Home / Biology edcuation / EFFECTS OF FIELD- TRIP ON ACADEMIC ACHIEVEMENT IN ECOLOGY AMONG SECONDARY SCHOOL STUDENTS IN ZARIA, NIGERIA.

EFFECTS OF FIELD- TRIP ON ACADEMIC ACHIEVEMENT IN ECOLOGY AMONG SECONDARY SCHOOL STUDENTS IN ZARIA, NIGERIA.

 

Table Of Contents


<p> TABLE OF CONTENTS&nbsp;</p><p>Title page --------------------------------------------------------------------------------------------------------------------- i</p><p>&nbsp;Declaration -----------------------------------------------------------------------------------------------------------------ii&nbsp;</p><p>Dedication------------------------------------------------------------------------------------------------------------------- iii&nbsp;</p><p>Certification ---------------------------------------------------------------------------------------------------------------- iv&nbsp;</p><p>Acknowledgements -------------------------------------------------------------------------------------------------------v&nbsp;</p><p>Abstract -------------------------------------------------------------------------------------------------------------------- vii&nbsp;</p><p>Table of contents -=-----------------------------------------------------------------------------------------------------viii&nbsp;</p><p>List of tables -------------------------------------------------------------------------------------------------------------- xii&nbsp;</p><p>List of figures ------------------------------------------------------------------------------------------------------------ xiv&nbsp;</p><p>List of Appendices------------------------------------------------------------------------------------------------------- xv&nbsp;</p><p>Abbreviations ------------------------------------------------------------------------------------------------------------ xvi&nbsp;</p><p>Operational Definition of terms ------------------------------------------------------------------------------------- xvii&nbsp;</p><p>

Chapter ONE

-----------------------------------------------------------------------------------------------------------1&nbsp;</p><p>1.1 Introduction ------------------------------------------------------------------------------------------------------------1&nbsp;</p><p>1.1.1 Theoretical Frame work ----------------------------------------------------------------------------------------- 8&nbsp;</p><p>1.2 Statement of the Problem ---------------------------------------------------------------------------------------- 10&nbsp;</p><p>1.3 Objectives of the Study -------------------------------------------------------------------------------------------12&nbsp;</p><p>1.4 Research Questions -----------------------------------------------------------------------------------------------13&nbsp;</p><p>1.5 Null Hypotheses --------------------------------------------------------------------------------------------------- 13&nbsp;</p><p>1.6 Significance of the Study ----------------------------------------------------------------------------------------- 13&nbsp;</p><p>1.7 Scope of the Study -------------------------------------------------------------------------------------------------14&nbsp;</p><p>1.8 Basic Assumptions ----------------------------------------------------------------------------------------------- 14&nbsp;</p><p><b>

Chapter TWO

----------------------------------------------------------------------------------------------------------15&nbsp;</b></p><p>2.0 REVIEW OF RELATED LITERATURE-------------------------------------------------------------------------15&nbsp;</p><p>2.1 Introduction ----------------------------------------------------------------------------------------------------------- 15</p><p>&nbsp;2.2 Nature of Biology as Science Subject at Senior Secondary School Level --------------------------15&nbsp;</p><p>2.2.1 Teaching Ecology Concepts at Senior Secondary Level-----------------------------------------------17&nbsp;</p><p>2.2.2 Students Academic Achievement in Biology --------------------------------------------------------------19&nbsp;</p><p>2.3 Science Teaching Methods/Strategies ------------------------------------------------------------------------20&nbsp;</p><p>2.3.1 Field Trip Teaching Strategy -----------------------------------------------------------------------------------27&nbsp;</p><p>2.4 Retention Ability in Science ------------------------------------------------------------------------------------- 34&nbsp;</p><p>2.5 School Location and Academic Achievement in Science.------------------------------------------------37&nbsp;</p><p>2.6 Overview of Similar Studies ------------------------------------------------------------------------------------- 40&nbsp;</p><p>2.7 Implication of the Literature Reviewed on the Present Study------------------------------------------48&nbsp;</p><p><b>

Chapter THREE

-------------------------------------------------------------------------------------------------------50</b></p><p>&nbsp;3.0 METHODOLOGY--------------------------------------------------------------------------------------------------50</p><p>3.1 Introduction -----------------------------------------------------------------------------------------------------------50&nbsp;</p><p>3.2 Research Design--------------------------------------------------------------------------------------------------- 50&nbsp;</p><p>3.3 Population of the Study, ------------------------------------------------------------------------------------------ 51</p><p>3.4 Sample and Sampling Procedure ------------------------------------------------------------------------------52&nbsp;</p><p>3.5 Instrumentation,----------------------------------------------------------------------------------------------------- 53&nbsp;</p><p>3.6. Validation of the Instruments ---------------------------------------------------------------------------------- 55</p><p>&nbsp;3.7 Pilot Testing ----------------------------------------------------------------------------------------------------- 55&nbsp;</p><p>3.8 Reliability of the Instruments, -------------------------------------------------------------------------------- 56&nbsp;</p><p>3.9 Treatment Administration,--------------------------------------------------------------------------------------56&nbsp;</p><p>3.10 Procedure of Data Collection---------------------------------------------------------------------------------62&nbsp;</p><p>3.11 Data Analysis -----------------------------------------------------------------------------------------------------62&nbsp;</p><p>

Chapter FOUR

---------------------------------------------------------------------------------------------------------62&nbsp;</p><p>DATA PRESENTATION, RESULT ANALYSIS AND DISCUSSION-----------------------------------------62</p><p>4.1 Introduction ---------------------------------------------------------------------------------------------------------- 65</p><p>&nbsp;4.2 Analysis and Result Presentation---------------------------------------------------------------------------- 65&nbsp;</p><p>4.3 Summary of Findings ----------------------------------------------------------------------------------------------70&nbsp;</p><p>4.4 Discussion of the Results ----------------------------------------------------------------------------------------71&nbsp;</p><p><b>

Chapter FIVE

-----------------------------------------------------------------------------------------------------------74</b></p><p>SUMMARY, CONCLUSION AND RECOMMENDATION ..................................................................74</p><p>5.1 Introduction------------------------------------------------------------------------------------------------------------74&nbsp;</p><p>5.2 Summary----------------------------------------------------------------------------------------------------------------7</p><p>&nbsp;5.3 Conclusion --------------------------------------------------------------------------------------------------------- 75&nbsp;</p><p>5.4 Recommendations --------------------------------------------------------------------------------------------------77&nbsp;</p><p>5.7 Suggestions for Further Studies --------------------------------------------------------------------------------78&nbsp;</p><p>REFERENCES ------------------------------------------------------------------------------------------------------- 79&nbsp;</p>

Project Abstract

<p>                  ASTRCTED</p><p> The study investigated the Effects of field- trip on Retention and Academic Achievement in Ecology among Secondary School Students in Zaria, Nigeria. An experimental design which utilized Pre-test-Post-test Control Group design was adopted. The population of the study consisted of 2934 SS1 students from nineteen (19) public schools in Zaria Educational Zone of Kaduna State. Four (4) out of nineteen schools were randomly selected from both urban and rural areas where two schools each were used as experimental and control groups respectively. The experimental group was taught using field trip teaching strategy while the control group was taught by lecture method. A stratified random sampling technique was employed to select the sample from the four schools and a total of 200 students were selected as sample size from both urban and rural areas. The instruments used for this study were Ecology Achievement Test (EAT) with reliability value 0.83 and Ecology Retention Test (ERT) with reliability value 0.85 aimed at determining the achievement and retention of the students. Four research questions were stated such as what is the effect of field trip teaching strategy on students’ academic achievement in ecology concept in Zaria educational Zone? And four corresponding hypotheses such as there is no significant difference between the mean scores of the students taught ecology concept using field trip and those taught using lecture method were formulated and tested at 0.05 level of significance. After the data were collected; the research questions were tested with descriptive statistics such as mean and standard deviation and the hypotheses were tested using inferential statistics i.e independent sample test (t-test). The finding of the study showed that the field trip teaching strategy favoured the experimental group in ecology concept. The study further confirmed that field trip teaching strategy favoured urban experimental group. One of the major recommendations made is that Government should make the use of field trip teaching strategy compulsory particularly in the teaching and learning of ecology concept at senior secondary school level. <br></p>

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