THE IMPACT OF PROJECTED INSTRUCTIONAL MEDIA ON THE ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN BIOLOGY

THE IMPACT OF PROJECTED INSTRUCTIONAL MEDIA ON THE ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN BIOLOGY

CHAPITER 1

INTRODUCTION

1.1 THE STUDY’S BACKGROUND

A lot of countries in the world are very motivated to attain and maintain national growth. This is only possible if these countries invest in the development of science and technology. According to Audu (2012), science is a way of thinking about nature that helps us understand it. It is also a way of conducting research and a body of accepted knowledge. As a result, science has a significant impact on how we think, research, create, and use knowledge about our surrounds. It is impossible to exaggerate the importance of science to a country’s progress. Ivowi (2003) asserts that a country’s development is significantly influenced by its citizens’ level of technological and scientific literacy.

Natural scientific fields like biology are vital to the development of technology in our country. Nsofor (2010) asserts that biology covers a wide range of topics, serves as a foundation for a wide range of future careers in science and technology, and has applications in almost every aspect of life.

Biology is the driving force behind a nation’s progress in the modern day; it is essential since it acts as a virtual amour against the myths and superstitions that perplex scientific advancements everywhere. It is a field of natural science that investigates the living world, including how it is made, how it functions, how it evolves, how life first came to be, and how it interacts with its surroundings (Umar, 2011). The study of biology is necessary for many different academic fields and significantly advances global technology (Ahmed, 2008). According to Ahmed and Abimbola (2011), this group includes, among other things, the fields of medicine, pharmacy, nursing, agriculture, forestry, biotechnology, and nanotechnology. It is essential to the advancement of any country as a scientific discipline, especially Nigeria. Its developed potentials are evident in the areas of biotechnology, environmental sciences, textile, paper, and dyeing technologies, health sciences, agricultural sciences, sociocultural issues, and agricultural sciences (Tutor Vista, 2010).

Projected instructional media are those forms of communication that improve the effectiveness of instruction and let the teacher interact with the students in an effective way (Akoja 2012). These are some extra means of expression that a biology instructor might use to assist make a notion more concrete throughout the course of training. They include all key tools a teacher might use to encourage learning and information retention in their students. They are concentrated on grabbing or holding the attention of students, pique and heightening their interest, and boosting their learning through real-world examples and visual elaboration, all of which contribute to a delightful learning environment in the classroom (Isola, 2010).

SITUATION OF THE PROBLEM

The success of biology as a science subject in Nigerian secondary schools is affected by a number of traits and problems. The causes of these variables could be diverse, such as social environmental issues, cultural disparities, and social economic expansion (Audu 2012). These challenges play a part in pupils’ poor academic achievement, particularly in a highly educated nation like Nigeria.

1.3 STUDY’S OBJECTIVES

This study’s main goal is to investigate how projected instructional media affect secondary school students’ academic performance in biology. This study specifically aims to:

i. Analyze how much projected instructional media are used in secondary schools.

ii. Examine the impact of projected instructional media use on Biology academic performance in secondary schools.

iii. Consider the difficulties associated with employing projected instructional media to teach biology in secondary schools.

iv. Consider potential solutions to the problems associated with using projected instructional media to teach biology in secondary schools.

1.4 QUESTIONS FOR RESEARCH

In accordance with the goals of this study, the following research topics will be addressed:

i. What percentage of secondary schools employ anticipated instructional media?

ii. Does the usage of projected instructional media affect students’ academic achievement in Biology in secondary schools?

What difficulties do secondary schools encounter while employing projected instructional media to teach biology?

iv. How may the problems associated with employing projected instructional media to teach biology in secondary schools be resolved?

1.5 RELATIONSHIP TO OTHER STUDIES

All parties involved in the education industry will tremendously benefit from this study’s conclusions, which will emphasize the value of using projected instructional material in secondary schools to teach biology. The results will outline the issues and include suggestions for how to address them.

Finally, this study will contribute to the growing body of knowledge available to academics about how social media affects students’ academic achievement.

1.6 THE STUDY’S SCOPE

The main objective of this study is to determine how projected instructional media affect secondary school students’ academic performance in biology. In particular, this study will look at how often projected instructional media are used in secondary schools, see if this has an effect on students’ academic performance in biology, look at the difficulties associated with using projected instructional media in secondary schools to teach biology, and look at potential solutions to these difficulties.

Participants in this study’s survey will include biology instructors and students in Akure, Ondo State.

Limitations of the study: 1.7

If any of the researcher’s challenges weren’t addressed, the study wouldn’t be complete. The different problems that restrict the conclusions of this study project are therefore discussed in the parts that follow.

i. The replies from students and teachers served as the main foundation for this study. The researcher was unable to undertake a complete and comprehensive inquiry of the subject because of the little amount of time allocated for this study.

ii. In the local government area that served as the case study for this study, there was yet another extended break for educators and students.

iii. Lastly, the researcher received no feedback from any of the questionnaires that were given to teachers, students, or counselors. And doing so would only inspire the researcher to work closely with family and friends.

1.8 TERM DEFINITION

Impact: A noticeable outcome or effect

Projected instructional media are those methods of communication that encourage instruction’s efficacy and aid teachers in effectively expressing their ideas to their students.

Academic success is the degree to which a student, instructor, or institution has met their immediate or long-term learning objectives. Academic achievement is the completion of educational milestones such secondary school diplomas and bachelor’s degrees.

Biology: The scientific study of life is known as biology. Although it is a natural science with a large reach, it is tied together as a single, cohesive field by a number of commonalities. For instance, every organism consists of cells that process genetic information that can be passed on to future generations.