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EFFECT OF
FIELD TRIP ON BIOLOGY STUDENTS ACHIEVEMENT
CHAPTER ONE
1.0
INTRODUCTION
1.1
BACKGROUND OF STUDY
Field trips
are a critical component of standards-based instruction in the classroom, not a
separate activity, but a direct extension of classroom instruction.
Awotua-Efebo (2009) agrees that field work is a type of instructional medium in
use today, since instructional medium according to the author, is “anything
(materials and equipment) that can help the teacher to communicate effectively
his or her ideas to the students, so that at the end of the instruction the
student can do that which the teacher stated in the objectives. Examples are:
real object (specimen, models, excursions, field work) projected/non-projected
images, print non-prints etc.
Basically,
biology field trip is seen as a support for effective teaching and not a centre
of attention. Awotua-Efebo (2009) argued that effective teaching should be the
goal, and defines effective teaching as “getting the content (message) across
in a manner that will accomplish the desired objectives, and add also that if
at the end of the instruction, the student do what the teacher want them to do
through the process of evaluation, then effective teaching has taken place.
Furthermore,
biology field trips by secondary school students were expected to enhance
student learning experiences through interaction with resource persons and the
environment. Such centers were supposed to provide better resources than the
school for first hand information, especially as learning outside the classroom
aims at ensuring that all young people had chances to participate in high
quality outdoor learning experiences.
It also set
out to improve academic achievement, developed skills and interdependent in a
widening range of environments and provide the opportunity to acceptable levels
of risk. But regrettably, many critics and observers have expressed that the
whole exercise is a mere jamboree and a waste of time and energy and has not in
any way responded to improve student’s performance in Biology.
Rickinson,
et al. (2004) it can lead to life-defining decisions. It can help to broaden
horizons, both literally and educationally, and offers great potential for
personal development, building independence, self esteem, self confidence and
teamwork. Such potentially life-defining opportunities for biologists need to
be celebrated and nurtured. Whilst attention often focuses on pressures and
demands, field activities can be highly effective in developing mutual
understanding between teachers and students which enhances the effectiveness of
learning and can provide motivation which transfers/remains after the field
experience Hillcox, S. (2003).
1.2
STATEMENT OF THE PROBLEM
Field trip
is an essential part of learning that enhances effective teaching and learning
process. At times this aspect of teaching may not really be effective due to
the fact that there are no resources that are pulled towards that direction
since it needs so much funding. It could be that most biology teachers do not
even know where exactly to take the student to for excursion. Finally, several
researches has been carried out on the effect of field trip on biology students
but not even a single research has been carried out on the effect of field trip
on biology students achievement in Kwuano LGA, Abia state.
1.3 AIMS AND
OBJECTIVES OF STUDY
The main aim
of the study is to examine the effect of field trip on biology student’s
achievement. Other specific objectives of the study include:
1. to
determine the effect of field trip on male and female student’s achievement.
2. to
determine the effect of field trip on biology student’s achievement.
3. to
determine the difference in urban and rural school students achievement in
field trip teaching method.
4. to
proffer possible solutions to the problems.
1.4 RESEARCH
QUESTIONS
1. What is
the effect of field trip on male and female student’s achievement?
2. What is
the effect of field trip on biology student’s achievement?
3. What is
the difference in urban and rural school student’s achievement in field trip
teaching method?
4. What are
the possible solutions to the problems?
1.5
STATEMENT OF RESEARCH HYPOTHESIS
H0: Field
trip has no significant effect on biology student achievement in Kwuano LGA of
Abia state.
H1: Field
trip has no significant effect on biology student achievement in Kwuano LGA of
Abia state.
1.6
SIGNIFICANCE OF STUDY
The study on
the effect of field trip on biology student achievement will be of immense
benefit to the entire Kwuano local government and Abia state at large in the
sense that it will enable the government to fund field trip so as to enable the
students learn since biology is more practical than theory; more also since
students cannot easily forget the things they see, (take for instance
“movie”)such that they can tell you from the beginning to the end without
forgetting anything the same thing applies to theory in class and field trip
which will encourage and help them learn. The study will also enable the
government in recruiting and also train effective biology teachers. Finally,
the study will contribute to the body of existing literature and knowledge to
this field of study and basis for further research.
1.7 SCOPE OF
STUDY
The study on
the effect of field trip on biology student’s achievement is limited to Kwuano
local government area of Abia state.
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
Effect:A
change which is a result or consequence of an action or other cause.
Field
Trip:Or excursion is a journey by a group of people to a place away from their
normal environment.
Achievement:A
thing done successfully with effort, skill, or courage.
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