be beneficial to the researcher. This is because the study will
expose the researcher to so many related areas in the course of carrying out
his research. This will enhance the researcher’s experience, knowledge and
understanding on simulation and demonstration methods in learning.
1.5 SCOPE OF THE STUDY
This thesis
will cover the simulation method of teaching, its academic achievements on
students, demonstration teaching method, equally with its academic achievements
on the students, a comparative analysis of both means and effects of gender on
student achievements in basic technology studies. The Study concentrate on
areas of design and construction of gadget that offer both theoretical and
practical experience to the students. The study will be restricted to only
schools (junior secondary school) where basic technology are taught in
ogbaegbemandonilga of rivers state.
1.6 RESEARCH QUESTIONS
For a better
understanding and comprehension of this research thesis, in carrying out this
study effectively, the following research questions guided the study.
1. What is
the difference in academic achievement of students taught basic technology with
simulation method and those taught with demonstration method?
2. What is
the effect of simulation on students’ academic achievement in junior secondary
school basic technology?
3. Is there
any differential effect of simulation on male and female students’ achievement
in basic technology?
4. What is
the difference in the pre-test and post-test mean scores of the students after
being exposed to simulation method of teaching basic technology?
5. What is
the difference in the pre-test and post-test mean scores of the students after
being exposed to demonstration method of teaching basic technology?
1.7 RESEARCH HYPOTHESIS
The
researcher formed some of the hypothesis which will be tested to support this
study. The hypothesis will be tested at 0.05 level of significance.
The research
hypothesis are as follows.
1: There is
no significant difference between the mean achievement of students taught basic
technology with simulation and those taught using the conventional methods.
2: There is
no significant difference between the mean achievement of male and female
students in Achievement Test in Simulation (ATIS).
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