Effect Of Using Quadrat Method In Teaching Invertebrate Ecology On Biology Students Academic Performances In Abak Local Government Area
Chapter One
Introduction
This chapter introduces the research work under the following subheadings:-
Background of the study
Statement of the problem
Purpose of the study
Research question
Research hypotheses
Significance of the study
Delimitation of the study
Limitation of the study
Definition of terms.
Background of the Study
The knowledge of Biology, chemistry and physics which have crystallized into concepts, empirical laws, and theories form the basis of scientific and technological breakthrough in contemporary society (Oghenevwede 2009).
As we entered the 21st century and expect better health for all, abundant food for all, better knowledge to man, animals, plant and less polluted environment and with the Declaration of Education for All (EFA) there is need to effectively teach and learn Biology to meet these challenges (Asaja, 2002) Teaching is effective when approach used brings about desirable change in the behaviour of the learners. If learning strategies and students’ achievement have to improve, then the students have to be introduced to a more efficient and appropriate teaching approaches.
The history of science teaching has evolved from the transmission of approach to constructivism where we are now. The transmission view to teaching and learning sees teacher as passing over their knowledge to their students (Bennett, 2003). This view Bennett notes this is strongly linked to expository teaching, where the teacher stand introduction and tell their students about scientific ideas. The transmission view implies that students’ role in the learning process is largely passive, and that the students’ mind is what is sometimes called “tablula rasa”_ a blank state onto which knowledge can be written or impacted (Ajaja, 2013). An enormous amount has been written in the last two decades about research on how students learn.
Students actively learn by observing and performing activities, the process of learning is far more accelerated when practical implementation is associated and the learner is benefited with the applied knowledge and skills and it also involves trial and error a times during self exploration (Khurshid and Asari, 2012).
It is more effective if the students are made to perform rather than suet asked to remember or quote some information. The applied and implicit knowledge should be the ultimate goal of the education system. (Khurshid and Asari, 2012) noted that a typical classroom environment with a presentation from the subject teacher accompanied by participate and does not build a required involvement level of the students, most of the learners just copy notes from lecture or board considering it part of their responsibility being in the class but it does not build their engagement level with the subject being taught. This typical environment only promotes a fraction of students who start thinking on their own and try to raise questions taking initiatives.
The instructor (teacher) is regarded as the transmitter and the learners are the receivers of knowledge being transferred.
Educationist to find this method limiting and less effective as the learners may lose their concentration within half an hour due to passive role and less participation and length verbal information.
Some of the limiting factors are:
This is a one way transmission of knowledge
The knowledge is purely factual and verbal.
Student feel back and querries are very limited or even non-existentant times
Course materials is limited to the prepared lectures and textbooks.
Insufficient element of interest and engagement for the students.
Applied and real life knowledge is least discussed
The system promotes memorizing skill of the students and least concerned in understanding.
As this approach is least practical and applied and more theoretical and memorizing (Teo & Wong 2000) Activity based learning encourages students to learn real life problems based on applied knowledge and keep the interest and understanding of the students at its highest level technology and there is a great need to improved quality of science specifically Biology Education.
This can be possible by bringing fundamental change through Innovative, techniques which teachers can provide learners.
Centered learning environment that can make learning process interesting
Statement of the Problem
The importance of science particularly Biology in the development of a nation cannot be over emphasized.
However, we cannot lose sight of the fact that in any teaching and learning environment, the students; the teachers (and teaching methods); the curriculum and the learning environment are four pilot factors that make learning to be meaningful. However, the problem facing the educational system is that of poor performances of students in sciences particularly Biology due to the wrong approaches / strategies in teaching of the subject even in the areas that require field experience likes Ecology. Here lies the continuous often woeful performance in both internal and external examinations.
This calls for a change in the method of instruction from the traditional lecture method to a more rewarding and innovative strategy. Therefore, it is this problem state that informed the use of quadrat method in teaching invertebrate ecology on Biology students’ academic performance in Abak Local Government Area.
Purpose of the Study
The purpose of this study was to investigate the effects of using quadrat method in teaching invertebrate ecology on Biology students academic performances in Abak Local Government Area.
Specifically, the study sought to achieve the following objectives:
To compare the academic performances of students taught the concept of invertebrate ecology using quadrate method and those taught using demonstration method of instruction.
To compare the academic performances of male students taught the concept of invertebrate ecology using quadrat method and male students taught using demonstration method.
To compare the academic performances of female student taught the concept of invertebrate ecology using quadrat method and female students taught using demonstration method.
Research Questions
The following research questions were posed to guide the study:
What difference exist between the academic performance of students taught the concept of invertebrate ecology using quadrate method and those taught using demonstration method of instruction?
Is there a difference between the academic performances of male students taught the concept of invertebrate ecology using quadrat method and male students taught using demonstration method?
Is there a difference between the academic performances of female students taught the concept of invertebrate ecology using quadrat method and female students taught using demonstration method?
Research Hypotheses
The following hypotheses where formulated to guide the study.
There is no significant difference between the academic performances of students taught, invertebrate ecology using quadrat method and those taught with demonstration method of instruction.
There is no significant difference between the academic performance of male students taught invertebrate ecology using quadrat method and male students taught using demonstration method.
There is no significant difference between the academic performance of female students taught invertebrate ecology using quadrat method and female students taught using demonstration method.
Significance of the Study
The findings of this study would be significant to the following stakeholders:
It would expose students of Biology to the proper use of quadrat and its application in learning invertebrate ecology.
This study will also sensitize Biology teachers on the manifest benefits of utilizing the right strategies for teaching invertebrate ecology and its manefold benefits to the students.
Again, the findings of this study will send an encouraging feedback to curriculum experts and Government officials on the need to see provision of extra funds, for purchase of science / Biology facilities / equipments as worthwhile exercise.
This study would provide needed information to young researches in Biology education on the need to further explore the use of other quantitative strategies available in teaching invertebrate ecological studies.
1.7 Delimitation of the Study
This study is delimited to the use of quadrat and demonstration method in teaching invertebrate ecology in Senior Secondary School One (SS1) in Abak Local Government Area of Akwa Ibom State.
This study is also delimited to senior secondary one (SS1) students during the 2015/2016 academic session.
The study is also delimited to the concept of invertebrate ecology in Biology among other aspect of field Biology.
1.8 Limitation of the Study
This study was carried out under the limited time that was allotted to the researcher by the principal of the sampled schools to allow students time to participate in other academic activities.
The researcher had challenges in controlling the class of forty five students. However, with the assistance of Biology teacher, this challenge was overcome.
1.9 Definition of Terms
Quadrat Method: This is the use of square or rectangular frame to mark off, at random, the physical area in a plot of land, to isolate the sample and determine the percentage of invertebrates occurring within the marked area.
Invertebrate Ecology: This is a branch of ecology that deals with the relationship and interaction between organisms without a vertebral column in their body structure. Example, grasshopper, butterflies, sun flies, weevils, and worms.
Student Performance: Also called students’ achievement is the measurement of the percent of academic content learnt. by a student at a specific duration of time. It is the measurement or the degree to which the student achieve the stated behavioural objectives of the lesson.
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