CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

            Biology is the natural science that studies life and living organisms, including their physical structures. Despite the complexity of the science, there are certain unifying concepts that consolidate into a single coherent field.Teaching biology as a subject in secondary schools is faced with many problems. The poor academic performance of students in Biology as indicated in the report of WAEC results has become a persisted public outcry as regards the falling standard of Biology education. Science subjects are really facing problem. Biology is a  science subject comprising curriculum content from microscopic organisms to the biosphere in general, encomprising the earth’s surface and all living things, Biology occupies a unique position in the school curriculum, and is central to many sciences related disciplines such as medicine, pharmacy, agriculture, nursing and biochemistry. The knowledge of Biology, chemistry and physics which have been crystallized into concepts, empirical laws and theories from the basis of our material comfort. The knowledge of this subject also contributes to scientific literacy so that people can inform choices about their health care.

Performance of the learners in Biology over the years has been poor in the West African examination despite the fact that Biology is very important and vital to human progress. Council WAEC (2012 – 2016) as reflected in the chief examination’s annual report.

Table 1.1: Statistics of Biology results May/June SSCE (2012 – 2016).

Source: WAEC Annual report (2017)

            Some factors have been identified to be the major cause of high rate of failure in Biology. Prominent among the factor have been to be lack of interest toward the subject and poor performance. The low interests of students in Biology have been traced to poor performance in examination, poor performance could be attributed to inadequate motivation from teachers, lack of qualified teachers and the strategy used in teaching the learners etc.

Mbalenhie (2016) noted teachers’ characteristics as the factors to learners’ poor performance in science subjects. Good teachers help learners while bad teaching causes poor performance and teaching problems. Among those factors, teachers centered teaching strategy is considered as an important factor in this study. It is the duty of a teacher to choose the appropriate teaching strategy such as using the innovative teaching strategy that will attain the objectives set for the teaching.

According to Nwanekezi and Arokoyu  (2014) modern science advocates the need for the science teachers to move away from the traditional “chalk and talk” and “mind on” approaches to hands-on and learning doing by doing approaches. It has been acknowledging widely.That for student to do well in science and to develop practical skills which will be useful for them in their later lives. They must be actively involved in the process of learning (NTI2012).

According to Nwanekezi and Arokoyu (2014), there are conventional methods as well as innovative strategies which teachers can employ for effective teaching and learning. A conventional method of teaching includes lecture method (chalk and talk), project method, demonstration method, discussion method etc. which the most commonly used is lecture method.

Okeke (2013) has evaluated that what goes on in the most Biology classrooms where Biology is taught and learned and concluded that the most of the teachers employed the traditional lecture to teach Biology. This traditional method of teaching requires the recipient to listen attentively as the fact are poured by the teachers giving according to Ifieako (2015) teachers success in the classroom is hinges on the use of appropriate and effective teaching strategies. Therefore to improve the teaching and learning of biology (in terms of performance and interest) it entails the departure from the old fashion traditional teaching methods where the teacher benefits the advantages while the disadvantages of the method paralyzed students. This is mostly employed by most science teachers because of some of its advantages which include the fact that it can be used to cover a large content area at a time. Efebo(2001) the lecture method is meanly teacher centered, with the students being consistently passives and content are taught as absolute knowledge. this method and other method had failed in the recognition of the uniqueness of the in query-based nature of science and the learners’ individuality. These among others strategies have not enhanced learning in student. Thus led to poor performance of students in science. There is need to carry out more studies to clarify issues related to performanceand interest as it concerns the teaching strategies used in teaching.

Concept maps are graphical representation of knowledge that are comprised of concept and the relationships between them. It is defined as a perceived regularity in events or objects, or a record of events or object designated by a label. The hierarchical structure for a particular domain of knowledge is being applied or considered. Therefore, it is best to instruct concept maps with reference to some particular question we seek to answer, which is called a focus question. The concept map may pertain to some situation or even of relevant knowledge, thus providing the context for the concept map. Concept mapping is the unique way of representing information. There are three fractures use in creating concept maps. (a) a list of concepts, (b) lines that represent the relational links between these concepts maps facilitate both teaching and learning process.

There teachers can use this to prepare and organize lessons by sequencing topics within lectures, the various application of concept mapping includes its use as an instructional tool, (Uchenna and Okafor, 2012). An assessment tool, (Ajaja, 2011). In curriculum planning, concept maps are useful. They present in a highly concise manner, the key concepts and principles to be taught.

1.2 Statement of the Problem

Concept mapping has been identified as a veritable tool for storing, processing, organizing and presenting information graphically that may become useful to learner’s in facilitating the process meaningful (Agabi, 2006 Okeke, 2010). It is quite difficult to teach some biology concepts, the reasons ranging from abstract nature of some of these concepts, lack of leaching aids and complexity .Therefore, there is need for an alternative method of teaching that lead to meaningful and effective learning outcome. Hence the attributes of an effective learning outcome has to do with the integration of new knowledge with the learners initial concept and prepositional framework. Therefore, the statement of problem is, will concept mapping strategy influence students’ performance in Biology? 

1.3 Aim and Objectives of the Study

            The aim of this study is to find out the effectiveness of concept mapping teaching strategy on Biology Students Performance and interest in Ini Local Government Area of AkwaIbom State. Specifically, the study sought to:

1. Determine the effect of concept mapping teaching strategy on the performance of student in Biology.
2. Find out the effect of concept mapping teaching strategy on students’ interest in Biology.
3. Ascertain how gender influences students’ performance in Biology using concept mapping teaching strategy.
4. Examine the influence of gender on students’ interest in Biology using concept mapping teaching strategy.

1.4 Research Questions

The following research questions guided the study;

1. What is the effect of concept mapping teaching strategy on the performance of students in Biology?
2. How does concept mapping teaching strategy affect students interest in Biology?
3. How does gender influence students’ performance in Biology using concept mapping teaching strategy?
4. What is the influence of gender on students interest when taught using concept mapping teaching strategy?

1.5Hypotheses

            The following hypotheses were formulated to guide the study and were tested at 0.05 level of significance.

HO₁:    There is no significant difference between the mean performance scores of students taught Biology with concept mapping teaching strategy and those taught using demonstration method of teaching.

HO₂:    There is no significant difference between the mean interest scores of students taught Biology using concept mapping strategy and those taught with demonstration method of teaching.

H0₃:     There is no significant difference between the mean performance scores of male and female students taught Biology with concept mapping strategy and those taught using demonstration method of teaching.

HO₄:    There is significant difference between the mean interest scores of male and female students taught Biology using concept mapping teaching strategy and those taught using demonstration method of teaching.

1.6 Significance of the Study.

This study explored the effects of concept mapping and conventional teaching strategies on students’ achievement and interest in Biology. The work done will provide valid empirical evidence in respect of the effectiveness of concept mapping and conventional teaching strategies in promoting meaningful teaching and learning of Biology