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Effects of Ethnoscience Based Instructional Model on Students’ Academic Achievement and Interest in  Senior Secondary School Biology

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Effects of Ethnoscience Based Instructional Model on Students’ Academic Achievement and Interest in  Senior Secondary School Biology.

ABSTRACT

This study was designed and conducted to determine the effects of ethnoscience- based instructional model (ESBIM) on students’ academic achievement and interest in Senior Secondary Biology. The study employed a non equivalent control group quasi-experimental design.

The sample for this study comprised of two hundred and twenty three SSI Biology Student. The study was conducted in six government co-education secondary schools in Nsukka Education Zone of Enugu State. The schools were drawn through a stratified random sampling.

In each school, one intact class was drawn for the study through a simple random sampling making a total of six intact classes. Out of the six schools, three schools were assigned to the experimental group while the remaining three schools were assigned to the control group.

The experimental group was taught Biology using the ethnoscience based instructional model while the control group was taught Biology using the lecture method. Two instruments Biology Achievement Test (BAT) and Biology interest scale (BIS) were constructed and validated and reliability of internal consistency and stability were established (0.96 and 0.835 respectively) before using them for data collection.

The BIS and BAT were used to collect data for students’ Achievement and interest respectively. The research questions were answered using mean and standard deviation while the hypotheses were tested at (P<0.05) using analysis of covariance (ANCOVA).

INTRODUCTION

Biology as a branch of science contributes immensely to the technological growth of the nation. According to Mary (2009), Biology is the branch of science that deals with plants and animals, their structure, function, growth and their relationship with their environment.

It is a subject that permeates into all other science subjects. With  knowledge of Biology, students are in a position to understand the structure and function of different parts of the body, the environment in which they live and how best to conduct themselves therein (Keller, 2005).

The objectives of Biology teaching in secondary schools are to prepare students to acquire:

  • adequate laboratory and field skills in Biology
  • meaningful and relevant knowledge in Biology
  • ability to apply scientific knowledge to everyday life in matters of personal and community health and
  • reasonable and functional scientific attitude (FRN 2004: 8).

In order to achieve the stated objectives, the contents and contexts of the curriculum place emphasis on field studies, guided discovery, laboratory techniques and skills coupled with conceptual thinking.

REFERENCES

Abonyi, O.S. (1999). Effect of an ethnoscience-based instructional model on Students conception of scientific phenomena and interest in science. Unpublished Ph.D. Thesis, Department of Science Education, University of Nigeria.

Achimugu, L. (1995). Effect of selected improvised conventional teaching materials on students’ Achievement in and Attitude Towards Chemistry. Unpublished Doctorial Thesis, University of Nigeria Nsukka.

Acho, E.E. (2003) Domesticating science technology and mathematics education in Nigeria: An Unpublished thesis, Kogi State Collage of Education Ankpa.

Adesoji, S.A and Akpan, B.B. (1991). Teaching science mathematics and technology in mother toungue. A path to Curriculum Evaluation. 2nd Annual Conference Proceeding of STAN.

Adigwe, J.C. (1999). Gender differences in chemical problem solving among Nigerian students. Research in Science and Technology Education. 10 (12) 187-201.

Adigwe, J.C. (1999). Gender differences in chemical problems solving among Nigerian students. Research in Science and Technology Education 10 (12) 187-201.

CSN Team.

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