EFFECTS OF INSTRUCTIONAL MATERIALS ON ACHIEVEMENT AND RETENTION OF BIOLOGY CONCEPTS AMONG SECONDARY SCHOOL STUDENTS IN DELTA STATE, NIGERIA
Table Of Contents
- <p> <b>TABLE OF CONTENTS </b></p><p>Title Page - - - i</p><p> Declaration - - ii </p><p>Certification - -iii </p><p>Dedication - - iv </p><p>Acknowledgements - - - - v </p><p>Table of Content -vi </p><p>Abbreviations - - ix </p><p>List of Tables - -x </p><p>List of Appendices - -xi </p><p>Abstract - - - xiv </p><p>
Chapter ONE
INTRODUCTION
- -1 </p><p>1.1.Introduction - -1 </p><p>1.2.Statement of the Problem - - - - 9</p><p>
- 1.3Objectives of the Study - - - - 10 </p><p>
- 1.4Research Questions - - - - 11 </p><p>
- 1.5Null Hypotheses - - - 11 </p><p>
- 1.6Significance of the Study - - - - 12 </p><p>
- 1.7Basic Assumptions - - - - 13 </p><p>
- 1.8Scope and Delimitation of the Study - - - 13 </p><p>
Chapter TWO
LITERATURE REVIEW
- - - -14</p><p>LITERATURE REVIEW - - -14</p><p>
- 2.1Introduction - - - - 14 </p><p>
- 2.2Teaching Biology at Secondary School -14 </p><p>
- 2.3Instructional Materials of Biology Teaching -15 </p><p>
- 2.4The Use of Indoor Laboratory in the Teaching of Biology -19 </p><p>
- 2.5Improvisation of Biology Teaching Materials -21 </p><p>
- 2.6Science Teaching Methods - - - - 23 </p><p>
- 2.7Academic Achievement in Biology - 29 </p><p>
- 2.8Gender and Academic Achievement in Science-31 </p><p>
- 2.9Retention Abilities in Biology - - - 33 </p><p>2.
- 9.1Overview of Related Studies - - - 35 </p><p>2.
- 9.2Implications of Literature Reviewed for the Present Study -37 </p><p>
Chapter THREE
RESEARCH METHODOLOGY
- - - -40</p><p>METHODOLOGY - - -40</p><p>
- 3.1Introduction - 40 </p><p>
- 3.2Research Design - - - - 40 </p><p>
- 3.3Population of the Study - - - 41 </p><p>
- 3.4Sample and Sampling Procedure - - - 43 </p><p>3.
- 5.1Instrumentation - - - 44 </p><p>3.
- 5.2Validity of Instrument - - - 44 </p><p>3.
- 5.3Pilot Test - - - - - 45 </p><p>3.
- 5.4Reliability of Instrument - - - - 46 </p><p>3.
- 5.5Administration of Instrument - - - - - 46 </p><p>
- 3.6Procedure for Data Analysis - - - 46 </p><p>
Chapter FOUR
DATA PRESENTATION AND ANALYSIS
- - - -48</p><p>DATA ANALYSIS, RESULTS AND DISCUSSIONS-48 </p><p>
- 4.1Introduction - - - 48 </p><p>
- 4.2Testing Null Hypothesis One - - - - 49 </p><p>
- 4.3Testing Null Hypothesis Two - - - - - 50 </p><p>
- 4.4Testing Null Hypothesis Three - - - 52 </p><p>
- 4.5Testing Null Hypothesis Four - - - - 52 </p><p>
- 4.6Summary of Findings - - - 54 </p><p>
- 4.7Discussion of Findings - - - - 54 </p><p>
Chapter FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
- - - -57</p><p>SUMMARY, CONCLUSION AND RECOMMENDATIONS-57</p><p>
- 5.1Introduction - -57 </p><p>
- 5.2Summary - - - - 57 </p><p>
- 5.3Major Findings - - - - 58 </p><p>
- 5.4Conclusions - - - - - - 59 </p><p>
- 5.5Recommendations - - - - 60 </p><p>
- 5.6Limitations of the Study - - - - 60 </p><p>
- 5.7Suggestions for Further Studies- - - - 61 </p><p>REFERENCES - - - 62</p><p> APPENDICES - - - 68 </p>
Project Abstract
<p> <b>ABSTRACT</b> </p><p>This study investigated effects of instructional materials on the academic achievement and retention of SS 2 biology students in Delta State. The study sample consisted of 86 SS2 biology students randomly selected from a population of 5,626 students drawn from 18 public schools. An instrument designed and developed from past WAEC questions by the researcher known as Biology Achievement Test (BAT) was validated by some senior lecturers in science, English and statistic from Ahmadu Bello University and senior biology teachers in Delta State. The instrument used was tested and certified to be reliable at 0.65 coefficient. Quasi-experimental design was adopted which involves two groups experimental and control groups. The experimental group was subjected to treatment using instructional materials but the control group was taught without any instructional materials. Four null hypotheses were tested using ttest statistics. The following major findings were made There is a significant difference between the mean academic achievement scores of students taught using instructional materials (EG) and those taught without the use of instructional materials (CG).There is no significant difference in the mean achievement scores of male and female students taught biology concepts using instructional materials. There is significant difference in the mean retention scores of students taught with instructional materials and those taught without instructional materials. There is significant difference in the retention ability of male and female students exposed to the use of instructional materials. On the basis of these findings some recommendations were made, one of which is teachers should make use of instructional materials to facilitate the teaching of biology at secondary school level. <br></p>
Project Overview