ABSTRACT
The study examined the effects of PowerPoint Presentation modes on the achievement and retention of junior Secondary School three (JSS3) students in Basic science. Basic science students exposed to Text- picture mode of PowerPoint presentation were compared with their counterparts exposed to the Text- animation mode to ascertain whether significant differences exist in their mean achievement and retention scores. The study also investigated the influence of gender on academic achievement and retention of JSS3 students in Basic science. Four research questions and six null hypotheses guided the study. The researcher reviewed related literature. A quasi-experimental non-equivalent control group research design involving two intact classes were used. The accessible population comprised of 1359 JSS3 basic science students in the 11 co-educational public secondary schools in Nsukka Local Government Area. A sample of eighty (80) students from two co-educational schools were drawn from two intact classes. Purposive sampling technique was used to sample Nsukka Central Development Council and the two schools that were used for the study. Random sampling techniques were used to draw two intact classes in the two schools. The classes were assigned to the two treatment groups, Text-picture and Text-animation modes of PPT by balloting. The regular Basic science teachers of the selected schools were trained and used for the study. The instrument for data collection was the Basic Science Achievement Test (BSAT). The BSAT with a temporal stability of 0.78 and internal consistency of 0.63was found to be adequate. Four BSAT items were adopted from (JSSCE) past questions while 22 were adapted. The instrument was validated by three experts, one in Measurement and Evaluation, one in Science Education and one in Arts Education. The data was analyzed using Mean, Standard Deviation and Analysis of Covariance. The result of the analysis showed that Text-animation group performed better than Text-picture group in achievement and retention in Basic science, though not significant. Gender was not a significant factor in students’ achievement and retention in Basic science. The interactive effects of modes of PowerPoint presentation and gender on students’ achievement in Basic science was not significant. It was then recommended that teachers should embrace the use of Text-animation mode of PowerPoint presentation in the instructional process. Training, Orientation courses, workshops and seminars on how to design learning content using good presentation software like PowerPoint presentation should be conducted for basic science teachers. It was also suggested that Professional organizations like the National Association of Educational Media and Technology (NAEMT), Science Teachers Association of Nigeria (STAN) and all other stakeholders in Education should undertake the production of text-animation mode of PowerPoint presentation packages for instructional use in schools. Both male and female students should be given equal opportunity in exploring text-animation mode of PowerPoint presentation and other innovative techniques in teaching and learning Basic science. It was concluded that Text-animation mode of PPT is an operationally plausible strategy for the enhancement of students’ achievement and retention in Basic science at the secondary school level in Nigeria.
CHAPTER ONE
INTRODUCTION
Background of study
Education is the key that enable the public to move with time and attain excellence in science and technology. This is why the Federal Republic of Nigeria (2004) stated clearly in the National Policy on Education, that education as an instrument could be used to meet the needs of people and determine the kind of society which would evolve. However, there are many levels of education in Nigeria they include; Nursery/pre-primary education, Primary education, Secondary education and Tertiary education. One of the aims and objectives of secondary education is to provide trained manpower in the applied science and raise a generation of people who can think and contribute to the development of the society (FRN, 2004).An important aspect of secondary education is science education. Science education enables people to use scientific principles and processes in making personal decision and to participate in discussion of scientific issues that affect the society. (National Science Education Standard, 1996).
However, science education is the bedrock of a realistic national development. There are two basic fields of science. They include: Natural science, the study of the natural world and Social science; the systematic study of human behaviour. Natural and Social science runs across the following subjects: Biology, Chemistry, Physics, Earth science etc., all embedded in a given subject known as Basic Science. Basic Science is one of the subjects taught/offered in the Junior Secondary Schools in Nigeria. Basic science is formally called integrated science. It is an integrated science course that generally deals with the study of living things and non-living things. Basic science, is the first form of science a child comes across at the Secondary school level. It prepares students at the Junior Secondary School level for the study of core science subjects (physics, chemistry, biology) at the Senior Secondary School level (Olarewaju,1994). This by implication, means that for a student to be able to study single science subjects at the Senior Secondary School level successfully, such student had to be well grounded in basic science at the Junior Secondary School level. Teachers, School administrators, Curriculum experts and Society at large believe that basic science prepares and grooms the students to do well in science subjects in their senior classes and in university education.Basic Science Curriculum was reviewed in the year 2007 by Nigeria Educational Research and Development Council (NERDC), where some new topics like: desertification, drug abuse, depletion of ozone layer and their effects among others were added to the existing one to create awareness on the high rate of climate change in the world today. Depletion of Ozone layer as one of the new topics in JSS3 is a very important topic to be taught with a concerted effort. This is because the rate at which Ozone layer depletes and its effect on human being is increasing with time. However, having taught junior secondary school three students for five years, the researcher observed that there are some topics in the basic science curriculum that are difficult to teach and learn as well. Depletion of ozone layer is one of them. Ozone layer can be depleted by production and emission of Chlorofluorocarbon (CFCs), which accounts for about 80% of the total depletion of ozone, hydro chlorofluorocarbon (HCFCs) and Volatile organic compound (VOCs). These gases are often emitted by vehicles, as a bi-product of industrial process, refrigerants and aerosols (Chandramita, 2012). As the ozone depletes in the stratosphere, it forms a ‘hole’ in the layer. This hole enables harmful ultraviolet rays to enter the earth’s atmosphere. This brings about many health’s related issues like skin cancer, eye damage, cataracts, immune system damage, difficulty in breathing, chest pain, throat irritation, as well as earth disasters and climate change across the globe.
Many reports and researches have shown series of earth disasters and other effects of ozone layer depletion in Nigeria and in the world at large. For instance, it was reported by the state of Emergency Relief and Rehabilitation Agency that the flooding in Kano in August 2013 destroyed about 408 houses. Over one thousand, two hundred (1,200) houses were destroyed and seven thousand (7,000) people displaced in Abare and Toni – Angiama in Patani area of Delta state as a result of flood in October 5th2012.Atawa (2012) reported that there has been high amount of rainfall which has been attributed to climate change and global warming as a result of depletion of Ozone layer.
It is quite alarming that the public seems not to be aware of Ozone layer depletion and how to prevent or reduce its effect on the earth and its inhabitants. Tosin (2013) pointed out that despite the spirited sensitisation programme and advocacy by different environmental right group and intercontinental bodies; it appears that many people still do not have idea of what climate change is and the attendant environmental issues that face them as individuals or as a nation. This may be attributed to ignorance or lack of information.
Ignorance of the people thereby affects students in Junior Secondary Schools. Therefore, it is important to give adequate information on climate change to the young Nigerian students, especially those in the junior secondary schools. Such new topic as ozone layer depletion is introduced in their curriculum to sensitise and educate them on how to be conscious of their environment and to be able to prevent those earth disasters and their effects. Failure to teach and learn these topics well may lead to poor academic achievement.
Achievement is what someone has done successfully, especially using his own effort and skill (Ishiwu, 2014). In the same line, Igbo (2014) in Anekwe (2006) defined achievement as the capability to operate efficiently, react quickly or perfectly to a given task. In his words he stated that to achieve is to accomplish, acquire or gain by effort or do something successfully with an effort or skill. Academic achievement on the other hand is an outcome of teaching and learning encountered. (Anekwe 2006). It reflects the extent to which students have attained their educational stated objectives as well as students’ cognitive attainment in the core subjects at school level. In line with the above Iwundu, in Ernest-Ehibudu and Opurum (2013) defined academic achievement as the degree or level of success attained at the end of an endeavour. The yardstick for measuring ones level of academic achievement is by assessing the academic performance of an individual through test and observation. Students’ achievement tests are used to describe student’s strength and difficulties as at the time the test was given. It is mostly used in determining the relative position or rank of students with respect to their performance in various fields of learning, for instance sciences. Anekwe (2006) defined science achievement as a test for measurement and comparison of skills among science students. This shows rate of knowledge demonstrated by an individual after learning has taken place. Operationally, Science achievement can be defined as how well a learner accomplishes work in science setting and changes in behaviour after learning has taken place. Students’ poor achievement in basic science has been observed over the years, with special reference to secondary school students in Nsukka local government of Enugu State. The result of Basic Education Certificate Examination (BECE) conducted by state Ministry of Education, Enugu in 2012, 2013, and 2014 indicates students’ poor achievement and difficulty in crediting Basic science. Specifically, schools in Nsukka Local Government Area of Enugu State, in the above mentioned years, 22.5% of students scored credit or above credit grade while about 74.5% had ordinary pass in Basic science (Appendix 1).The rate of achievement may be dependent on the ability of the learner to retain what has been learnt.
Retention is referred to as the ability to remember or utilize already acquired knowledge and skill. It is also seen as the skill or knowledge or competencies a learner acquire and internalizes from a learning situation after forgetting has taken place, (Ezugwu, 2013).However, Momoh, in Abd-El-Aziz (2013) defined retention as the repeat performance by a learner, of behaviour earlier acquired, elicited after an interval of time. A student is said to have retained something when he/she has the capacity to remember something, knowledge, skill, habits, attitude or other responses initially acquired. This implies that high retention may lead to high achievement.
Some research studies showed that inadequate coverage of syllabus, ineffective method of teaching and instructional media used, can make or mar the retention and achievement rate of a particular concept taught. The manner in which science subjects are taught by teachers in the classrooms had been highlighted as an important factor affecting students’ achievement and retention in science. Udeji (2007) and Udousoro (2002) in their studies identified that method of teaching adopted by a teacher affects the level of student’ retention and achievement in school. Supporting this, Omeje (2001) stated that the extent to which a teaching method is effective can be judged from the effect of the teaching method on student’s achievement in class test and examination (both external and internal). In line with the above, Ezugwu (2013) noted that effective teaching as a result of the use of appropriate method and instructional media might facilitate learning and make it more meaningful. Effective teaching helps the learner to learn better while poor teaching would naturally lead to poor learning and consequently poor achievement and retention.
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