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RELATIVE EFFECT OF POST-LABORATORY DISCUSSION ON STUDENTS’ ACHIEVEMENT IN BIOLOGY IN IKERE LOCAL GOVERNMENT AREA OF EKITI STATE

 

CHAPTER ONE

INTRODUCTION

Background of the Study

Science is the foundation upon which the bulk of present day technology is built. Nowadays, nations all over the world including Nigeria are striving hard to develop technologically and scientifically. Science plays important and dominant roles in spearheading technological advancement, promoting national wealth, improving health and accelerating industrialization. According to Owolabi (2004), science is an integral part of human being. Its impact is felt in every spheres of human life. According to Ogunleye (2002), science is a dynamic human activity concerned with understanding the workings of the world.

Science comprises the basic disciplines such as Biology, chemistry, mathematics and biology. Among the sciences, Biology is considered a fundamental subject because it generates knowledge needed for the future technological advancement which will continue to drive the economic engines of the world. It improves students with analytical, problem solving and quantitative skills which are important for many sciences. Biology is important because it prepares students to synthesize and analyse data and present findings in understandable formats.

Experiencing and understanding scientific phenomena and the scientific process are goals if most science laboratory courses. To achieve these goals, laboratory courses should provide an opportunity for students to restructure information rather than simply be involved in verifying what they have been taught.

According to Oyoo (2004), effectiveness of teaching Biology should be judged by the kind of practical activities that teachers and students engage in. meaningful practical work is always embedded in discussion of ideas that makes it necessary to check observations and findings against experience and theory. post-laboratory discussion prompts the students to share and compare their laboratory findings with their peers, textbooks, interest and other sources.

Post-laboratory discussion encourages students to thing about how their own ideas have changed by looking back on the laboratory activities. A part of this may be accomplished in the laboratory room with group mates or during the post-laboratory class discussion. Students can then complete the reflection section for the report outside the class. By completing this section on their own, students are more likely to process and understand what they have done in the laboratory.

Post-laboratory activities provides students’ discussions, thinking and writing via beginning questions, claims and evidences and reflections. It is a collaborative discussion which provide ample opportunity for socially constructing concepts or ides by making claims (drawing inferences) and supporting them with guidance from their experimental work. Students are not just to generate and construct from their own ides but from the ideas of the entire class.

Statement of the Problem

A review of literature shows that most researchers found no significant difference in students with and without laboratory work. Therefore, it could be tempting to believe that the laboratory work is not superior to any other mode of instruction. According to Daramola (1979), most research studies that have been carried out had often compared one method of laboratory work with more than one conventional methods of classroom teaching. Majority of this studies have produced no significant result. If difference had occurred in the growth of students involved in laboratory experience when contrasted with a more conventional procedures.

Purpose of the Study

The purpose of the study is to distinguished between the performance of students who are exposed to laboratory activities with planned post-laboratory discussion and students without planned post-laboratory discussion.

Research Questions

  1. Is there any relative effect of post-laboratory discussion on students’ academic performance in Biology.
  2. Is there any significant difference in the academic performance between students with planned post-laboratory discussion and students without planned post-laboratory discussion.

iii.      Is there any significant difference between male and female performance in laboratory activities.

 Research Hypotheses

  1. There is a relative effect of post-laboratory discussion on students’ academic performance in Biology.
  2. There is a significant difference in the academic performance between students with planned post-laboratory discussion and students without planned post-laboratory discussion.

iii.      There is a significant difference between male and female performance in laboratory activities.

Significance of the Study

In this study, there is a probe into those factors that are responsible for students’ achievement in Biology. The result of this study will be significant to education planners in improving and encouraging post-laboratory discussion on students.

This study will also be significant to the students, enlightening them about the need to share ideas with peers, textbooks and other sources so as to be able to reveal what they have known and compare with the knowledge of their peers.

 Delimitation of the Study

The scope of the study cover four selected secondary schools in Ikere Ekiti, Ekiti State. Two of the schools are state owned while the other two are privately financed government approved school.

Definition of Terms

Post-Laboratory Discussion:    This is a session where students explain and compare their results obtained from experimental activities.

Laboratory: A laboratory is a facility that provides controlled conditions in which scientific research, experiment and measurement may be performed.

Students Achievement:    Student achievement refers to learners success after evaluation or what a student accomplish after all efforts in educational programme.

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Updated: May 31, 2017 — 8:26 am

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