ABSTRACT
The study was aimed at determining the Effect of Using Concept Mapping and Experimental Techniques in Teaching Biology in Senior Secondary Schools in Federal Capital Territory. The design of the study was quasi experimental pretest posttest control group design. The population consisted of 6,208 SS2 Biology students of the Federal Capital Territory, from which 192 were selected from three schools within Karshi zone of Abuja Municipal Area Council. Intact classes of 64 students each of SS2A & SS2B students of Government Secondary School Nyanya were used for the experimental group which consisted of students taught Biology using concept maps and experiments and 64 SS2A students of Government Day Secondary School Karu were used for the control group respectively. The choice of the schools were because they shared similar characteristics like student types (co-educational), number of students per class and presence of competent and experienced Biology teachers. To guide the study, five research questions were raised and five hypotheses stated and test at 0.05 level of significance. The major instruments used for data collection were Biology Achievement Test pretest and posttest (BAT), Biology Achievement Retention Test (BART) used after 2 weeks of instruction and Concept Mapping Attitude Scale Towards Biology Questionnaire (CMASTBQ) and Experiment Attitude Scale Towards Biology Questionnaire (EASTBQ).The treatment package included Concept Mapping Instructional Package (CMIP), Lesson Plan for Experiments and Lesson Plan for Control Group. The items used for the pretest, posttest and retention test were adopted from Educational Resource Centre (ERC) Abuja. The items were lifted based on the topics used for the study. The reliability of these instruments used was 0.65 for concept mapping and 0.78 for experimental techniques. The data collected was analyzed using comparative mean and standard deviation for research questions while the null hypotheses were analyzed using Two sample t-test, Covariance Analysis(ANCOVA) and Pairwise comparison tested at 0.05 alpha level of significance. The findings of the study showed a significantly better academic performance of students who were taught using experiments than those taught using concept mapping; students taught using experiments performed significantly higher in retention of Biology knowledge than those taught using concept mapping and lecture method, no significant difference was observed between students taught using concept mapping and lecture method on retention of these concepts; Students showed positive attitude towards the use of concept mapping over the use of experiments Based on the findings, experiments are indispensable if the teaching and learning of Biology is be effective and meaningful. Recommendations were made to this effect that Science Teachers Association of Nigeria in conjunction with the Federal Ministry of Education should liaise with stakeholders in the FCT and the Nation in general to provide well equipped Biology laboratory in all senior secondary schools. Teachers should also be encouraged to use Concept mapping alongside lecture method in teaching Biology in Senior Secondary Schools.
TABLE OF CONTENTS
Title Page i
Declaration ii
Certificate iii Dedication iv
Acknowledgements v
Abstract vi
Table of Contents vii
List of Tables xi
List of Figures xii
List of Appendices xiii
Operational Definition of Terms xiv
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study 1
1.2 Statement of the Problem 7
1.3 Objective of the Study 8
1.4 Research Questions 9
1.5 Hypotheses 9
1.6 Basic Assumptions 10
1.7 Significance of the Study 10
1.8 Scope of the Study 11 CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Introduction 13
2.2 Conceptual Framework 14
2.2.1 Concept Mapping 14
2.2.2 Using Concept Mapping for Instruction 16
2.2.3 The use of Concept Mapping and Experiment in the teaching of Biology 18
2.3 Origin of Experimental Science 23
2.3.1 Importance of Science Practical Work 25
2.3.2 Experimentation in Biology Teaching 27
2.4 Biology as a Subject in Senior Secondary School 29
2.5 Conventional Teaching Method of Biology in Senior Secondary School 31
2.6 Influence of Teaching Methods on Students‟ Attitude towards Biology 38
2.6.1 Influence of Lecture Method on Students‟ Attitude towards Biology 39
2.6.2 Influence of Lecture Method on Students‟ Achievement in Biology 40
2.6.3 Influence of Concept Mapping on Students‟ Attitude towards Biology 41
2.6.4 Influence of Concept Mapping on Students‟ Achievement in Biology 42
2.7 The Need for a Change in Teaching Strategy in Biology 45
2.8 Theoretical Framework 46
2.8.1 The Operant Conditioning Model and Stimulus Response Associated
Theory 46
2.8.2 Jean Piaget‟s Development Theory 47
2.8.3 Bruner‟s Theory of Cognitive Learning 48
2.8.4 John Dewey‟s Theory 48
2.8.5 Ausubel‟s Theory of Subsumption 49
2.9 Empirical Studies 53
2.10 Summary 62
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 64
3.2 Research Design 64
3.3 Population 65
3.4 Sample and Sampling Technique 66
3.5 Instrumentation 68
3.5.1 Validity of the Instrument 69
3.5.2 Pilot Test 69
3.5.3 Reliability of the Instrument 70
3.6 Method of Data Collection 72
3.6.1 Treatment of Experimental Group 73
3.7 Method of Data Analysis 74
CHAPTER FOUR: DATA ANALYSIS, RESULTS AND DISCUSSIONS
4.1 Introduction 74
4.2 Response to the Research Questions 74
4.3 Hypotheses Testing 80
4.4 Summary of Major Findings 86
4.5 Discussion of Results 86
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Summary 93
5.2 Conclusion 94
5.3 Recommendations 96
5.4 Suggestions for Further Studies 96
5.5 Contribution to Knowledge 97
References 98
LIST OF TABLES | ||
Table 3.1: Table 3.2: Table 3.3: Table 4.1: Table 4.2: mapping, Table 4.3: Table 4.4: Table 4.5: Table 4.6: Table 4.7: Table 4.8: Table 4.9: Table 4.10: Table 4.11: | Population of SS 2 Biology Students in the Public Senior Secondary Schools in Federal Capital Territory, Abuja. Sample Size of Streams of Schools Used for the Study. Topics Taught and Method of Teaching Mean scores of students before and after exposure to the use of concept mapping and use of experiment in the teaching of Biology. Mean achievement scores of students exposed to the use of concept Mean retention scores of students before and after their exposure to the use of concept Mapping and experimental techniques in the teaching of Biology Mean retention level of the students exposed to the three methods of teaching the subject. Mean attitudinal scores towards the use of Concept mapping and experiments in the teaching of Biology concepts Two sample t-test on performance of students exposed to concept mapping and use of experiments in the teaching of Biology Covariance analysis on performances by students from the three methods of teaching Pairwise Comparisons of performance scores by students taught with the three methods. Two sample t-tests on retention level by students exposed to concept mapping and use experiments in the teaching of Biology Analysis of covariance on mean retention levels by students exposed to the use of concept mapping, experimental techniques and lecture method Mean comparison between retention levels by the different methods used in the teaching of the subject | 63 64 66 72 73 74 76 77 78 79 80 81 81 82 83 |
Table 4.12: Two sample t-test on attitude towards the use of Concept mapping and experimental techniques in the teaching of Biology. |
LIST OF FIGURES | ||
Figure 2.1: Figure 2.2: Figure 2.3: Figure 1: Figure 2: Figure 3: Figure 4: Figure 5: | Concept maps on characteristics of living things. Simple concept mapping: example 1 Simple concept mapping : example 2 Students‟ performance before and after exposure to concept mapping and experimental methods. Students‟ performance before and after exposure to the three methods concept mapping, Experimental and Lecture methods. Students‟ retention before and after exposure to concept mapping and lecture methods. Students‟ scores before and after exposure to concept mapping and the experiment. Difference in attitude of students between concept mapping and the experimental | 28 30 30 72 73 75 76 77 |
LIST OF APPENDICES
Biology Achievement Test (BAT) for Pre-test and Post-test. Appendix A 109 Biology Achievement Test for Retention (BATR) Concept Mapping Lesson Plan and Instructional Appendix B 113 Package (CMLPIP). Appendix C 114 Lesson Plan for Experiments Appendix D 124 Lesson Plan for Control Group Concept Map Attitude Scale Towards Biology Appendix E 132 Questionnaire (CMASTBQ) Experiments Attitude Scale Towards Biology Appendix F 142 Questionnaire (EASTBQ) Appendix G 143 | |