THE IMPACT OF TWO TEACHING METHODS ON SECONDARY

SCHOOL STUDENTS PERFORMANCE IN BIOLOGY

BY

UMAR YUSUF EZPP/16/BIIN/034

ILIYASU YAHAYA HARUNA EZPP/16/ BIIN/004

FATIMA UBA IDRIS EZPP/16/ BIIN/065

KHADIJA I. GOMA EZPP/16/BIIN/071

BEING A RESEARCH PROJECT WORK SUBMITTED TO SCHOOL

OF SECONDARY EDUCATION SCIENCES, DEPARTMENT OF
BIOLOGY, FEDERAL COLLEGE OF EDUCATION ZARIA. IN
PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE
AWARD OF NIGERIA CERTIFICATE IN EDUCATION (N.C.E)

MARCH, 2020

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 DECLARATION

We hereby declare that this project work entitled: “the Impact of two Teaching

Methods (Practical and Lecture) on Secondary School Students Performance in

Biology” to the best of our knowledge was written and carried by us. This

project is our original work and has not been presented in any other college or

institution for any award. All materials or articles used are duly acknowledged

by way of references.

UMAR YUSUF __________________________

EZPP/16/BIIN/034 SIGN and DATE

ILIYASU YAHAYA HARUNA __________________________

EZPP/16/BIIN/004 SIGN and DATE

FATIMA UBA IDRIS ___________________________

EZPP/16/BIIN/065 SIGN and DATE

KHADIJA I. GOMA ___________________________

EZPP/16/BIIN/071 SIGN and DATE

APPROVAL PAGE

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This research project entitled: “the Impact of two Teaching Methods (Practical

and Lecture) on Secondary School Students Performance in Biology”has been

supervised and approved by Department of Biology, Federal College of

Education Zaria.

NAJMUDDEEN ALHASSAN _________________________

Project Supervisor Sign and Date

NAJMUDDEEN ALHASSAN _________________________

Project Coordinator Part-time Sign and Date

DR. D.B. TETE _________________________

Head of Department Sign and Date

………………………….…….. _________________________
External Examiner Sign and Date

DEDICATION
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This research project is dedicated to our lovely parents, our siblings as well as

our dear friends. May almighty Allah (S.W.T) grant them all with Jannatul

Firdausi ameen.

ACKNOWLEDGEMENTS

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In the name of Allah, the most compassionate, the most merciful. All praises,

thanks and total salutations are due to Allah (S.W.T) the lord of the universe

and the master of the day of resurrection, peace and blessings of Allah are upon

the noblest prophet Muhammad (S.A.W) and his entire households till the day

of resurrection. We sincerely express our profound gratitude to Allah (S.W.T)in

whose infinite mercy gave us the opportunity, strength, courage and guidance

since the start of this research work and other academic endeavor. We will

never forget the monumental contributions of our Project Supervisor, Mal.

Najmuddeen Alhassan who has encouraged and guided us throughout this

research work, May Allah reward him abundantly. Our special regards and

thanks to our dear parents whom without their support and contributions, we

would not have reached where we are today. May Allah(S.W.T) have mercy on

them ameen. We will also not fail to express our deepest appreciation to all our

family members and our friends for their unmeasurable contributions towards

the successful completion of this research work. May Allah (S.W.T) shower his

mercy on all of us ameen.

ABSTRACT
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“the Impact of two Teaching Methods: (practical and lecture) on Secondary
School Students Performance in Biology)” is a very vital factor in school
decision since it influences their returns, affect their values in educational
sector. The research was carried out to ascertain and test the application and
relevance of two teaching method, of some School in Zaria and Sabon Gari
Local Government Areas of Kaduna State, to investigate whether there is
significance difference in students’ performance using two teaching methods
(practical and lecture) in Biology, to find out whether there is adequate
instructional materials to teach using two teaching methods (practical and
lecture) in Biology, to determine whether there is adequate and competent
teachers to teach using two teaching methods (practical and lecture) in Biology.
The researchers conclude that: Government should provide adequate
instructional materials for secondary school students in Biology, Government
and school administrators should ensure adequate supply of facilities in schools
to ensure good teaching, The Biology teacher should employ appropriate
methods and skills in relation to the topic they wish to deliver in Biology lessons
and teachers should use different methods to teach students in Biology.

TABLE OF CONTENTS

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 Pages

Title page - - - - - - - - - - i

Declaration - - - - - - - - - - ii

Approval page - - - - - - - - - iii

Dedication - - - - - - - - - - iv

Acknowledgement - - - - - - - - v

Abstract - - - - - - - - - - vi

Table of content - - - - - - - - vii

CHAPTER ONE: INTRODUCTION 1

1.1 Introduction- - - - - - - - - - 1

1.2 Background of the study- - - - - - - - 2

1.3 Statement of the problem- - - - - - - - 7

1.4Purpose of the study- - - - - - - - - 7

1.5 Research hypotheses- - - - - - - - - 8

1.6Research questions- - - - - - - - - 8

1.7Significance of the study- - - - - - - - 8

1.8 Scope and delimitation of the study- - - - - - 9

1.9Definition of key concept- - - - - - - - 9

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CHAPTER TWO: REVIEW OF RELATED LITERATURE 11

2.1 Introduction- - - - - - - - - - 11

2.2 Theoretical framework- - - - - - - - 11

2.3 Conceptual framework- - - - - - - - 12

2.3.1 Concept of impact- - - - - - - - - 12

2.3.2 Concept of teaching- - - - - - - - 13

2.3.3 Teaching method- - - - - - - - - 14

2.3.4 Lecture method of teaching- - - - - - - 15

2.3.5 Practical method of teaching- - - - - - - 15

2.3.6 Demonstration method of teaching- - - - - - 16

2.3.7 Collaborative method of teaching- - - - - - 16

2.3.8 Discussion method of teaching- - - - - - - 17

2.3.9 Debriefing method of teaching- - - - - - - 17

2.3.4 Concept of biology- - - - - - - - 17

2.4 Teaching and learning biology- - - - - - - 21

2.5 The lecture method of teaching- - - - - - - 25

2.5.1 Advantages of lecture method of teaching- - - - - 26

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2.5.2 Disadvantages of lecture method of teaching- - - - - 27

2.6 Practical method of teaching- - - - - - - 28

2.7 Students performance in biology- - - - - - - 30

2.8 Review of related literature-- - - - - - - 30

2.9 Summary of literature reviewed- - - - - - - 32

CHAPTER THREE: RESEARCH METHODOLOGY 33

3.1 Introduction- - - - - - - - - - 33

3.2 Research design- - - - - - - - - 33

3.3Areaof the study- - - - - - - - - 33

3.4Population of the study- - - - - - - - 33

3.5 Sample and sampling technique- - - - - - - 34

3.6 Instrument for data collection- - - - - - - 35

3.7 Validity of the instrument- - - - - - - - 35

3.8 Reliability of the instrument- - - - - - - 35

3.9 Method of data collection- - - - - - - - 36

3.10 Method of data analysis- - - - - - - - 36

CHAPTER FOUR: DATA ANALYSIS AND PRESENTATION 37

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4.1 Introduction- - - - - - - - - - 37

4.2 Data presentation- - - - - - - - - 37

CHAPTER FIVE: SUMMARY, CONCLUSION AND

RECOMMENDATIONS 42

5.1 Introduction- - - - - - - - - - 42

5.2 Summary- - - - - - - - - - 42

5.3 Conclusion- - - - - - - - - - 43

5.4 Recommendations- - - - - - - - - 43

References- - - - - - - - - - - 44

Appendices- - - - - - - - - - 47

CHAPTER ONE

INTRODUCTION

1.1 Introduction

Education is an important process through which men preserve their culture. School is a

special institution which has been entrusted with the responsibilities of young ones, and

teaching is the main activity through which schools discharge their duties and attain their

objectives. If teaching is done effectively, schools, successfully, achieve their goals. Many

efforts have been made to study teaching and improve it in order to make it realise pre-

determined goals. Teaching involves setting appropriate learning expectations for students,

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and, for that purpose, includes selection and sequencing of activities or kinds of interactions

that would lead to expected learning. In view of this, the term, “teaching-learning”, has come

into vogue, So, the term is used widely to indicate the process of teaching in all its

dimensions viz., making decisions or choices of why, what and how, as well as actually

executing decisions and appraising outcomes. Teaching is human engineering and soul

doctoring. Teaching refers to the multiple tasks carried out by teacher for leading the learners

to the expected learning. The term 'human engineering' means the possibility of modifying

and constructing human behaviour in intended ways on the basis of certain technical

procedures. The term 'soul doctoring', means providing better nourishment to the

development of the soul.

Varied descriptions of teaching are available in literature, ranging from the highly ideational,

idealistic descriptions of teaching to very specific task descriptions of what it involves.

Teaching is described as an interactive process between the teacher and the students under

certain conditions for facilitating effective construction of knowledge by students. It is also

described as a process to influence learners so as to 'impinge on them through their perceptual

and cognitive processes'. It is in this sense that teaching can be said to be 'educating' a person.

Education, no doubt, is a broader process of leading to individual development and social

progress. However, teaching is central to education in attaining its purpose; that is, teaching

is the instrument through which individuals are educated. Teaching is always intended to lead

to some learning. Without learning teaching is incomplete. Effective teaching in the

classroom is the need of the hour.

Teaching is an intimate contact between a more mature personality and a less mature one

which is designed to further the education of the latter (H.C. Morrison, 2014). Teaching is an

arrangement and manipulation of a situation in which there are gaps and obstructions which

an individual will seek to overcome and from which he will learn in the course of doing so

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(John Brubacher, 2014). Teaching is a system of actions intended to produce learning (B.O.

Smith, 2015). Teaching is a form of interpersonal influence aimed at changing the behaviour

potential of another person (N.L. Gage, 2015). Teaching is a system of actions involving an

agent, an end in view, and a situation including two sets of factors those over which the agent

has no control (class size, size of classroom, physical characteristics of pupils, etc.) and those

that he can modify (way of asking questions about instruction and ways of structuring

information or ideas gleaned) (B.O. Smith, 2014). Teaching is defined as an interactive

process, primarily involving classroom talk which takes place between teachers and pupils

and occurs during certain definable activities (Edmund Amidon, 2015). According to (Clarke,

2015). Teaching is the task of a teacher which is performed for the development of a child

(Thomas F. Green, 2015). Shri Aurobindo (2016), have defined It as "The first principle of

true teaching is that nothing can be taught". In the words of English and English (2016) "The

teaching is the art of assisting others to learn. It includes the providing of information

(instruction) and of appropriate situation, conditions or activities design to facilitate

learning".

1.2 Background of the Study

There has been a consistent poor achievement in Biology as shown by the West African

Examination Council (WAEC) annual reports of (2010-2015). Many scholars have therefore

tried to find the ways and means of improving student’s achievements in Biology. They have,

therefore, looked at many factors and carried out some empirical studies on the impact of

these factors on performance of students.

The factor considered in the present study is the impact of two teaching methods: (practical

and demonstration) on secondary school student’s performances in Biology. The methods

being considered are the practical and the lecture methods. These two (2) methods encourage

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co-operative learning between the teacher and the learners. Johnson and Johnson (2015)

were of the opinion that co-operative learning experiences promoted higher achievement

among the students. Although most studies have stressed on students’ participation and

interaction as being very important factors of achievement, there may, however, be other

alternative contributing factors and teacher’s method of teaching is definitely one of them.

Jonassen DH. (2016), states that pedagogy is a different way by which a teacher can teach.

Teaching method therefore, is the act or science of being a teacher, generally referring to

strategies of instruction or style of instruction. Science is an activity-oriented subject. The

way it is thought is important in helping the students acquire basic scientific knowledge,

skills and attitude to solving different problem in life. Biology being a science subject,

therefore involve the teacher using methods that will give the students opportunity to be

actively involved.

It is a well-known fact that no skilled teacher ever uses just one method of teaching Shield

(2015), pointed out that good teachers follow no one method, instead he/she uses whatever

methods and materials that seems to be best for the particular combination of individual

situations.

This research work is focused mainly on practical and lecture methods of teaching. Practical

method involves Teaching and learning using practical work. By 'practical work' we mean

tasks in which students observe or manipulate real objects or materials or they witness a

teacher demonstration practical enhance the learning of scientific knowledge. Give insight

into scientific method and develop expertise in using it. The lecture method is a pedagogical

method whereby the teacher formally delivers a carefully planned expository address on

some particular topic.

Trusted (2015), asserts that the practical method could be teacher centered, task centered or

student centered. The teacher demonstrates to the learners how to perform a particular

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 practical, and then the student will try their possible best in doing as the teacher or laboratory

technician deed.

According to Walker (2014), says that in practical method, students are given chance to learn

how to perform a particular task while the teacher who has the experience do the task

practically so as the students will learn from him.

By 'practical method' we mean tasks in which students observe or manipulate real objects or

materials or they witness a teacher demonstration.

Practical work can:

 motivate pupils, by stimulating interest and enjoyment

 teach laboratory skills

 enhance the learning of scientific knowledge

 give insight into scientific method and develop expertise in using it

 develop 'scientific attitudes', such as open-mindedness and objectivity

(This list is based on Hodson, D. 2014, "A critical look at practical work in school science"

School Science Review, Vol 70 (Number 256), pp 33-40.)

An effective teacher plans practical work with specific learning objectives in mind. By using

different pedagogical approaches, the same practical task can be used to achieve different

learning outcomes.

For some practical tasks, the learning is about objects and observables. Students are expected

to recall what they have observed. Other tasks involve making links between observables and

scientific ideas. Students generally find the latter harder, as they involve thinking as well as

seeing and doing. The task design needs to ‘scaffold’ students’ efforts to make these links.

Practical work to develop students’ scientific knowledge is likely to be most effective when:

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 the learning objectives are clear, and relatively few in number for any given task;

 the task design highlights the main objectives and keeps ‘noise’ to the minimum;

 a strategy is used to stimulate the students’ thinking beforehand, so that the practical task is

answering a question the student is already thinking about.

Scientists at work vs. science in the classroom

It is important to bear in mind the significant differences between the research laboratory and

the teaching laboratory (or classroom); and between research scientists exploring the

boundaries of the known and students trying to come to terms with already accepted

knowledge.

In the context of teaching scientific knowledge, practical work is best seen

as communication, and not as discovery.

According to Wirschner (2015), lecture method is a teaching method that a teacher diverse a

pre-planned body of knowledge to students, the teacher is active while the students are

passive. These methods are usually employed in tertiary institution e.g Universities, Colleges

of education and Polytechnics.

According to Mayer (2015), Lecture methods are done to give a formal talk to a group of

people, often at universities. It provides an opportunity to learn new explanation of tasks from

a different perspective. A teacher may use lecture method ideas in a science class. Lecture

may be used in the circumstance of proving conclusively a fact, as by reasoning or showing

evidence.

For instance, the classroom teachers after conduct formative and summative tests, to evaluate

students mastering of course content and provide grades for students and parents. This

relative achievement of secondary school students is an example that has internal and

external impact depending on the method adopted by the teacher.

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According to According to Mayer (2014), a lecture method (from the French lecture,

meaning reading) is an oral presentation intended to present information or teach people

about a particular subject, for example by a university or college teacher. Lectures are used to

convey critical information, history, background, theories, and equations. A politician's

speech, a minister's sermon, or even a businessman's sales presentation may be similar in

form to a lecture. Usually the lecturer will stand at the front of the room and recite

information relevant to the lecture's content.

According to According to Wirschner (2014), lecture method of teaching is the oldest

teaching method applied in educational institution. This teaching method is on way channel

of communication of information. Students’ involvement in this teaching method is just to

listen and sometimes pen down some notes if necessary, during the lecture, combine the

information and organized it.

According to According to Mayer (2016), though lectures are much criticised as a teaching

method, universities have not yet found practical alternative teaching methods for the large

majority of their courses. Critics point out that lecturing is mainly a one-way method of

communication that does not involve significant audience participation but relies upon

passive learning. Therefore, lecturing is often contrasted to active learning. Lectures

delivered by talented speakers can be highly stimulating; at the very least, lectures have

survived in academia as a quick, cheap, and efficient way of introducing large numbers of

students to a particular field of study. It is in the light of the above that the need to examine

the impact of two teaching methods: (Practical and lecture) on secondary school student

performance in Biology cannot be over emphasized.

1.3 Statement of the Problem

The popular opinion in Nigeria today is that the standard of Education has fallen short of

what it should be. This fall in the standard of education is perceived by many as the inability

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of the teachers to impact knowledge to the learners, the way they will understand and write

well in examinations. Reports by examination councils in Nigeria have disclosed the

recurrent and endemic failure of students in both internal and external examinations

especially in Biology (WAEC) annual reports; (2010-2015). Agbo (2010), says that

‘‘teachers no more show commitment as they see themselves as most “measure up”.

Also, Layi, (2004), found out that teacher’s lateness to work, absenteeism and poor attitude to

work encourage indolence and contribute to poor performance among students. The problem

of this study is therefore to investigate the impact of two teaching methods: practical and

lecture method, on secondary school student’s performance in Biology.

1.4 Purpose of the Study

The main purpose of this study is to investigate into the impact of two teaching methods:

(Practical and lecture method) on secondary school student’s performance in Biology.

Specifically, the study will examine: -

1) To investigate whether there is significance difference in students’ performance using two

teaching methods (practical and lecture) in Biology.

2) To find out whether there is adequate instructional materials to teach using two teaching

methods (practical and lecture) in biology.

3) To determine whether there is adequate and competent teachers to teach using two

teaching methods (practical and lecture) in Biology.

1.5 Research hypotheses

H1= There is significant differences in students’ performance when using two teaching

methods (practical and lecture) in Biology.

H2= There is adequate instructional materials to teach using two teaching methods (practical

and lecture) in Biology.

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H3= There is adequate and competent teachers to teach using two teaching methods (practical

and lecture) in Biology.

1.6 Research Questions:

The following research questions have been formulated to guide this study: -

1) Is there any significance difference between students’ performance in teaching using two

different methods (lecture and practical) in Biology?

2) Is there adequate instructional materials to be use in the two teaching methods (practical

and lecture) in Biology?

3) Is there adequate and competent teachers to teach using the two teaching methods in

Biology?

1.7 Significance of the Study

The finding of this study will be of benefit to the teachers, students and curriculum planners.

The study critically discusses extensively the impact of two teaching methods: (practical and

lecture method) on secondary school student’s performance in Biology.

The findings will help the students who have lost hope in doing well in Biology that all hope

is not lost as they can still understand the subject by improvement in teaching methods used

by their teachers.

The teachers will benefit since the study will help them to understand the appropriate

methods of teaching to be employed in carrying out their duties. The curriculum planners will

get used information that will enable them improve in their planning of curriculum.

The overall significance is that when all the stake holders in this study benefit from the

findings, the learning of Biology will be very enjoyable and the students will perform better

in both internal and external examinations.

1.8 Scope and Delimitation of the Study:

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The study will concern itself with the impact of two teaching methods: (practical and lecture

method) on secondary school student’s performance in Biology which will be carried out in

Zaria Local Government Area of Kaduna State. Four (4) secondary schools in Zaria

LGA will be used for the study. A multiplicity of variables come under the topic, but the

researchers have decided to focus on the following variables: - These includes, the use of

practical and lecture methods in teaching Biology. The skills involved in the use of the two

teaching methods, the facilities available for the two teaching methods.

1.9 Definition of Key Concept

Biology: This is the scientific study of natural process of living things. It has two branches

Botany and Zoology.

Impact: To have an on something or the force or action of one object hitting another.

Practical Method: This is a class or examination method in a scientific or technical subject

in which students do things rather than just write or talk about them.

Lecture Method: This is a method whereby a teacher diverse a pre-planned body of

knowledge to students, the teacher is active while the students are passive.

Secondary School: Secondary schools typically follow on from primary schools and lead

into vocational and tertiary education.

Academic Performance: Refers to the level of schooling you have successfully completed

and the ability to attain success in your studies. When you receive great grades, this is an

example of academic achievement.

Students: Student is primarily a person enrolled in a school or other educational institution

who attends classes in a course to attain the appropriate level of mastery of an instructor.

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 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 Introduction

The purpose of this study is to investigate the impact of two teaching methods (practical and

lecture method) on secondary school student’s performance in Biology. This chapter focuses

on the different view of educationist and scholars about the theoretical framework,

conceptual framework, literature review and summary of literature review. Theoretical

framework and also has the summary of the gaps to be filled.

2.2 Theoretical Framework

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Learning Activity Package and Theories of Learning According to Farrant (2015), the

Piaget‟s theory of intellectual development holds that cognitive development takes place

from active interaction of the child with his environment. This means that the basis of

learning is the child’s own ability as he interacts with his physical and social environment.

Piaget is of the opinion that a child must act on the objects in his environment for him to

learn. This means that he should be actively involved and should not be passive. The active

involvement of the child may be in form of direct manipulations, visual observations or

through mental or internal transportation or change. According to Piaget, mental activity of

the child is organized into structures. Various mental activities are related to each other and

grouped together in clusters, which are known as „schemas‟ or patterns of behaviour.

According to Woolfolk and Nicolich (2014), in the Piagetian system, the schema is the

primary unit of cognitive organization. This means that it is the basic building block of

thinking. Piaget believed that mental activity which is involved in cognitive organization, is a

process of adaptation which is divided into two opposing but inseparable processes of

assimilation and accommodation. In assimilation, a child fits his new experience into pre-

existing mental structures. He interprets his new experience with respect to his old

experience. Accommodation is the process of the change of mental structure due to the

influence of the environment. Accommodation also means to modify self to fit the new

materials, while assimilation means to modify the materials to fit the individual. The

Piagetian theory thus places the child as the principal agent in the teaching/learning situation.

This being the case, the teacher’s job is to provide the individual with situations that

encourage experimentation and manipulation of objects and symbols.

According to Awotua Efebo (2015), the learner must be allowed to “do” and to progress at

his/her own rate. The individual has the real comprehension of something only if he/she

invents it himself or herself. Whenever we teach or present materials in quick succession, we

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prevent the individual from reinventing it himself or herself because of lack of understanding

of the structure. The theory has direct implication for the use of Learning Activity Package in

science teaching, especially in Biology. In the first place, the Piagetian theory of intellectual

development holds that cognitive development takes place from active interaction of the child

with his environment. This is why the researcher advocates the use of Learning Activity

Package as it is a student-centered, activity oriented-teaching strategy in which the teacher

acts as a facilitator of learning, guiding the students through a series of activities and

problems, which will enhance achievement by the learners.

2.3 Conceptual Framework

2.3.1 Concept of Impact

Impact can be referring to as the action of one object coming forcibly into contact with one

another; a marked effect or influence. It seems everyone is looking to achieve and

demonstrate impact. Private foundations talk of ‘impact investing’, social change actors talk

about ‘collective impact’ and ‘social impact’, academics are being asked about their ‘research

impact can be used to clarify a vision through which to build cooperation and coordinate

action; assessments of potential impact are used to identify possible risks or adverse effects

(i.e., environmental impact assessments); ambitions of impact are used to make decisions

about which programmes to fund; they establish expectations of achievement by which

success will be defined; and these in turn are used to plan appropriate inputs and strategy.

During or after a programme, measurements of impact are used to determine to what extent

the intervention achieved what it set out to achieve; determine other effects, positive or

negative; decide whether to stop, continue, scale up, replicate or adapt the intervention; and

to draw lessons for other similar interventions.

The way that impact is defined and understood, therefore, has widespread implications. It

affects how a programme is perceived and how people will want to or are expected to be

22
involved. It affects which programmes get funded and the level of risk a funder is willing to

tolerate. It affects how programmes are designed, the strategies they take, and how ambitious

they are. It affects the way in which programmes will be judged, who takes the credit and

who takes the blame for particular outcomes. It affects what can be learned from one

programme and applied to another. It affects the view of the world in which a programme

operates. Given the implications of different conceptions of impact, there is a strong

imperative to be very clear about what we mean when we use this term and to use it carefully.

But as we examine next, there is wide variation across the development sector in the

definition and use of it, which contributes to confusion and, in some cases, conflict

(Chambers, Karlan, Ravallion and Rogers 2009, White 2009).

2.3.2 Concept of Teaching

In much modern usage, the words ‘teaching’ and ‘teacher’ are wrapped up with schooling

and schools. One way of approaching the question ‘What is teaching?’ is to look at what

those called ‘teachers’ do and then to draw out key qualities or activities that set them apart

from others. The problem is that all sorts of things are bundled together in job descriptions or

roles that may have little to do with what we can sensibly call teaching. This brings us to

definitions like:

Teaching is the process of attending to people’s needs, experiences and feelings, and

intervening so that they learn particular things, and go beyond the given. Interventions

commonly take the form of questioning, listening, giving information, explaining some

phenomenon, demonstrating a skill or process, testing understanding and capacity, and

facilitating learning activities (such as note taking, discussion, assignment writing,

simulations and practice).

Impart knowledge to or instruct (someone) as to how to do something; or cause (someone) to

learn or understand something by example or experience. As can be seen from these

23
definitions we can say that we are all teachers in some way at some time. Further insight is

offered by looking at the ancestries of the words. For example, the origin of the word ‘teach’

lies in the old English meaning ‘show, present, point out’, which is of Germanic origin; and

related to ‘token’, from an Indo-European Bajah (2014).

2.3.3 Teaching Method

The term teaching method refers to the general principles, pedagogy and management

strategies used for classroom instruction. Your choice of teaching method depends on what

fits you your educational philosophy, classroom demographic, subject area(s) and school

mission statement. Teaching theories can be organized into four categories based on two

major parameters: a teacher-cantered approach versus a student-cantered approach, and high-

tech material use versus low-tech material use.

A teaching method comprises the principles and methods used by teachers to enable

student learning. These strategies are determined partly on subject matter to be taught and

partly by the nature of the learner. For a particular teaching method to be appropriate and

efficient it has to be in relation with the characteristic of the learner and the type of learning it

is supposed to bring about. Suggestions are there to design and selection of teaching methods

must take into account not only the nature of the subject matter but also how

students learn. In today’s school the trend is that it encourages a lot of creativity. It is a

known fact that human advancement comes through reasoning. This reasoning and original

thought enhances creativity Bajah, (2014).

2.3.4 Lecture Method of Teaching

The lecture method is just one of several teaching methods, though in schools it’s usually

considered the primary one. The lecture method is convenient for the institution and cost-

efficient, especially with larger classroom sizes. This is why lecturing is the standard for

24
most college courses, when there can be several hundred students in the classroom at once;

lecturing lets professors address the most people at once, in the most general manner, while

still conveying the information that he or she feels is most important, according to the lesson

plan.[3] While the lecture method gives the instructor or teacher chances to expose students to

unpublished or not readily available material, the students plays a passive role which may

hinder learning. While this method facilitates large-class communication, the lecturer must

make constant and conscious effort to become aware of student problems and engage the

students to give verbal feedback. It can be used to arouse interest in a subject provided the

instructor has effective writing and speaking skills Okeke, (2015).

2.3.5 Practical Method of Teaching

Practical method is the process of teaching through which an instructor (teacher) teach

students how to manipulate, observe real object or they witness teacher demonstration using

instructional materials to teach effectively in the laboratory or classroom. It develops

'scientific attitudes', such as open-mindedness and objectivity to the students and it also give

insight into scientific method and develop expertise in using it. It motivates students, by

stimulating interest and enjoyment Okeke, (2015).

2.3.6 Demonstration Method of Teaching

Demonstration is the process of teaching through examples or experiments. For example, a

science teacher may teach an idea by performing an experiment for students. A demonstration

may be used to prove a fact through a combination of visual evidence and associated

reasoning.

Demonstrations are similar to written storytelling and examples in that they allow students to

personally relate to the presented information. Memorization of a list of facts is a detached

and impersonal experience, whereas the same information, conveyed through demonstration,

25
becomes personally relatable. Demonstrations help to raise student interest and reinforce

memory retention because they provide connections between facts and real-world

applications of those facts. Lectures, on the other hand, are often geared more towards factual

presentation than connective learning Okeke, (2015).

2.3.7 Collaborative Method of Teaching

Collaboration allows students to actively participate in the learning process by talking with

each other and listening to others opinions. Collaboration establishes a personal connection

between students and the topic of study and it helps students think in a less personally biased

way. Group projects and discussions are examples of this teaching method. Teachers may

employ collaboration to assess student's abilities to work as a team, leadership skills, or

presentation abilities Okeke, (2015). Collaborative discussions can take a variety of forms,

such as fishbowl discussions. After some preparation and with clearly defined roles, a

discussion may constitute most of a lesson, with the teacher only giving short feedback at the

end or in the following lesson Okeke, (2015).

2.3.8 Discussion Method of Teaching

The most common type of collaborative method of teaching in a class is classroom

discussion. It is the also a democratic way of handling a class, where each student is given

equal opportunity to interact and put forth their views. A discussion taking place in a

classroom can be either facilitated by a teacher or by a student. A discussion could also

follow a presentation or a demonstration. Class discussions can enhance student

understanding, add context to academic content, broaden student perspectives, highlight

opposing viewpoints, reinforce knowledge, build confidence, and support community in

learning. The opportunities for meaningful and engaging in-class discussion may vary

26
 widely, depending on the subject matter and format of the course. Motivations for holding

planned classroom discussion, however, remain consistent Okeke, (2015).

2.3.9 Debriefing Method of Teaching

The term “debriefing” refers to conversational sessions that revolve around the sharing and

examining of information after a specific event has taken place. Depending on the situation,

debriefing can serve a variety of purposes. It takes into consideration the experiences and

facilitates reflection and feedback. Debriefing may involve feedback to the students or among

the students, but this is not the intent. The intent is to allow the students to "thaw" and to

judge their experience and progress toward change or transformation. The intent is to help

them come to terms with their experience Okeke, (2015).

2.3.4 Concept of Biology

Biology is the science of life. Its name is derived from the Greek words "bios" (life) and

"logos" (study). Biologists study the structure, function, growth, origin, evolution and

distribution of living organisms. There are generally considered to be at least nine "umbrella"

fields of biology, each of which consists of multiple subfields Davies, PC; Rieper, E;

Tuszynski, JA (January 2000).

 Biochemistry: the study of the material substances that make up living things

 Botany: the study of plants, including agriculture

 Cellular biology: the study of the basic cellular units of living things

 Ecology: the study of how organisms interact with their environment

 Evolutionary biology: the study of the origins and changes in the diversity of life over time

 Genetics: the study of heredity

 Molecular biology: the study of biological molecules

 Physiology: the study of the functions of organisms and their parts

27
 Zoology: the study of animals, including animal behavior

Adding to the complexity of this enormous idea is the fact that these fields overlap. It is

impossible to study zoology without knowing a great deal about evolution, physiology and

ecology. You can't study cellular biology without knowing biochemistry and molecular

biology as well.

Framework of Understanding

All the branches of biology can be unified within a framework of five basic understandings

about living things. Studying the details of these five ideas provides the endless fascination of

biological research:

 Cell Theory: There are three parts to cell theory the cell is the basic unit of life, all living

things are composed of cells, and all cells arise from pre-existing cells.

 Energy: All living things require energy, and energy flows between organisms and between

organisms and the environment.

 Heredity: All living things have DNA and genetic information codes the structure and

function of all cells.

 Equilibrium: All living things must maintain homeostasis, a state of balanced equilibrium

between the organism and its environment.

 Evolution: This is the overall unifying concept of biology. Evolution is the change over time

that is the engine of biological diversity.

2.3.5 Teaching and Learning

People use different words when talking about teaching and learning. Sometimes the same

word will mean different things to different people, and sometimes different words will carry

the same meaning. For example, Americans tend to use the word ‘evaluate’ to describe

28
testing students to see if they have learnt, while the British often use the word ‘assess’. Here

are some other examples of words with related meanings:

 ‘educator’, ‘teacher’, ‘trainer’, ‘tutor’, ‘lecturer’, ‘facilitator’

 ‘student’, ‘pupil’, ‘learner’, ‘scholar’.

What do these words mean to you? There will never be full agreement about the ‘real’

meaning of each of them. If people appear to misunderstand us, we have to explain what we

intend them to mean.

‘Learning’

All of us understand things in the light of our past experience. This is also true of ‘learning’ –

we get our ideas of what ‘learning’ means from what happened to us in the past. So, for

example, we may think of ‘learning’ as something which takes place in a school or college, in

a classroom. We may think of it as a person sitting alone at night, trying to memorize a lot of

facts so that s/he can pass an examination. However, a bit of reflection will show us that

‘learning’ is much wider than that. After all, children learn a great deal before they even get

to school - they learn to speak, to walk. Educational psychologists tell us that any activity

which leads to a change in our behavior is ‘learning’.

Here are some more ideas about ‘Learning’:

 Learning can be formal or informal. We learn informally from what we experience

day by day: things which happen to us make us change the way we think and act. We

may not even be aware that we are learning, which may cause problems - for

example, health workers may learn bad attitudes from the example of others. Of

29
 course, learning may also be formal: we attend a course which is planned in a

structured way, in a school or college.

 We don't just learn knowledge and facts we also learn skills and attitudes. This is

especially important for health workers, since it is in our practical work that we have

an effect on the health of the people we serve. Interestingly, we learn knowledge,

skills and attitudes in different ways - for example, we may learn a new idea from a

discussion, but we learn skills by practising them and getting feedback.

 People learn in different ways. Researchers have identified different ‘learning

styles. Some people are ‘receivers’: they like to memorise what is given to them. This

is a very common style, and it is reinforced by teachers who expect students to

memorise, and reward them for it. Other people are ‘detectives’: they like to

investigate what they are learning themselves, to get to understand it. Yet others are

‘generators’: they like to decide themselves what they want to learn, and then look for

opportunities to learn those things.

 Learning can be superficial or deep. If knowledge is only memorised

(superficial learning) it is soon forgotten, and may never affect the way that person

does her/his work. If the learner is made to use the new knowledge actively, the

learning becomes deep. The learner connects the new knowledge to the concepts that

s/he already has, and understands how it can be used practically. It is, therefore, much

more likely to be remembered and used.

 Motivation is important for learning. What is it that makes people want to learn?

Some learn because they want to do a better job - they get satisfaction from the

feeling that they are competent. People are also very strongly motivated by the hope

that they will be rewarded - for instance, by gaining a qualification, leading to a

30
 promotion and better pay. The need to pass exams is therefore a very strong

motivator.

 Learning continues throughout a person’s lifetime - at least informally. We all know

that health workers should continue to learn throughout their careers, because new

information about health is constantly becoming available. However, many workers

do not have access to formal in-service training. This means they themselves have to

take the responsibility for staying up-to-date - they have to become ‘life-long learners.

2.4 Teaching and Learning of Biology

Teaching and learning of Biology in Nigeria the review of teaching and learning of Biology

in Nigeria may be meaningless without a look at the Science Curriculum. The history of

science curriculum in Nigeria indicated that before and after independence in 1960, the

curriculum was characterized by so much defects which called for a strong need for

improvement. Among the defects is the fact that the curriculum was incapable of producing

for the nation, individuals with the right orientations capable of salvaging the nation. The

content aspects of the curriculum were a combination of disjointed topics in each of the

science subjects with no unifying concepts to make both teaching and learning easily

attainable. In the junior classes, it was General Science with the topics merely selected from

the sciences. In the upper classes, the topics taught were geared towards passing of external

examinations and so did not appear to meet the needs of the society.

The teaching of science courses was by recitation, which violates sound learning (Bajah,

2014; Eze, 2015). The trend in science teaching and learning changed by 1967, when the

Ford Foundations, through the Federal Ministry of Education, helped to establish the

Comprehensive Education Study and Adaptation Centre (CESAC) at the University of Lagos.

The aim was to study the nation‟s system of education, identify its defects and devise original

solutions. Science teaching and learning in schools from then focused more on the needs of

31
the learners and the society at large (Okeke, 2015; Okoye, 2013). The 1969 National

curriculum conference marked the beginning of a significant change in the teaching of

science in the country. The National Policy on Education, which is the outcome of the

conference, declared the general aim of primary, secondary and tertiary education levels as to

pursue effective science and technology programmes which would enable the citizenry adapt

to the rapid techno-scientific development of the nation (FME, 2014).

So many international and national bodies were also involved in the reviewing and revising

of the science curriculum, which include International Institute for Education Planning (IIEP)

of the UNESCO, International Council of Scientific Union (ICSU), International Council of

Association for Science Education (ICASE) among others (Okoye, 2016).The National

Professional body that was involved include Sciences Teachers Association of Nigeria

(STAN), inaugurated on 30th November 2013. The activities of this body were geared

towards the advancement of science education in Nigeria. Another national agency that

played an important role in development of science curriculum is the Curriculum

Development Centre (CDC) of the Nigerian Educational Research and Development Centre

(NERDC) established by decree No. 53 of December, 2015 (Bajah, 2015). Emerging from

the efforts of the curriculum centres and those of the professional bodies are different science

curricula in different subject areas, channeled to meet the needs of the individuals.

Kenney (2014), emphasized that teachers‟ competence is measured by their ability to practice

their profession successfully and that they must have control of the knowledge and principles

upon which their practice is embedded. The variable outlined in Minnesota Attitude

Inventory (MAI) according to Wiggins as recorded in Ugwu (2013), for effective science

teaching include the following:

 Use of good judgment

 Knowledge of subject matter

32
  Tolerance and good temper

 Instructional delivery approach

 Interest in student progress

 Good disposition

 Cultured and refinement

 Frankness

 Creativeness

Personality of the teacher Moreover, the result of the study carried out by Nzewi (2014) on

the competence needed and possessed by teachers of primary science showed that the

Primary School Science teacher should have qualities to:

 Plan and perform class gesticulations and demonstrations

 Make students acquire proficiency in communication skills; and motivate students by

showing his love, interest and enthusiastic attitude to primary science. For teachers to

act effectively in any given classroom situation, the teachers have to show proficiency

in training (Profession and experience). Commenting on this, Owin (2014) stated that

formal training is an evidence that the teacher has the goods to deliver.

It is proper training that will enable the teacher understand the processes that are involved in

any new innovation. It should, therefore, be noted that according to Green (2013), no one can

do a job well unless the one understands all the processes involved in the job. Wilson and

Hart (2015) observed that a poorly prepared teacher destroys the effectiveness of any

curriculum, while a professionally prepared teacher can use even inadequately structured

curriculum to programme an effective study. This is very much applicable to the use of

innovative method.

The Teaching and Learning of Biology in Nigeria the National Policy on Education (FME,

2014), stated some of the measures that should be taken to ensure qualitative education. It

33
also stated, among others, that; Educational activities shall be cantered on the learner for

maximum self-development and self-fulfilments; Modern educational techniques shall be

increasingly used and improved upon at all levels of the educational system; The educational

system shall be structured to develop the practice of self-learning. It further stated in specific

terms, that secondary education shall; offer diversified curriculum to cater for the differences

in talents, opportunities and future roles; - inspire its students with a desire for self-

improvement and achievement of excellence; raise a generation of people who can think for

themselves; respect the view and feelings of others.

In addition, the Federal Government stated some objectives in the core curriculum for the

senior secondary Biology (FME, 2014). They include the preparation of pupil to acquire;

adequate laboratory and field skills in biology. meaningful and relevant knowledge in

biology. The ability to apply scientific knowledge to everyday life in matter of personal and

community health and Agriculture; Reasonable and functional scientific attitude. A closer

look at the National Policy on Education shows that there is a need to look into the process of

teaching and learning that is going on in our schools in relation to methods and strategies that

are used in the delivery of the content. This calls for a teaching technique that will help the

learner to maximize self-development; to develop the habit of self-learning; create in the

learner ability to think for himself and that is why the researcher feels it is necessary to

investigate the use of LAP in teaching of biology in senior secondary schools. Most

characteristics of LAP fit into the requirement of the federal government. In accordance with

the Biology objectives stated above, any Biology curriculum activity intended for senior

secondary school must make room for individual differences and students full participation in

its execution. Also the student is to learn to work and think in a scientific manner as the first

and most important consequence of his/her studies. By implication, it means that as far as a

possible the teaching and learning in Biology classes should be child-cantered, so that the

34
activities of the child would have the most important educative influence on the child.

Children learn best by doing and getting actively involved in the learning processes and not

by memorization. These goals would seem to be enhanced by individualized method of

instruction, of which the Learning Activity Package is one rather than the conventional

expository method of instruction.

2.5 The Lecture Method of Teaching

The lecture teaching method: This is a teacher cantered, student peripheral teaching approach

in which the teacher delivers a per-planned lesson to the students with or without the use of

instructional materials (Nwagbo 2013). Gbamanja (2014) observed that in using the method,

the teacher talks about science while the students reading about science. According to

Awotua-Efobo (2015), the teacher comes to the class fully armed with a mass of facts,

probably gathered from books and would start to pour out the fact. The teacher presents ideas

or concepts, develops and evaluates them and summarizes the main points at the end, while

the students listen and take down notes. Usually during the course of lecturing, students‟

questions are not normally encouraged and in cases where questions arise, they are usually

for clarification of important facts. The lecture method of instruction can be useful in

teaching some biological topics or in conjunction with other methods, can be used

successfully in teaching some Biological concepts. Lecture method of teaching is the oldest

teaching method applied in educational institution. This teaching method is one-way channel

of communication of information. Students’ involvement in this teaching method is just to

listen and sometimes pen down some notes if necessary, during the lecture, combine the

information and organized it.

2.5.1 Advantages of Lecture Method of Teaching

Alio (2015), stated that a complete learning takes place when the child uses all his senses in

the learning process. The major drawback of lecture method is that:

35
 It is essentially a unidirectional mode of communication.

 The listening student in most cases has little or no information to influence the nature

and rate of flow of information. One-way communication offers little in the way of

interaction and feedback, which is very essential for learning to occur.

 When used excessively, the lecture method encourages intellectual passivity, which

is the opposite of learning and may not develop in the students the processes of

inquiry and problem solving.

 In other to minimize some of these drawbacks, there may be need for an

individualized method of instruction like the Learning Activity Package (LAP).

 In this teaching method a large amount the topics can be covered in a single class

period.

 Using of this method exclude the using of any equipment or Lab.

 Learning material is not required.

 Student listening skills developed.

 Logical arrangement of the material in order to present it orally

 Help to learn languages

 Effective lecturers can communicate the intrinsic interest of a subject through their

enthusiasm.

 Lectures can present material not otherwise available to students.

 Lectures can be specifically organized to meet the needs of particular audiences.

 Lectures can present large amounts of information.

 Lectures can be presented to large audiences.

 Lecturers can model how professionals work through disciplinary questions or

problems.

36
  Lectures allow the instructor maximum control of the learning experience.

 Lectures present little risk for students.

 Lectures appeal to those who learn by listening.

2.5.2Disadvantages of Lecture Method of Teaching

However, some of its disadvantages are identified by Eya and Igbokwe (2012) as follows:

 It does not develop student’s manipulative skills in science, as they are passive

listeners.

 It does not cater for individual differences among the students, with the result that the

slow learners and the academically weak students are dragged at the pace they cannot

cope with. This may lead to low achievement and loss of interest.

 The method appeals only to the sense of hearing. This makes the method not suitable

for teaching science in the secondary schools.

 Lectures fail to provide instructors with feedback about the extent of student learning.

 In lectures students are often passive because there is no mechanism to ensure that

they are intellectually engaged with the material.

 Students' attention wanes quickly after fifteen to twenty-five minutes.

 Information tends to be forgotten quickly when students are passive.

 Lectures presume that all students learn at the same pace and are at the same level of

understanding.

 Lectures are not suited for teaching higher orders of thinking such as application,

analysis, synthesis, or evaluation; for teaching motor skills, or for influencing

attitudes or values.

 Lectures are not well suited for teaching complex, abstract material.

 Lectures requires effective speakers.

37
  Lectures emphasize learning by listening, which is a disadvantage for students who

have other learning styles.

Examples of Lecture Method of Teaching

1. In university teacher Lectures are used to convey critical information, history, background,

theories, principles, concept, ideas and diagrams.

2. In college of educations lectures diverse a pre-plan body of knowledge to students, the

teacher is active while the learners are passive.

3. In Polytechnic teacher explain some principles, speech, a minister's sermon, or even a

businessman's sales presentation may be similar in form to a lecture. Usually the lecturer will

stand at the front of the room and recite information relevant to the lecture's content.

4. In secondary school a teacher will explain and summarized a wide topic a very few time

while the students are listening to the teacher.

2.6 Practical Method of Teaching

Practical method of teaching is one of the methods use in teaching and learning of biology in

secondary and tertiary institution. This method involves real aspect or translating theory into

practice. By 'practical work' we mean tasks in which students observe or manipulate real

objects or materials or they witness a teacher demonstration Okeke, (2015).

Practical work can:

 motivate students, by stimulating interest and enjoyment

 teach laboratory skills

 enhance the learning of scientific knowledge

 give insight into scientific method and develop expertise in using it

 develop 'scientific attitudes', such as open-mindedness and objectivity

38
 (This list is based on Hodson, D. 2012, "A critical look at practical work in school science"

School Science Review, Vol 70 (Number 256), pp 33-40.)

An effective teacher plans practical work with specific learning objectives in mind. By using

different pedagogical approaches, the same practical task can be used to achieve different

learning outcomes. For some practical tasks, the learning is about objects and observables.

Students are expected to recall what they have observed. Other tasks involve making links

between observables and scientific ideas. Students generally find the latter harder, as they

involve thinking as well as seeing and doing. The task design needs to ‘scaffold’ students’

efforts to make these links.

Practical work to develop students’ scientific knowledge is likely to be most effective when:

 the learning objectives are clear, and relatively few in number for any given task;

 the task design highlights the main objectives and keeps ‘noise’ to the minimum;

 a strategy is used to stimulate the students’ thinking beforehand, so that the practical task is

answering a question the student is already thinking about.

2.7 Students Performance in Biology

Student ability level and performance in biology is another related factor to achievement in

science is the ability level of the students. According to Cronbach (2015), the academic

achievement of students in a normal classroom is not always the same. When two methods

are employed are always better than one method. Some students perform very well and are

regarded as high achievers because many methods are employed, some averagely because

single method is used and are regarded as middle achievers while others perform very poorly

and are known as low achievers. It has been correctly observed that no two individuals are

exactly alike in their overall characteristic, likewise the teaching methods. Normally, it will

39
be expected that the high ability learners will always achieve more than the average and low

ability learners in most school’s subjects, but researches that were carried out indicated that

when two teaching methods are employed the students will learn and underrated better. This

is shown by the study carried out by Okeke (2014), which showed that there is indication that

some students are highly gifted but they do not achieve well in science because of limited

teaching methods.

2.8 Review of Related Literature

Chikelu, (2017), conducted a research on effect of biology practical activities on students

process skill acquisition. A quasi experimental design was employed for the study. The

sample consists of one hundred and eleven (111) senior secondary one biology students

selected through simple random sampling techniques. The instrument for data collection in

the study has 20 items Science Process Skill Acquisition Test (SPSAT). The data was

analyzed using mean and standard deviation to answer the research questions and analysis of

covariance (ANCOVA) to test the hypothesis at 0.05 level of significance. The results

revealed that practical activity method to foster the acquisition of science process skills than

the lecture method. The interaction effect between teaching methods and gender of the

subjects was not significant.

Based on the findings of this study, the use of practical activity method to foster the

acquisition of science process skills in biology students was recommended to biology

teachers.

Esenebe and Une-chukwu (2015), in Bourner (2015), that students should learn through their

own active involvement with concept and principles. Also they should have experience and

conduct experiments that permit them to discover principles themselves. The skills observed

to be used in their two teaching methods should involve practical and lecture method.

40
Buttresses Onyeneto (2015), who maintains that "every type of learning should involve the

cognitive, affective and psychomotor domains since their active involvement makes the

child's learning meaningful for problem solving. Practical and lecture method eliminates rote

learning.

According to Odubumni (2014), and Oguniyi (2014) biology teachers normally use more of

lecture approach for their lesson. Though the two methods adopted were interaction pattern,

the interaction pattern was competitive which does not encourage fully the shamming skills

or ideas or help each other during lesson, this might have accounted for the students’

performance not being quite significant.

According to Okeke in Okwo and Ike (2014). Accordingly, she says that about 75% of

human knowledge comes through the sense. By implication one sees that for students to be

fully involved in the learning process without distractions, good management and enjoyment

of two teaching methods and instructional materials are necessary.

According to Ezugwu (2014). For him, the absence of two teaching method has laid the

foundation for theoretical as against creative and reflective knowledge. The researchers learnt

from the study that despite the importance of the use of practical method of teacging biology

to enhance the academic achievement of students, it appears that many still do not use

biology practical in teaching and learning of biology.

2.9 Summary of Literature Reviewed

Review in this chapter highlighted the theoretical framework, conceptual framework, review

of related literature and summary of literature review. The research aspires to fill the gap and

come up with the impact of two teaching methods (practical and lecture method) on

secondary school student’s performance in Biology.

41
 CHAPTER THREE

RESEARCH METHODOLOGY
3.1 Introduction

The chapter is discussed under the following headings: Research design of the study, Area of

the study, Population of the study, Sample and sampling techniques, instrument for data

collection, validation of the instrument, reliability of the instrument, method of data

collection and method of data analysis.

3.2 Research Design of the Study

The research design of this study is a quasi-experimental. Quasi-Experimental Design is a

unique research methodology because it is characterized by what is lacks. For example,

Abraham & Mac Donald (2015) state: "Quasi-experimental research is similar to

experimental research in that there is manipulation of an independent variable. It differs from

42
experimental research because either there is no control group, no random selection, no

random assignment, and/or no active manipulation." This type of research is often performed

in cases where a control group cannot be created or random selection cannot be performed.

This is often the case in certain medical and psychological studies.

3.3 Area of the Study

This research is to be carried out in some selected secondary school in Zaria and Sabon Gari

Local Government Area of Kaduna State.

3.4 Population of the Study

The population of the study is secondary school’s teachers and students in some selected

secondary schools in Zaria Local Government Area of Kaduna State. There are twenty-three

(23) public secondary schools in Zaria Local Government Area of Kaduna State. Kaduna

state ministry of education annual school report (2013-2014).

Schools Population Frequency Percentage

Government Girls Secondary School (WTC) 2413 61 61%

Kongo Zaria.

Government Girls Secondary School Hayin 1932 39 39%

Dogo Samaru Sabon Gari Zaria

Total 4345 100 100%

Source: Field survey 2019.

3.5 Sample and Sampling Techniques

A simple random sampling procedure was employed to sample two (2) schools one from

Zaria Local Government Area of Kaduna, and the other one from Sabon Local Government

Area of Kaduna State. 100 students were sample 61 from Government Girls Secondary

43
School (WTC) KONGO Zaria and 39 from Government Girls Secondary School Hayin Dogo

Samaru Sabon Gari Zaria. A total of (100) respondents from each of the two secondary

schools giving a total of 100 respondents.

Schools Sample Local Government Percentage

Government Girls Secondary 61 Zaria

School (WTC) Kongo Zaria.

Government Girls Secondary 39 Sabon Gari

School Hayin Dogo Samaru

Sabon Gari Zaria

Total 100 2 100%

Source: Field survey 2019.

3.6 Instrument for Data Collection

The instrument that was used for the data collection is performance of the students using

statistical package for social science (SPSS) and simple percentage. The result was obtained

based on the performance of the students that were taught using lecture and practical method

in senior secondary schools in biology.

3.7 Validity of the Instrument

The following procedures was adopted to establish the validity of the instrument, which

refers to the extent to which an instrument measured that which it is designed to measure

(Nworgu, 2006).

Examination was conducted for students that were taught using the two different methods of

teaching (practical and lecture method) in order to investigate the differences between the

two teaching methods for senior secondary school student’s performance in biology.

44
Statistics expert are the people that analysed the data, while biology teachers also help in

setting the examination. The validators examined the questions based on clarity of questions,

appropriateness of the questions to the student’s level of understanding and experience as

well as agreement in addressing the purpose of the study.

3.8 Reliability of the Examination

The examination questions were edited and corrected by Biology teachers in the two selected

secondary school. The performance of students taught using lecture and practical method

was obtained thereby finding the differences between the two teaching methods (practical and

lecture method) for senior secondary school students’ performance in Biology.

3.9 Method of Data Collection

The instrument that was used in data collection was personally administered by the

researchers to the students. After the commencement of the examination result was obtained

which show more light on the impact of two teaching methods (practical and lecture method)

for secondary school students performance in biology. discussing with them the purpose of

their coming and of the study, the researchers were proceeded to analysed the result obtained

based on the performance of the students that were taught using the teaching methods.

3.10 Method of Data Analysis

The data was analysed using statistical package for social science (SPSS). The mean values

were obtained by summing up the product of the nominal values assigned to the scaling items

and dividing by the number of the sample size.

45
 CHAPTER FOUR

DATA ANALYSIS, INTERPRETATION AND DISCUSSION

4.1. Introduction

This chapter presents the findings as the result of analysing the data. Therefore, this chapter

discusses data description, hypothesis testing, and discussion.

4.2 Criteria of the Score

No. Grade Qualification Range of score

1. A Excellent 100-70
2. B Good 69-60
3. C Average 59-50
4. D Poor 49-40
5. E Very poor 39-30

46
Students who scored 70 and above were grade A (excellent), students who scored between 69
to 60 are grade as B (good), students who scored between 59 to 50 are grade as C (Average).
Students who scored between 49 to 40 are grade as D (poor) and students who scored
between 39 to 30 are grade as E (very poor) respectively.
4.3 Analysis of Hypothesis One

Answering research hypotheses (H1), the first research hypothesis was ‘‘There is significant

differences in students’ performance when using two teaching methods (practical and lecture)

in Biology’’ Therefore, research hypothesis one is accepted from findings of the study.

Parametric inferential statistical test for the alternative hypotheses are tabulated and briefly

explained in this section. Table 1a below, shows that 100 students were used for this study,

the mean value for students using practical method is 37.15 with a standard deviation 9.312.

while for lecture method is 21.02 with a standard deviation 8.063. This shows a difference in

the mean and standard deviation difference in the students’ performance using two different

methods of teaching (practical and lecture) in Biology. Table 1b shows for equal variance not

assumed, at t-value of -8.898 with 72.599 and p value of 0.001 is less than the chose alpha of

0.05. The alternative hypothesis is significant because there is difference between students’

performance using two different methods of teaching (practical and lecture in Biology) in

biology. Therefore, research hypothesis one is accepted. In summary, the independent t-test is

statistically significant as t (72.599) = -8.898, p<0.5, 2-tailed. Mean of the students taught

using practical method is higher than the other students taught using lecture method.

47
 Table 1b: t-test for testing alternative hypothesis 1 (H1)
Levene's Test
for Equality of
Variances t-test for Equality of Means
95%
Std. Confidence
Mean Error Interval of the
Sig. (2- Differe Differe Difference
F Sig. T Df tailed) nce nce Lower Upper
PERFO Equal - -
RMANC variances 3.207 .076 9.18 98 .000 -16.137 1.757 -19.624 12.65
E assumed 5 1
Equal - -
72.5
variances not 8.89 .000 -16.137 1.814 -19.752 12.52
99
assumed 8 3

48
4.3 Analysis of Research Hypothesis Two

Answering research hypothesis two, the research hypothesis was “There is adequate

instructional materials to teach using two teaching methods (practical and lecture) in

Biology’’ Therefore, research hypothesis two is rejected from the findings. It shows that there

is lack of adequate instructional materials to teach using the two different methods in

Biology. Also, the population of the students is above normal.

Table 4a. Analysis of Research Hypothesis Two

Name of School Instructional Population Sample Percentage

materials

Government girls secondary Not adequate 2413 61 61%

school Kongo (WTC) Zaria.

Government Girls Secondary Not adequate 1932 39 39%

49
School Hayin Dogo Samaru

Zaria.

Total 4,345 100 100%

Source: Field survey, 2019.

4.4 Analysis of Research Hypothesis Three

Answering research hypothesis three, the research hypothesis was “There is adequate and

competent teachers to teach using two teaching methods (practical and lecture) in Biology’’

Therefore, the research hypothesis three is accepted from findings of the study. It shows that,

there is adequate teachers, qualified and teachers with good morals that can teach effectively

using the two different methods in Biology.

Table 5a. Analysis of Research Hypothesis three

Name of school Adequate teachers Qualified teachers Good morals

Government Girls Secondary Present Present Present

School Kongo (WTC) Zaria.

Government Girls Secondary Present Present Present

School Hayin Dogo Samaru Zaria.

50
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Introduction

This chapter presents a summary of the findings, conclusions and recommendations of the

study. The chapter also has some research gaps identified and recommendations for further

research. This chapter deals with the summary of the major findings, conclusion and

recommendations on the impact of two teaching methods on secondary school student’s

performance in biology.

5.2 Summary

The findings of the study indicate practical method is better than lecture method of teaching

as seen from the performance of students. Students prefer practical’s than theory as Alcon (et

al.,) (2011) reveal that; We remember: 10% of what we real 20% of what we hear 30% of

51
what we see 50% of what we see and hear 80% of what we say and 90% of what we said and

do. The findings show that the students like biology because it’s very interesting, enjoy and

look forward for biology lessons. These positive attitudes are key to providing conducive

environment for learning as the students learn better if they enjoy what they are learning

however, this is reflected in their performances in Biology.

5.3 Conclusion

It was found that the methods employed by teachers’ in an attempt to impact knowledge to

the student’ should be appropriate for every topic to each lesson. The teacher has to be aware

of the current innovations in teaching so as to determine the most suitable method (s) for a

particular topic. Teachers’ altitude towards Biology should be friendly and explicit as this

has a strong influence towards students’ Biology achievement as well as the students, attitude

towards Biology.

5.4 Recommendations

The following recommendations were made based on the findings of the study:

1. Teachers should use different methods to teach students in Biology.

2. Government should provide adequate instructional materials for secondary school

students in Biology.

52
 3. Government should employ qualified and competent teachers to teach Biology and

other subjects.

4. Government and school administrators should ensure adequate supply of facilities in

schools to ensure good teaching.

5. The Biology teacher should employ appropriate methods and skills in relation to the

topic they wish to deliver in biology lessons.

6. Biology teachers should realize that cooperative learning is more productive than

competitive learning through interactive in nature.

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APPENDICES

GOVERNMENT GIRLS SECONDARY SCHOOL (WTC) KONGO

PMB 1055 ZARIA

BIOLOGY EXAMINATION
Name:_____________________________________________________________________
Subject:__________________ Class:_______________ Date:________________________
Time allow: 1hr 30 minute
INSTRUCTION: Answer all questions in section A AND B and only two (2) questions in
section C.
1. We have two types (2) of enzymes True/False.
2. ………..………… covers about 70% of the earth crust.
3. ………………..… is the place where living organism if found in nature.
4. …………………... are also called complex sugar.
5. The following are types of nutrition:
(a) Auto nutrition and hetero nutrition (b) autotrophec and heterotrophec nutrition (c)
plant and animal nutrition (d) none of the above

56
 6. What are the sources of protein?
7. Animal undergo……..……………………… type of nutrition while plant
undergo…………...……………. Type of nutrition.
8. Animals that feed only flesh and other animals are
called…………………………………
9. List all the six (6) classes of food we have.
10. What is carbohydrate? What are the sources and types of carbohydrate we have?
11. Protein are made up of (a) peptones (b) polysaccharide (c) sugar (d) amino acid.
12. ……………………………. Composed of two elements: hydrogen and oxygen.
13. ………….………………… is a diet containing the correct proportion or the right
amount of all the sic classes of food we have?
14. ………………………………………… is a substance required by an organism or
man.
15. …………………………………… is an organic catalyst usually proteins in nature
which promote or speed up changes in living cell but are not themselves used in the
process.
16. ……….…………. is the amount of water vapor in the atmosphere?
17. ……………..…... is the branch of science that deal with the study of plant and
animals.
18. Pig feed on both plants and animals True/False.
19. Science is not particular discipline or branch of learning True/False
20. Organism that live on land are called…………………………………
SECTION B
1. Animals that feed on plants are called…………………. ………………..
1a. Animals that feed on both plants and animals are called…………………………
1b. Animals that feed on other animals are called………………………………………
2. What is ecology?
2a. List and explain the two branches of ecology we have.
3. Explain the three (3) of the followings: (i) Environment (ii) Biosphere (iii)
Lithosphere (iv) Hydrosphere (v) Atmosphere (vi) Habitat (vii) Biotic community
(viii) Population.
4. Malnutrition and balance diet are two opposing but complementary explain.
4a. What are the signs or symptoms of the above two opposing?
SECTION C
1. What is nutrition?
1a. List the two types of nutrients we have.
2. What is ecosystem?
2a. Write short note on the following:
(a) Biotic component (b) Producers (c) Consumers (d) Decomposer (e) Abiotic
component.

57
 3. What is the name of your biology teacher?
3b. One of the following is a good analysis to be taken by students in choosing career
choice:
(a) Data analysis (b) Map analysis (c) Financial analysis (d) Course benefit analysis (d)
None of the above (e) SWOT analysis.
4. In your own understanding define ecology.
4a. List and explain the two branches of ecology.
4b. What are differences between biotic and abiotic component of the environment.

Good Luck

GOVERNMENT GIRLS SECONDARY SCHOOL SENIOR, SAMARU ZARIA

BIOLOGY EXAMINATION

Name:_____________________________________________________________________
Subject:__________________ Class:_______________ Date:________________________
Time allow: 1hr 30 minute
INSTRUCTION: Answer all questions in part A AND B and only two (2) questions in part
C.

PART A

58
From the above diagram answer the followings:

1. Mastication of food occur at______________________

2. Secretes saliva which contains the enzyme___________________ a. pepsin b.

amylase c. trypsin d. ptyalin.

3. _____________________ secrete a. chime b. bile c. lipase d. emulsifier

4. List the enzymes that are found in

5.

59
From the above diagram answer the followings:

60