IMPACT OF USING MEDIA PROJECTED INSTRUCTIONAL MATERIAL ON SECONDARY SCHOOL STUDENTS ACADEMIC PERFORMANCE IN BIOLOGY
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
At every stage of the educational development process, the teaching and learning processes are crucial. If they are properly planned and directed, they are the key to a person’s success and advancement. The best methods must therefore be used in order to increase the effectiveness of teaching and learning. To increase the efficiency of teaching and learning in the classroom, it is necessary to use teaching aids, also referred to as audiovisual resources. Instructional materials, according to Dike (2010), not only help to increase the motivation of teachers and students, but they also help to enhance the caliber of instruction. They improve students’ comprehension of the material and increase their enjoyment of studying. Ahmed (2010) asserts that the goal the learner should be able to retain what they have learned because education is permanent learning. The use of educational materials helps students retain more information because they engage multiple senses. A study by Ode and Omokaro (2007) found that students remember more of what they see, hear, and feel than just what they hear. An old Chinese proverb that reads, “What I hear, I forget; what I recall, I remember; and what I do, I understand,” is supported by this method. A visual teaching method emphasizes the use of audiovisual materials to make abstract ideas more concrete for learners. Therefore, it is the teacher’s duty to transform learning into a lifelong experience rather than merely something to be retained in memory.
but rather a component of day-to-day life. The efficient delivery of information to students can be achieved by utilizing audiovisual aids in teaching and learning. When it comes to teaching and learning, educators have found that the best outcomes come from having a person directly interact with the material being studied, regardless of the order of experiences. The best way for learners to learn is by doing. With audiovisual resources, learning by doing is only possible because they increase students’ motivation, focus, attention, and memory.
There hasn’t been a lot of consensus due to the extensive research and writing produced by reliable researchers and authors.
All of the materials and significant resources that a teacher may use to carry out instruction and encourage students to achieve instructional goals are referred to as “teaching materials and substantial resources.” They (instructional media) are designed to grab students’ attention, pique their interest, enhance learning through real-world examples and visual elaboration, foster a learning environment in the classroom, and help students turn learning into a fun experience. (2010) (Isola, 2010)
There are many different categories that instructional media can fall under, including aural, visual, and audio-visual. Radios and audio cassette recorders are examples of devices that fall under the category of audio instructional media in this context. As an illustration, visual teaching tools like the blackboard, chart, slide, and filmstrip are devices.
that don’t engage the other five senses and primarily engage the sense of sight. On the other hand, a technology that engages both the hearing and visual senses and is used to teach students is referred to as an audio visual instructional medium (AVIM). Examples of such technologies include television, movies, and computers. According to the study’s findings, audio-visual instructional media were outnumbered in the classroom by visual instructional media. Both Moronfola (2002) and Kareem (2003) have written on this subject.
The use of instructional media by the teacher during a lesson to promote learning can be either concrete or non-concrete in nature. Such a medium could be used to convey concepts, information, and a message about what the a teacher is bringing to their students (Amali & Adejoh, 2013). According to Akoja and Ali (2012), the teacher should employ a variety of strategies and methods that appeal to the students’ senses in order to improve effective classroom communication. This is why it’s important for instructional media to stimulate all five senses: hearing, touching, seeing, smelling, and feeling (Isola, 2010). The results of Akoja and Ali (2012) indicate that the use of instructional media improves concept retention, leading to more substantial learning as well as a high level of interest among students. One reason for students’ poor performance in math, science, and technology is the insufficient use of instructional technology.
media. The current study examines how instructional media are used to teach biology concepts as well as how this may impact students’ success in biology.
Achievement specifically refers to the metrics used to determine a research’s level of success (Musa & Agwagah, 2006 & Abakpa, 2011). The authors define student achievement as the manifestation of their capacity to support the learning of abstract ideas and concepts. This is due to the fact that educational media are each regarded as reinforcers of the cognitive, affective, and psychomotor components of learning. Since students tend to remember what they see, touch, feel, and manipulate throughout the teaching-learning process, it is possible that this will lead to good information retention.
Numerous researchers are working to enhance students’ biology performance. and biology instructors have employed a range of teaching tools, including graphs, models, printed materials, felt boards, and chalkboards. But the issue still exists. The current researcher plans to use a projected aid—a device for transmitting photographic and other images in an enlarged form onto a viewing screen—as an instructional medium. The projected aid, also referred to as a projector, is furnished with a lens system and a light source. Additionally, this type of assistance includes the use of moving pictures, filmstrips, and slides. In general, it is regarded as the most practical and economical teaching resource. The projector can be used to display either moving or still images, and its usefulness depends on
on the caliber of the projected image. This type of media may help to lessen the abstract nature of the subjects and improve students’ biology learning.
Declaratory Statement of the Issue
Practically every aspect of human existence can benefit from biology. The persistently low achievement of students in biology at the Senior Secondary school level in Nigeria over the last decade has been a source of serious concern for educationists and other interested parties, despite the importance of biology for national development. The failure indices are rising across the state, per the annual reports of the WAEC Chief Examiner. The percentage of students who passed the Senior Secondary Certificate Examination (SSCE), administered by the West African Examination Council (WAEC), was From 28.50 in 2009 to 49.60 in 2010, 38.40 in 2011, 34.00 in 2012, and 33.90 in 2013, biology increased. From 28.50 in 2009 to 49.60 in 2010, 38.40 in 2011, 34.00 in 2012, and 33.90 in 2013, a higher percentage of students passed biology. Over the previous five years, less than 50% of Nigerian students have consistently passed biology at the credit level (A1-C9) (2003-2009). This may be because, without the aid of instructional materials, students are finding it difficult to understand and apply the theoretical biological concepts that are presented. According to additional research, when compared to their male peers, female students perform worse in biology than male students do. But it’s not clear whether
or whether a factor in this trend is biology instructors’ underuse of instructional media. The current study was created specifically to investigate the impact of using media projected instructional content on secondary school students’ academic performance in biology.
1.3 The Purpose of the Study
Investigating the effects of media projected instructional material on secondary school students’ academic performance in biology is the overall goal of this study. In particular, the research will determine:
i. To determine whether media projected instructional material is offered in secondary schools.
ii. To determine the impact of media-projection-based educational content on students’ academic performance.
iii. To suggest a revision to instructional materials that are projected on media.
in secondary education.
1.4 The Research Question
To direct the investigation, the following research questions have been posed:
i. Are media-projected instructional materials available in secondary schools?
What impact does media-projected educational content have on students’ academic performance?
What changes to the media-projected instructional materials in secondary schools would you suggest?
1.5.2 Importance of the research
Students will benefit from this study’s findings as they learn and develop their biology knowledge and skills. If the use of instructional media was successful, the study might also be useful because student achievement might rise. This is due to the possibility of instructional media integrating the cognitive, affective, and psychomotor aspects of biology learning and making teaching and
Learning is engaging, motivating, and efficient.
The results of this study will motivate biology science instructors to incorporate instructional media into their teaching and learning procedures in order to improve their students’ ability to communicate effectively.
The results of this study will also make school administrators more willing to support biology teachers’ use of instructional media by giving them access to the resources they need to teach and learn biology.
The study’s findings will also be helpful to those who plan biology curricula because they will help them to systematically plan the curriculum and the instructional materials that will be used to help students succeed in biology.
The results of this study will be useful to the academic community because they will add to the body of literature already in existence.
1.6
Goals of the research
The study will look into whether secondary schools have access to media-projected educational material. The study will also ascertain the impact of educational content projected by media on students’ academic performance. The study will also suggest ways to enhance the instructional media projected in secondary schools. Therefore, the scope of this study will only include secondary schools in Kaduna State.
Limitations of the Study, paragraph 1.7
While conducting the study, the researchers ran into some minor obstacles, just like in every human endeavor. Due to the tendency of inadequate funding to impede the researcher’s efficiency in locating pertinent materials, literature, or information as well as in the process of data collection (via the internet, a questionnaire, and interviews), the researcher opted for a moderate choice.
sampling size. Furthermore, the researcher will conduct this study along with other academic projects at the same time. The time needed for research will be cut down as a result.
1.8 Definitions of Operational Terms
When a class or program is evaluated, the instructional media—which include the channels by which information, skills, knowledge, etc. is transmitted to students during the learning process—help them meet the stated behavioral objectives.
Performance refers to how well a senior secondary school student performed as measured by the results of a Biology Achievement Test that was given to them.
Projected aids are educational media that use a device to transmit photographic and other images into a viewing screen in an enlarged form.
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