THE IMPACT OF DISCOVERY TEACHING ON THE ACHIEVEMENT OF BIOLOGY STUDENTS IN SENIOR SECONDARY SCHOOLS

THE IMPACT OF DISCOVERY TEACHING ON THE ACHIEVEMENT OF BIOLOGY STUDENTS IN SENIOR SECONDARY SCHOOLS

CHAPITER 1

INTRODUCTION

Background information for the study (1.1)

The goal of science is to gather knowledge about the natural world and organize it for the benefit of humanity (Gottlieb, 2005). Science is a human intellectual endeavor. Maikano (2007) continued by stating that science is both an organized body of knowledge that is formed from such observations and may be validated or checked by further research. Science is both the methodical observation of natural occurrences and circumstances in order to find facts about them. Based on the foregoing, one definition of science might be behaviors that result in a tried-and-true corpus of knowledge. It is essential to the survival and development of humanity on Earth. It is therefore necessary for it to start with a solid basis (Yamai, 2009). Science is crucial because it teaches students how to debunk superstitions while also teaching them how to develop their physical skills through proper handling of tools and objects, solve everyday problems, form friendships while cooperating in groups, and satisfy their innate curiosity through opportunistic learning (Yalwa, 2004). It is impossible to emphasize the importance of studying biology as a science-based subject given its connection to human existence and to living in general. All facets of life must respect the contribution that biology has made to the existence of living things (Farrel, 2005). Since its inception, biology has been a technique that has helped researchers better understand the complete process of life growth in living things. The entire health of the body as an organ system is essential because of how living things, like plants and animals, work. Biology has advanced human understanding to the point where the body’s dysfunction in terms of disease and sickness has been exposed and severely examined. Numerous studies on physiologically pertinent topics are routinely carried out at various educational institutions and hospitals in an effort to enhance daily living (Lakpa, 2011). Everyone should be taught the fundamentals of biology in order to increase their understanding of it because the results of biological research and scientific knowledge in the subject are so crucial to life. The National Policy on Education (NPE, 2013) in Nigeria placed a strong emphasis on the importance of science, particularly the use of biological knowledge as a spice. Schools are required to assist pupils in building a strong foundation for critical and scientific thinking. The document continued by stating that the pertinent information and abilities acquired through functional education are intended to realize Nigeria’s overarching philosophy, which is based on creating a true and democratic society, a just and egalitarian society, a united, strong, and self-reliant nation, a great and dynamic economy, and a land full of bright opportunities for all citizens (Afolabi, 2008). The production of improved plant and animal species that will serve as raw materials for our enterprises, the development of skills for employment, and improved research for citizen health, to mention a few, are just a few of the purposes that biology has become crucial in achieving. Therefore, it is crucial to look at methods for educating pupils in order to enhance biology teaching and learning. Adesope (2010) lists a variety of instructional methods, including lectures, group discussions, demonstrations, hands-on activities, assignments and projects, field trips (excursions), individualized training, and laboratory procedures. According to Olutade (2009), the type of teaching style utilized determines to a considerable amount what the pupils assimilate in the teaching-learning processes. Information gathering can really be sped up with the appropriate approach. Even while numerous methods of teaching biology at the secondary school level have been studied, no research has been conducted to determine the most effective approach. With the lecture teaching style serving as the control, the aim of this study is to determine how the discovery teaching strategy influences biology students’ achievement (Paul, 2003). Even if there are other teaching methods than the lecture style, it is generally thought of as the one that predominates in educational settings. The lecture format is regarded as more useful, particularly in larger classrooms. The majority of college courses typically involve lecturing when there are numerous students present. This allows lecturers to cover the content they feel is most important, as specified in the lesson plan (Ade, 2007). An instructor delivers an oral presentation to a class of students while lecturing. A word document, an image, a movie, or a slideshow are common visual aids used in lectures. None of these components are necessary for a lecture to be regarded as a lecture; nonetheless, some lecturers may use a whiteboard or chalkboard to underline crucial points in a lecture. As long as there is a powerful person speaking to a large group of people from the front of the room, this is a lecture (Udemy, 2014). The lecture method is inadequate because it is one-sided, giving students little to no chance to contribute their own ideas or object to the information being presented; it completely involves students in a passive experience rather than an active role, which hinders learning; and it necessitates a sizeable amount of unsupervised student time outside of the classroom in order to facilitate understanding and long-term memory of content. According to Tenenbaum (2011)’s meta-analytic review, a discovery learning task can include implicit pattern detection, elicitations of explanations, reading manuals, and running simulations. Discovery learning can take place when a student is given the tools and resources to find the solution on their own rather than being given a specific response. According to the “Learn by Discovery” philosophy of The Grauer School, discovery learning occurs when a student uses his or her own knowledge or undertakes experiments to solve a problem (Grauer, 2016). The discovery method of teaching is an educational approach that is effective in teaching biology because it is a task designed so that students engage specific mental processes in an effort to find a long-lasting solution to a problem. Mental processes include things like observation, categorization, measurement, prediction, description, and inference. This kind of instruction involves the student engaging in an unstructured inquiry of the outside world and drawing general conclusions from information acquired through mental processes (Egwu, 2005). “Guided” and “Unguided” discovery are the two different categories of discovery procedures (Ibenga, 2005). A teaching method known as guided discovery comprises an instructional mode that can be both inductive and deductive in nature. In guided discovery, the learner is given a broad concept and instructed to use it to find the solution to a particular problem. There is a need to conserve time in this case because the learners do not have any prior experience with or background knowledge on the idea being taught. As a result, the only choice is guided discovery. Time is not saved because an unguided discovery style of teaching can be used once the student has the necessary background or expertise. The use of the discovery teaching method has a number of benefits. From allowing students to independently acquire knowledge to allowing them to actively engage in the learning process (Aldrich, 2004). Additionally, it aids with memory retention, which boosts students’ confidence in their ability to absorb new information on their own. The discovery method must be used with moderated guidance, large groups of learners must be divided into smaller groups for effective supervision and meaningful activity, and all necessary resource material and equipment must be available for the activity in order for it to be successful.

Statement of the problem: 1.2

Secondary school biology curriculum places a strong emphasis on equipping students with the necessary theoretical and practical knowledge to better understand the nature of living things and their surroundings. The achievement of national goals and objectives for self-sufficiency will be targeted using this information (Saka, 2006). However, it appears that this is a far cry from the biology training that is provided in secondary schools. High school biology classes don’t seem to be a good idea. In the majority of secondary schools in the Oyo metropolis, biology students are not given the opportunity to conduct independent research through laboratory work, field trips, or outdoor activities. Durmaz (2007) claims that studying biological science necessitates a wide range of abstract ideas, facts, and experiences. It is challenging for students to learn things if they are not engaged in the learning process. According to Cimer (2007), teachers’ approaches, strategies, and teaching techniques may also affect how well pupils learn biology. One of the reasons biology is challenging to learn is that students who are unhappy with the way it is presented are more likely to display apathy and have unfavorable attitudes toward biology (Zeidan, 2010). As a result, biology instruction and learning should be prioritized in classrooms through the use of teaching strategies that enable students to conduct independent environmental investigations. Furthermore, due to our disinterest, this subject has undoubtedly been overshadowed by our senior secondary certificate exam. The results of the SSCE tests from the years 2008 through 2010 show that students performed relatively poorly overall, but especially in the biology practical. Failure is a significant problem since it hinders student accomplishment and tertiary education progression, which in turn hinders the country’s effort to achieve self-sufficiency by 2030 as outlined in the Sustainable Development Goals (SDGs). The key concern here is to look into and ascertain which approach—discovery or lecture—is more efficient in terms of student biology achievement.

1.3 OBJECTIVES FOR THE STUDY

This study’s main objective is to determine how biology students’ achievement in Oyo is impacted by the discovery teaching method. The aim of the study is to ascertain:

i. Whether there is a discernible difference between students who were taught biology using the discovery technique and those who were given lectures.

ii. If male and female students who were taught biology using the discovery approach had significantly different mean scores.

1.4 QUESTIONS FOR RESEARCH

i. What makes the mean score of students who were taught biology using the discovery strategy different from those who were taught using the lecture approach?

ii. Do male and female students who took biology classes using the discovery approach have significantly different mean scores?

1.5 THE IMPORTANCE OF THE STUDY

The results of this research project are anticipated to be useful to students, teachers, stakeholders, and parents.

If students understand the benefits of discovery learning, which will increase their interest in biology and other related sciences, they will be able to learn on their own and attain academic brilliance. Additionally, students will be equipped with the skills needed to significantly contribute to the advancement of society.

This research will help teachers better educate their pupils through guided inquiry and efficient practical planning. Additionally, it will give qualified teachers the opportunity to organize their subject matter before delivering it to pupils by using a number of teaching techniques.

Stakeholders: The results of this study will help stakeholders in education who are working to get secondary schools the right tools for teaching biology using the discovery method.

Parents: As every parent whose child is pursuing this field of study hopes, this study will help parents by disclosing their engagement in the teaching and learning of biology as well as by giving tools that will increase student accomplishment.

1.6 ANALYSIS OF THE STUDY

The research is only focused on secondary schools. Metropolis of Oyo

Definition of terms, section 1.7

The act of transferring knowledge to a learner is referred to as teaching.

Methods: The techniques employed to instruct secondary school students in biological topics.

The term “achievement” describes how well a student performed in biology at the secondary school level.

Secondary School Students: In this study, the term “secondary school students” refers to all pupils who study biology.