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All Journal Journal of Education and Learning (EduLearn) Inornatus: Biology Education Journal
Abigail Mgboyibo Osuafor
Nnamdi Azikiwe University
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Education Environmental Science Library & Information Science Social Sciences Other

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A Survey of Biology Teachers Use of Activity-Oriented, Laboratory Practical Exercises to Promote Functional Biology Education Abigail Mgboyibo Osuafor; Ijeoma A. Amaefuna
Journal of Education and Learning (EduLearn) Vol 10, No 3: August 2016
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (66.346 KB) | DOI: 10.11591/edulearn.v10i3.3952

Abstract

A major goal of science education is fostering students’ intellectual competencies such as independent learning, problem-solving, decision-making and critical thinking. This goal can only be achieved when students are actively involved in the teaching-learning process through activity-based, practical-oriented instructional methods involving the use of laboratories. This study therefore, investigated the extent to which the biology teachers employ activity-oriented, laboratory/practical instructional methods in order to improve the learning outcome of their students. The descriptive survey involved 73 Biology teachers randomly selected from all the six education zones of Anambra state, Nigeria. Four research questions were posed and four hypotheses were formulated to guide the conduct of the study. A 32-item structured questionnaire which has reliability co-efficient of 0.82 was used to collect data. Data were analyzed using mean, standard deviation and t-tests. Results show that Biology teachers adopt practical-oriented strategies in teaching biology, conduct practical activities to a high extent, and perceive practical exercises as essential to effective teaching and learning of the subject. Provision of adequate number of laboratory materials, employment of adequate number of biology teachers, making provision for well designed laboratory activities in the curriculum and training of teachers on how to effectively combine theory with practical are some of the strategies that will encourage biology teachers to conduct practical lessons. There was no significant difference between male and female biology teachers in their responses to the different aspects investigated. Based on these findings, some recommendations were made that include that curriculum designers should incorporate guides for practical activities that go with each topic in the curriculum so as to encourage the teachers to teach theory with practical as a unified whole to increase students’ understanding and internalization of the facts and ideas taught.
Examining of crossover instructional strategy toward biology students’ academic performance in secondary schools Izunna Shedrack Nwuba; Sussan Onyebuchi Egwu; Opeyemi Fadekemi Awosika; Abigail Mgboyibo Osuafor
Inornatus: Biology Education Journal Vol 3, No 2 (2023): Inornatus: Biology Education Journal
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/inornatus.v3i2.420

Abstract

The study investigated how the crossover instructional strategy (CIS) affected secondary school students' biology academic performance in Onitsha Education zone. The non-randomized control group design, a quasi-experimental research strategy, was used in the study. A multi-stage sampling technique was used to choose 52 Senior Secondary Year Two (SS2) students (21 boys and 31 girls) from the 5,132 biology students in the zone. A coin toss was used to assign the sampled students, who were enrolled in two intact classes, to the control (10 males and 15 girls) or experimental (11 boys and 16 girls) groups at random. The researchers created a 50-item biology achievement test (BAT), which has a reliability coefficient of 0.81. The results demonstrated that CIS increased biology students' academic success more than the Conventional Lecture Method (CLM). Biology student academic achievement was unaffected by gender either alone or in combination with the teaching strategies. The research found that CIS is a cutting-edge educational strategy that actively involves students in the learning process in both formal and informal settings, helping them retain biology concepts and ultimately improve their academic performance. In accordance with the findings, the study recommended that biology teachers implement CIS in schools to improve students' biology achievement.
Co-Authors Ijeoma A. Amaefuna Izunna Shedrack Nwuba Opeyemi Fadekemi Awosika Sussan Onyebuchi Egwu