Tag Archives: Biology

Using Activity Method to Teach Second Year Diploma Students Selected Topics in Biology: A Case of St. Monica’s College of Education, Mampong (Published)

The purpose of the study was to use the constructivist teaching and learning approach to teach Biology. Four research questions were set to guide the study and the design adopted for the study was a case study. Questionnaire was the instrument used to collect data from one hundred and twenty three students for the study. The research findings helped to conclude that the activity method of teaching Biology helps to improve learning, learning of Biology content had improved and generally the result show that student have positive attitude towards Biology. The result further indicated that activity method of teaching motivates the teacher trainees to learn science.

Keywords: Activity method, Biology, College of education, Science, Students

Using Activity Method to Teach Second Year Diploma Students Selected Topics in Biology. A Case of St. Monica’s College of Education, Mampong (Published)

The purpose of the study was to use the constructivist teaching and learning approach to teach Biology. Four research questions were set to guide the study and the design adopted for the study was a case study. Questionnaire was the instrument used to collect data from one hundred and twenty three students for the study. The research findings helped to conclude that the activity method of teaching Biology helps to improve learning, learning of Biology content had improved and generally the result show that student have positive attitude towards Biology. The result further indicated that activity method of teaching motivates the teacher trainees to learn science.

Keywords: Activity method, Biology, Science, students & College of education

The Impact of the Learning Strategy through Solving Problems in the Development of Academic Achievement for Jordanian Public School Students in Biology (Published)

: The objective of the present study was to identify the impact of problem solving strategy in the development of academic achievement for Jordanian public schools students in biology. To achieve the objectives of the study, the researcher followed the analytical descriptive approach in terms of applying the study tool, data collection and analysis, The study population may be from all 10th grade in the southern Ghor District,  The sample of the study consisted of a group of students from the 10th grade of Al Safi Secondary School for Boys with (30) students. The study found that there is an impact of the problem solving strategy in the development of academic achievement for Jordanian public schools students. (65%) in the development of academic achievement for Jordanian public schools students in the biology sector. He recommended that the problem solving strategy be implemented in all areas of the Hashemite Kingdom of Jordan because of its many benefits in the development of academic achievement for Jordanian public schools students In biology

Keywords: Biology, Collection., Problems, Strategy

Differential Effects of Project Based, Group Discussion and Self-Regulated Learning Techniques on Students’ Achievement in Biology (Published)

This study investigated the differential effects of Project Based, Group Discussion and Self Regulated Learning Techniques on students’ academic achievement on Biology in Aba South Local Government Area of Abia State. Non Equivalent control Group Quasi Experimental design was used. Four research question and Four Hypotheses guided the conduct of the study. The population is all the SS2 Biology students from the six public secondary school in the Area of study totaling 1142. The sample size consists of 128 SS2 students drawn through purposive sampling technique. Simple random sampling Technique with slip of papers was used to assign the students into four groups of Project Based, Group Discussion, Self Regulated Learning Techniques and the Control Group. Mean (x) and Standard Deviation (SD) were used to answer the research questions. Paired Sample t-test, Independent t-test,  Analysis of Covariance and Post Hoc Multiple Comparison were used to analyze the Hypotheses at 0.05 significance level. The Study found out that Project Based Learning significantly outperformed Group Discussion, Self Regulated Learning and the Control Group in enhancing students’ achievement, while Self Regulated Learning enhanced students’  achievement higher than Group Discussion but not significantly. All the treatment groups significantly outperformed the Control Group. Based on the findings of the study, the following recommendations were made; Proper learning strategy which may help students comprehend the content of the learning like Project Based learning should be encouraged in the teaching and learning environment. Learning without relevant strategies should be de-emphasized at all levels of education.

Keywords: Biology, Group Discussion, Project, Self-Regulated Learning Techniques Students’ Achievement

Boosting Achievement Using Individulised And Demonstration Strategies In Biology: How Do Male And Female Students Behave In Nigeria? (Published)

This study determined the effectiveness of demonstration, individualized and conventional methods and Gender on the achievement of Secondary School Two students in biology. The study employed a multi stage sampling techniques; in the first stage, three schools were randomly selected out of the twenty Secondary Schools in Abeokuta South Local Government of the state. At the second stage, sample sizes of sixty students were randomly selected from the list of students and their gender. In the same manner, thirty students were male while the female constitute the same number. The study which lasted six weeks made use of two valid and reliable instruments: Biology Achievement Test (BAT) and Operational guide for instruction (OGI) Stimulus instrument. Students were exposed to different methods (Demonstration and Individualized) while those in the control were not exposed to any treatment but were rather taught in the Convectional way. Data analysis involved the use of Analysis of Covariance, Descriptive Statistics and t-test.The result indicated that the demonstration method is a more potent method of improving achievement in biology. (F (1.167) = 42.838; P < 0.05), (F (1.167) = 486.287; P < 0.05), F (2.167) = 90.389; P < 0.05). Moreover, there was a significant difference in the academic achievement of male and female students when exposed to the two experimental methods and control, hence female students performed better than their male counterparts. Arising from these findings, demonstration method and individualized method where recommended for teachers use in biology classrooms.

Keywords: Achievement, Biology, Demonstration Strategies, Male and Female Student, Nigeria

Effect of Assessment for Learning (AFL) On Biology Academic Achievement of Senior Secondary Students in Rivers State (Published)

The study investigated Effect of Assessment for Learning (AFL) on Biology Academic Achievement of Senior Secondary Students in Rivers State. The researchers adopted a non-randomized pretest-posttest control group quasi-experimental research design. The population of the study consists of 34,825, Senior Secondary Two (SS2) students duly registered in public secondary schools (2013/2014 Session) in the 23 Local Government Areas of Rivers State, Nigeria. A total of 400 Senior Secondary Two (SS2) students’ (200 males and females respectively) were sampled through multistage sampling technique in Ikwerre, Obio/Akpor, Ogu/Bolo, Okrika and Port Harcourt Local Government Areas. Students’ in intact classes were assigned to four experimental groups and one control group. Students’ in the experimental groups were subjected to the following Assessment For Learning strategies: use of questioning, comment only marking, self/peer assessment and formative use of summative assessment, while students’ in the control group were subjected to the traditional assessment method. Two research questions and two hypotheses were postulated for the study. A 40 item instrument titled: “Assessment For Learning Biology Achievement Test” (AFLBAT) developed by the researchers was used for data collection. The instrument was duly validated by three subject specialists and two experts in educational measurement and evaluation. An internal consistency coefficient of 0.71 was obtained using Rulon formula. Data for the study were analyzed using descriptive statistics (mean, and standard deviation), analysis of covariance (ANCOVA) and paired sample t-test. The analysis of data was done using SPSS software. The result of the study revealed that: Assessment For Learning strategies effectively improved biology achievement of students’; biology academic achievement of students was enhanced by the following AFL strategies: use of questioning, comment only marking and self/peer assessment but the most effective is comment only marking; AFL has a significant effect on biology academic achievement of students. Based on the results of the study, the following recommendation among others was made by the researchers: a critical review of classroom assessment methods is advocated, especially in the aspect of comments made by teachers concerning learning outcome of students’.

Keywords: Academic Achievement, Assessment for Learning, Biology, Formative assessment, Summative Assessment

Developing Common Core Themes to Integrate Environment and Climate Change Education into Teaching and Learning Biology in Vietnamese Secondary Schools (Published)

This paper examined the development of common core themes to integrate environment and climate change education into teaching and learning Biology in Vietnamese Secondary Schools. In the framework of this paper, we propose a system of core topics in environment and climate change education with the following basic content: Environmental air, Environmental Water, Biological environment, Environmental Soil, Environmental Socio-economy. In conclusion it is necessary to develop the system of core themes that make connections between different subjects in order to solve the common problem arising from the real world, as “Thèmes de convergence” now being implemented in France.

Keywords: Biology, Climate Change Education, Learning, Students, Teaching