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COMPARATIVE
ANALYSIS OF BIOLOGY DELIVERY CONTENTS IN CONVENTIONAL AND UNIVERSITIES
CHAPTER ONE
1.0
INTRODUCTION
1.1
BACKGROUND OF STUDY
Biology is a
branch of natural science that deals with the study of living organisms,
including their structures, functioning, evolution, distribution and
interrelationships. (The American Heritage Dictionary of the English language,
2009). Biology occupies a unique position in the secondary school education
curriculum because of its importance as science of life.
In Nigeria
the secondary school Biology curriculum is designed to continue students
investigation into natural phenomena, to deepen students’ understanding and
interest in biological sciences, and also to encourage students‘ability to
apply scientific knowledge to everyday life in matters of personal, community,
health and agriculture among others (Federal Ministry of Education, 2009).
Biology is a very important science subject and stands as the bedrock upon
which are based many other science courses like Medicine, Pharmacy, Nursing,
Biochemistry, Genetic, Agriculture etc., that are of great economic importance
to a nation.
Besides, the
importance of Biology to mankind as science of life, it is one of the science
subject mostly preferred by many students in the secondary schools because it
has less mathematical calculations unlike Physics and Chemistry and deals with
non-abstract things. Because of these reasons, Biology has a very high
enrollment of students in the external examination (Senior School Certificate
Examination) more than Physics and Chemistry.
Regardless
of the high number of students’ enrollment in Biology in the senior school
examinations conducted by West African Examination Council (WAEC) and National
Examination Council (NECO), reports from scholars and educators (Nwagbo, 1999;
Biology Chief Examiner‘s Report, 2007; Ige, 2009 and Opara, 2011) indicated
that students’ achievement in Biology in the external examinations is poor. The
poor achievement of students in Biology in external examination is linked to
the use of traditional method (lecture/expository method) in teaching secondary
school biology (Isiugo-Abanihe; LongJohn and Ibiene 2010).
The
traditional/conventional teaching methods often used by teachers in teaching
Biology include the lecture/expository method, demonstration and direct
instruction etc. These traditional methods of teaching stress more on the
transmission of knowledge in a manner that emphasizes memorization hence they
have been characterized by some educators (Ibe and Nwosu, 2003; Sawa, 2011 and
Kirshner, Sweller and Clark, 2006) as a poor method of teaching biology and
other science subjects.
The
conventional/traditional teaching methods involve unidirectional flow of
information/knowledge from teacher to the students and do not encourage process
skill acquisition needed for proper understanding of biological principles,
concepts and facts.
Guisti
(2008) referred to these traditional teaching methods as teacher-centered
approaches to learning in the sense that the teacher and those up in the
educational hierarchy are considered as the possessor of knowledge to be
transferred to the students, and as such decides how the knowledge transfer
takes place. The unidirectional flow of information in the traditional biology
delivery content makes students passive and unable to construct meaningful
knowledge in the teaching and learning of Biology.
1.2
STATEMENT OF THE PROBLEM
Service
delivery in science subject like biology matters a lot but often at times the
students might perform very poor due to use of poor methods of teaching by the
teachers, it could also be lack of interest in teaching and learning and
sometimes influence of gender. Finally, several researches has been carried out
on comparative analysis of biology method of teaching but not even a single
research has been carried out on comparative analysis of biology delivery
contents in conventional and university of technology.
1.3 AIMS AND
OBJECTIVES OF STUDY
The main aim
of the study is to examine the comparative analysis of biology delivery
contents in conventional and universities of technology. Other specific
objectives of the study include;
1. to
determine the factors affecting biology delivery contents in conventional and
universities of technology.
2. to
determine the effect of biology delivery contents on students in conventional
and universities of technology.
3. to
determine the influence of biology delivery contents on gender in conventional
and universities of technology.
4. to
proffer possible solutions to the problems.
1.4 RESEARCH
QUESTIONS
1. What are
the factors affecting biology delivery contents in conventional and
universities of technology?
2. What is
the effect of biology delivery contents on students in conventional and
universities of technology?
3. What is
the influence of biology delivery contents on gender in conventional and
universities of technology?
4. What are
the possible solutions to the problems?
1.5
STATEMENT OF RESEARCH HYPOTHESIS
Hypothesis 1
H0: There is
no significant relationship between the method of biology delivery contents in
conventional and universities of technology
H1: There is
significant relationship between the method of biology delivery contents in
conventional and universities of technology
Hypothesis 2
H0: there is
no significant difference between biology delivery contents between
conventional and universities of technology.
H1: there is
significant difference between biology delivery contents between conventional
and universities of technology.
Hypothesis 3
H0: Gender
does not influence students’ academic performance under the nature of biology
delivery contents for conventional and universities of technology
H0: Gender
influences students’ academic performance under the nature of biology delivery
contents for conventional and universities of technology
1.6
SIGNIFICANCE OF STUDY
The study on
the comparative analysis of biology delivery contents in conventional and
universities of technology will be of immense benefit to the entire
universities of technology in the sense that it will teachers of biology in the
identification of a more effective biology service delivery that will help the
students to achieve high in biology and have increased interest for biology
which will make them to opt for science courses in higher institution and also
appreciate the world of things around them.
It will also
enable the teachers and science educators on the identification of better
biology delivery content that will make teaching and learning process more
interesting because students‘ achievement will be improved upon and their
interest sustained, thus enabling the realization of the stated instructional
objectives which is the goal of any academic enterprise. Finally, the study
will contribute to the body of existing literature and knowledge to this field
of studied and basis for further research.
1.7 SCOPE OF
STUDY
The study on
comparative analysis of biology delivery content is limited to conventional and
universities of technology.
1.8
LIMITATION OF STUDY
Financial
constraint- Insufficient fund tends to impede the efficiency of the researcher
in sourcing for the relevant materials, literature or information and in the
process of data collection (internet, questionnaire and interview).
Time
constraint- The researcher will simultaneously engage in this study with other
academic work. This consequently will cut down on the time devoted for the
research work.
1.9
DEFINITION OF TERMS
Comparative
Measured or judged by estimating the similarity or dissimilarity between one
thing and another; relative
Analysis
Detailed examination of the elements or structure of something.
Biology Is
the natural science that studies life and living organisms, including their
physical structure, chemical processes, molecular interactions, physiological
mechanisms, development and evolution.
Conventional
Based on or in accordance with what is generally done or believed
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