Impact of Fieldtrip and Demonstration Instructional Strategies on Senior Secondary School Students’ Achievement and Retention on Concept of Pollution in Biology, Minna, Niger State, Nigeria
Abstract
This study examines the Impact of Demonstration and Fieldtrip Instructional Strategies on Senior Secondary School Biology Student’s Achievement and Retention in Edati Local Government Area of Niger State. A pre-test post-test control quasi experimental design was adopted for the study. A total of 105 (49 males and 56 females) senior secondary school I (SSI) students drawn from two (2) Senior Secondary Schools were used for the study. The students were randomly assigned to Experimental and Control Groups. Six (6) hypotheses were formulated and tested at 0.05 level of significance. The instrument used for data collection was the Biology Achievement Test (BAT) consisting of 20 multiple choice items which was developed by the researcher and validated by the experts in the field. A reliability coefficient of 0.85 was obtained using Cronbach alpha analysis and data collected were analysed. The result indicates that there was a significant difference in the mean achievement scores of students taught using Fieldtrip method and those taught using Demonstration method (t = 6.504, df = 103, p<0.05), there was a significant difference in the mean achievement scores of male and female students taught using Fieldtrip method with (t = 5.129, df = 56, p<0.05), there was a significant difference in the mean achievement scores of male and female students taught using Demonstration method with (t = 4.531, df = 45 p<0.05), there was a significant difference in the mean retention scores of students using Fieldtrip method and those taught using Demonstration method with (t = 3.852, df = 103, p<0.05), there was also a significant difference in the mean retention scores of male and female students taught with the use of Fieldtrip method with (t = 3.522, df = 56, p<0.05) and there was a significant difference in the mean retention scores of male and female students taught using Demonstration method with (t = 2.401, df = 45, p<0.05). Based on these findings, it was concluded that the use of Fieldtrip method is more effective in improving student’s achievement in Biology than the use of Demonstration method. It is therefore recommended that School authority together with the school principal should encourage and give necessary support to teachers to provide and create avenue for students to embark on Fieldtrip activities for effective teaching and learning of Biology in secondary schools.
References
2. Coll, France & Tailor (2005), The product of Science or the way to Science Journal of Science Teachers Association of Nigeria 19 (2). Pp. 9-1
3. Eley & Norton (2002), Effect of Demonstration Method on different Levels of student’s cognitive achievement in Senior Secondary School Biology, Journal of the Science Teachers Association of Nigeria. Pp. 50-59
4. Eze, J.E. (2008). Effects of Fieldtrip instruction on Students achievement and retention level in Biology. Journal of Biology Education Association of Nigeria. 33, 80-085
5. Harper and Collins (2014), Definition of Retention. The free Dictionary. http://www.thefreedictionary.com/_/dict.asp?rd=1&word=retention.
6. Hedges & Nowel (2005), Influence of sex difference of students on their achievement in secondary school chemistry. The Journal of Chemistry Association of Nigeria. 25(1), 102-113
7. Magner, L., (2002) & Larson, E. (2002) Isolating topics of high perceived difficulty in secondary school Biology syllabus of SCEEB, Journal of Biological Education, 14 (2) Pp. 163-166
8. Merriam and Webster (2016). Definition of Achievement. The free Dictionary. http://www.thefreedictionary.com/_/dict.asp?rd=1&word=achievement 25th May 2016.
9. Nahle (2009), The Concepts of Science and importance of Biology. An unpublished Ph. D. Thesis, University of Nigeria Nsukka.
10. Newby, Stepich, Lehman & Russel (2006), Ways by which Teacher can improve the use of Demonstration method. Journal of Research in Science Teaching 26(9), 771-783
11. Nigerian Educational Research and Development Council NERDC (2005). Biology Teachers and Curriculum expert; Evaluation and Objectives of Secondary School Biology Curriculum. Unpublished Master’s Degree Project, Department of Education, University of Nigeria, Nsukka.
12. Nwachukwu, J.N and Nwosu, A.A. (2007), Effects of Demonstration method on different levels of Students cognitive achievement in Senior Secondary Biology, Journal of the Science Teachers Association of Nigeria Pp. 50-59
13. Ogunleye (2002), National Academy of Sciences, teaching about Evolution and the Nature of Science, Working Group on Teaching Evolution
14. WAEC and NECO (2010-2015)
Copyright (c) 2022 Babagana. M., Yaki. A. A., Abubakar Zainab
This work is licensed under a Creative Commons Attribution 4.0 International License.
In submitting the manuscript to the International Journal on Integrated Education (IJIE), the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- The publication has been approved by the author(s) and by responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with International Journal on Integrated Education (IJIE) agree to the following terms:
- Authors retain copyright and grant the International Journal on Integrated Education (IJIE) right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the International Journal on Integrated Education (IJIE) published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
