TABLE OF CONTENTS
Cover page
Title Page i
Certification ii
Acknowledgements iii
Table of contents iv
List of tables vii
Abstract viii
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study 1
1.2 Statement of the Problem 4
1.3 Aim and Objectives of the Study 5
1.4 Research Questions 5
1.5 Hypotheses 6
1.6 Significance of the Study. 6
1.7 Scope of the Study 7
1.8 Area of Study 8
CHAPTER TWO: LITERATURE REVIEW
2.1 Conceptual Framework ` 9
2.1.1 Concept Mapping as a Teaching Strategy 9
2.1.2 The concept of academic performance 12
2.1.3 The Concept of Academic Interest 13
2.1.4 The Concept of Gender Performance 16
2.1.5 Academic performance in Biology and its Impediments 17
2.2 Theoretical Review 19
2.2.1 Ausubel’s Learning Theory 19
2.2.2 Jerome Bruner’s Learning Theory 24
2.2.3 Piaget’s Theory of Learning 27
2.2.4 Implication of Piaget’s Theory to the Study 29
2.3 Empirical Review 30
2.3.1 Concept Mapping and Student Performance 30
2.3.2 The Concept of Gender and Performance 33
2.3.3 Interest and Students Performance 40
2.4 Summary of Literature Reviewed 43
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Research Design 45
3.2 Population for the Study 46
3.3 Sample and Sampling Techniques 46
3.4 Instrument for Data Collection 46
3.5 Validity of the Instrument 47
3.6 Reliability of the Instrument 47
3.7 Administration of Instrument 48
3. 8 Method of Data Analysis 48
CHAPTER FOUR: RESULTS AND DISCUSSION
4.1 Presentations of Data 49
4.2 Analysis of Data 49
4.3 Discussion of Results 57
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Summary of Study 60
5.2 Conclusion 61
5.3 Recommendations 61
5.4 Contributions to Knowledge 62
REFERENCES 63
APPENDIX 71
LIST OF TABLES
3.1: Sample Distribution 46
3.2: Specification for Biology Performance Test 47
4.1: Mean and Standard Deviation of Pre-Test and Post-Test Scores of Concept
mapping and lecture Method in the Biology
Achievement Test 49
4.2: Mean and Standard Deviation of Pre-test and Post-test Scores of Concept
mapping and lecture Method in the Biology Achievement Test 50
4.3: Mean and Standard Deviation of Pre-test and Post-test Achievement
Scores of Gender exposed to Teaching strategies. 51
4.4: Mean and Standard Deviation of Pre-test and Post-test Achievement
Scores of Gender exposed to Concept mapping. 52
4.5: Mean and Standard Deviation of Pre-test and Post-test Achievement
Scores and teaching Strategies and Gender. 53
4.6: Mean and Standard Deviation of Pre-test and Post-test interest Scores
and teaching Strategies and Gender 54
.
4.7: Summary of ANCOVA of students’ achievement Biology using Concept
mapping and those taught Biology using lecture method 55
4.8: Summary of ANCOVA of students’ interest in Biology using Concept
mapping and those taught Biology using lecture method 56
ABSTRACT
The study investigated concept mapping strategy on secondary school student’s performancet and interest in Biology in Ini Local Government Area of Akwa Ibom State. The design of the study was quasi experimental pre-test, post-test and control group.. The population comprised 1511 SS2 students from Eight secondary schools, where 100 students ) were randomly selected from two schools to form the sample size. Four research questions and four hypotheses guided the study. The research instruments were Biology performance test(BPT) and the questioner titled Biology interest scale (BIS). The instruments were validated and the reliability was established using the test re-test method. A reliability coefficient of 0.83 and 0.80 obtained using person product moment correlation for Biology performance test and Cronbach alpha for biology interest scale. Mean and standard deviation were used to test the hypothesis sat 0.05 alpha level of significance. Result from the study revealed that student exposed to concept mapping strategy performance significantly higher than those in the control group. Also male students exposed to concept mapping strategy performance significantly than female counter part. It was recommended that federal and state government and other bodies should organized teaching workshop, seminars and regular in service innovation oriented training programme for teachers on the use of concept mapping strategy, as an efficient and effective teaching strategy in there to update their strategy for teaching.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Biology is the natural science that studies life and living organisms, including their physical structures. Despite the complexity of the science, there are certain unifying concepts that consolidate into a single coherent field . Teaching biology as a subject in secondary schools is faced with many problems. The poor academic performance of students in Biology as indicated in the report of WAEC results has become a persisted public outcry as regards the falling standard of Biology education. Science subjects are really facing problem. Biology is a science subject comprising curriculum content from microscopic organisms to the biosphere in general, encomprising the earth’s surface and all living things, Biology occupies a unique position in the school curriculum, and is central to many sciences related disciplines such as medicine, pharmacy, agriculture, nursing and biochemistry. The knowledge of Biology, chemistry and physics which have been crystallized into concepts, empirical laws and theories from the basis of our material comfort. The knowledge of this subject also contributes to scientific literacy so that people can inform choices about their health care.
Performance of the learners in Biology over the years has been poor in the West African examination despite the fact that Biology is very important and vital to human progress. Council WAEC (2012 – 2016) as reflected in the chief examination’s annual report.
Source: WAEC Annual report (2017)
Some factors have been identified to be the major cause of high rate of failure in Biology. Prominent among the factor have been to be lack of interest toward the subject and poor performance. The low interests of students in Biology have been traced to poor performance in examination, poor performance could be attributed to inadequate motivation from teachers, lack of qualified teachers and the strategy used in teaching the learners etc.
Mbalenhie (2016) noted teachers’ characteristics as the factors to learners’ poor performance in science subjects. Good teachers help learners while bad teaching causes poor performance and teaching problems. Among those factors, teachers centered teaching strategy is considered as an important factor in this study. It is the duty of a teacher to choose the appropriate teaching strategy such as using the innovative teaching strategy that will attain the objectives set for the teaching.
According to Nwanekezi and Arokoyu (2014) modern science advocates the need for the science teachers to move away from the traditional “chalk and talk” and “mind on” approaches to hands-on and learning doing by doing approaches. It has been acknowledging widely. That for student to do well in science and to develop practical skills which will be useful for them in their later lives. They must be actively involved in the process of learning (NTI2012).
According to Nwanekezi and Arokoyu (2014), there are conventional methods as well as innovative strategies which teachers can employ for effective teaching and learning. A conventional method of teaching includes lecture method (chalk and talk), project method, demonstration method, discussion method etc. which the most commonly used is lecture method.
Okeke (2013) has evaluated that what goes on in the most Biology classrooms where Biology is taught and learned and concluded that the most of the teachers employed the traditional lecture to teach Biology. This traditional method of teaching requires the recipient to listen attentively as the fact are poured by the teachers giving according to Ifieako (2015) teachers success in the classroom is hinges on the use of appropriate and effective teaching strategies. Therefore to improve the teaching and learning of biology (in terms of performance and interest) it entails the departure from the old fashion traditional teaching methods where the teacher benefits the advantages while the disadvantages of the method paralyzed students. This is mostly employed by most science teachers because of some of its advantages which include the fact that it can be used to cover a large content area at a time. Efebo(2001) the lecture method is meanly teacher centered, with the students being consistently passives and content are taught as absolute knowledge. this method and other method had failed in the recognition of the uniqueness of the in query-based nature of science and the learners’ individuality. These among others strategies have not enhanced learning in student. Thus led to poor performance of students in science. There is need to carry out more studies to clarify issues related to performance and interest as it concerns the teaching strategies used in teaching.
Concept maps are graphical representation of knowledge that are comprised of concept and the relationships between them. It is defined as a perceived regularity in events or objects, or a record of events or object designated by a label. The hierarchical structure for a particular domain of knowledge is being applied or considered. Therefore, it is best to instruct concept maps with reference to some particular question we seek to answer, which is called a focus question. The concept map may pertain to some situation or even of relevant knowledge, thus providing the context for the concept map. Concept mapping is the unique way of representing information. There are three fractures use in creating concept maps. (a) a list of concepts, (b) lines that represent the relational links between these concepts maps facilitate both teaching and learning process.
There teachers can use this to prepare and organize lessons by sequencing topics within lectures, the various application of concept mapping includes its use as an instructional tool, (Uchenna and Okafor, 2012). An assessment tool, (Ajaja, 2011). In curriculum planning, concept maps are useful. They present in a highly concise manner, the key concepts and principles to be taught.
1.2 Statement of the Problem
Concept mapping has been identified as a veritable tool for storing, processing, organizing and presenting information graphically that may become useful to learner’s in facilitating the process meaningful (Agabi, 2006 Okeke, 2010). It is quite difficult to teach some biology concepts, the reasons ranging from abstract nature of some of these concepts, lack of leaching aids and complexity .Therefore, there is need for an alternative method of teaching that lead to meaningful and effective learning outcome. Hence the attributes of an effective learning outcome has to do with the integration of new knowledge with the learners initial concept and prepositional framework. Therefore, the statement of problem is, will concept mapping strategy influence students’ performance in Biology?
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