INSTRUCTIONAL MEDIA UTILIZATION AND ACADEMIC PERFORMANCE IN INTEGRATED SCIENCE AMONG JUNIOR SECONDARY SCHOOLS
ABSTRACT: This study investigated improvisation and academic performance of Biology students in Essien Udim Local Government Area of Akwa Ibom State. One hypothesis was formulated to guide the study. A survey design was adopted and the population of the study was all SS 2 students in Essien Udim. Random sampling was used to select a sample size of 100 students from four (4) selected secondary schools from the area. The instrument used for data collection was the Biology Achievement Test (BAT). The data collected were analyzed using independent t-test statistical technique. The result shows that students who were taught with improvised instructional materials outperformed their counterparts who were taught without improvised materials. The study recommended that institutions’ administrators should provide the enabling environment for teachers to improvise science equipment for effective teaching and learning.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The concept of improvisation has become increasingly popular in the discourse of scientific experiments. This study explores several aspects of improvisation, in the context of sciences and everyday activities in order to address some of the philosophical and practical issues relevant to this emerging interest. One of the activities in science is experimentation. It provides a forum for practicalising the theoretical knowledge gained in the classroom and for demonstrating the psychomotor skills of a teacher and learner.
However, many students see science as abstract and irrelevant to their lives due to lack of engaging classroom laboratory equipment (Kolawole and Oginni, 2009). Laboratory and field work aid the understanding of difficult concepts in the curriculum; creates opportunity for the testing of facts and theories in science. It is believed that learners can achieve more if given the opportunity to improvise materials on what they have been taught in the classroom. Experimentation thus gives room for better attainment of lesson objectives, since it depends on the availability of science equipment for proper understanding, development and application (Ugwu, 2008).
One of the goals of education in Nigeria is the acquisition of appropriate skills, the development of mental, physical and social abilities and competences as equipment for individuals to live in and contribute to the development of the society (Federal Government of Nigeria, 2004). The realization of this goal can be impeded by non–availability of science equipment that can ensure effective teaching and learning. Iwuazor (2000) observed that materials for the teaching and leaning of science can be improvised.
Many authors have, however, reported the issue of inadequacy of science equipment in educational institutions in Nigeria (Ogunleye, 2007).
It is no excuse for any science teacher to hide under non-availability of funds as a basis for not conducting practical for his students if he knows his onus. Early pioneers in science, such as Isaac Newton, Pythagoras of Simos, Galilee Galileo and others started building themselves from objects around them to explain concepts that are still relevant to this day (Adeyemi, 2007).
Many factors make the call for improvisation of equipment in educational institutions in Nigeria expedient. One of these is the persistent poor funding of the education sector. Over the years, financial allocation to the education sector has been inadequate for the realization of educational objectives. There is therefore inadequate science equipment in educational institutions at all levels in the country. For instance, many authors have observed the ineffective teaching of Biology in educational institutions in Nigeria due to non-use of science equipment for teaching, among other factors. Consequently, there is poor performance of students in Biology in both internal and external examinations (Iyekekpolor, 2006), a situation that calls for urgent attention.
1.2 Statement of the Problem
The Nigerian vision 20–20 will be a mirage if the abysmal performance of students in sciences is not checked on time. Researchers have observed that memorization of facts have replaced experimentation in some of the Nigerian schools. The study therefore attempts to examine the potency of some improvised materials on some selected science students in secondary schools in Essien Udim Local Government Area.
INSTRUCTIONAL MEDIA UTILIZATION AND ACADEMIC PERFORMANCE IN INTEGRATED SCIENCE AMONG JUNIOR SECONDARY SCHOOLS
A relationship appears to existing between the use of instructional materials be it standard or improvised and the actual performance of students in secondary Biology. It is for this reason that this research is being carried out to look into the relationship that exists between improvised instructional materials and students’ performance in secondary Biology in Essien Udim Local Government Area.
If these improvised materials are there for teaching and learning, do they impose positive or negative impacts on students’ performance? Why? this seems to depend on how these materials are used.
However, there are other factors which may affect the academic performance of students in secondary Biology. Such factors include teacher-learner relationship, learning environment, learner’s interest, learner’s age, teaching method and attitude.
1.3 Purpose of the Study
The purpose of this research study is to:
- Find out if the use of improvised instructional materials has effect on students’ academic performance in Biology.
1.4 Significance of the Study
The study will keep all the stakeholders in education better informed if there is a positive influence of improvised instructional materials on students’ performance in secondary Biology. These will help them plan to produce, make available for usage and encourage the use of these materials in teaching and learning of secondary Biology.
It will help teachers appreciate the benefits of using improvised instructional materials in teaching where the standard ones are unavailable. Teachers work in the classroom will be enhanced, made easy, and the time, effort, and energy saved during lesson.
The study will also help the students appreciate the need for the use of instructional materials in learning. This in turn will improve their academic performance in Biology.
It will help educational administrators formulate polices that will ensure frequent and effective utilization of instructional materials and improvised instructional materials through workshops, in-service training, seminars and more research work on the need for instructional materials.
