ABSTRACT

The study was designed to find out effects of technology teaching strategy on the achievement of secondary school students in Biology in Langtang North Area Directorate of Education. A descriptive survey research design was employed and simple random sampling technique was used to arrive at 120 respondents. Three research questions guided the study. Structured questionnaire with fifteen (15) items were formulated from the three research questions and was used as instrument of data collection and were analyzed using statistical mean tool. The result revealed that, advances in technology have an influence on the way people create, share, use and develop information in society and that technology teaching strategy if effectively utilized by the Biology teachers in their classroom can significantly help learners to construct mental models that allow for ‘higher-order’ performance such as applied problem solving and transfer of information and skills. The study also reveals that, possession of well-informed knowledge about the technology teaching strategy enable Biology teachers to effectively utilized technological learning resources in teaching Biology concepts and contents in secondary schools that affects student’s academic performance. The study concludes that, technology teaching strategy if properly utilized could be used to redefine teaching/learning leading to positive academic attainment of students and that, through the use of the internet, email and other technological tools, students and teachers in different geographical areas and time zones can work together. The study recommends among others that, the education ministry should ensure that teachers are offered in service training on how to use the technology especially computers. This will equip them with the knowledge required in even assisting the learners.

TABLE OF CONTENTS

CHAPTER ONE

INTRODUCTION

1.1       Background of the Study     –           –           –           –           –           –           1

1.2       Statement of the problem     –           –           –           –           –           –           6

1.3       Purpose of the Study            –           –           –           –           –           –           7

1.4       Research Questions   –           –           –           –           –           –           –           7

1.5       Research Hypotheses            –           –           –           –           –           –           8

1.6       Significance of the study      –           –           –           –           –           –           8

1.7       Scope and Delimitation of the study           –           –           –           –           9

1.8       Operational Definition of Terms     –           –           –           –           –           9

 CHAPTER TWO

REVIEW OF LITERATURE

CHAPTER THREE

 RESEARCH METHODOLOGY

3.1       Research Design        –           –           –           –           –           –           –           32

3.2       Population and Sample of the Study           –           –           –           –           32

3.2.1    Population of the Study        –           –           –           –           –           –           32

3.2.2    Sample           –           –           –           –           –           –           –           –           33

3.3       Sampling Technique –           –           –           –           –           –           –           34

3.4       Instrument (s) for Data Collection –           –           –           –           –           34

• Validity and Reliability of the Research Instrument         –           –           35

3.5.1    Validity           –           –           –           –           –           –           –           –           35

3.5.2    Reliability      –           –           –           –           –           –           –           –           35

3.6       Procedure of Data Collection          –           –           –           –           –           35

3.7       Method of Data Analysis      –           –           –           –           –           –           36

CHAPTER FOUR

RESULT AND DISCUSSION

4.1       Presentation of Bio Data      –           –           –           –           –           –           37

4.2       Analysis of Research Questions       –           –           –           –           –           38

4.3       Discussion of the Findings   –           –           –           –           –           –           44

CHAPTER FIVE

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

5.1       Summary of the Findings     –           –           –           –           –           –           47

5.2       Conclusion     –           –           –           –           –           –           –           –           48

5.3       Recommendation      –           –           –           –           –           –           –           48

5.4       Limitation of the Study        –           –           –           –           –           –           49

5.5       Suggestions for Further Studies      –           –           –           –           –           49

REFERENCE           –           –           –           –           –           –           –           50

            APPENDIX I:            –           –           –           –           –           –           –           54

APPENDIX II:            –           –           –           –           –           –           –           55

 CHAPTER ONE

INTRODUCTION

1.1          Background of the Study

Science has been regarded as the bedrock upon which the modern day technological breakthrough is built. Countries all over the world, especially the developing ones like Nigeria, are striving hard to develop technologically and scientifically. The development of the society has science and technology as its hub. Science is an intellectual activity carried out by man in order to discover useful information about the natural world in which humans live and to also discover the strategies in which this information can be organized into meaningful patterns (Gottlieb, 2012). Science is a concerted effort to understand the world better through search, experiments and application of different strategies. Understanding what science is, the role it plays and the achievement recorded by students over the years have been of great concern to scholars in the world over. The role of science and particularly biology cannot be overemphasized, since its applicability inevitably touches every aspect of human life.

Science comprises the basic disciplines such as biology, chemistry, physics and mathematics. The National Policy on Education (NPE, 2009) identified biology among the core-science subjects offered at the Senior School Certificate Examination (SSCE) level, Ramalingam, (2003) defined biology as one of the branches of science that involves the study of living things ranging from microscopic cellular molecules to the biosphere which encompasses the earth surface.

Importance of biology as highlighted by Maduabum (2009) is stated as follows: Helping individuals to understand the parts of his/her body and their functions, Enabling one to question superstition due to sustained interest arising from comprehension of the cause of events, Understanding and appreciating life, Bringing into focus the need to maintain good health, Promoting the individual for choice of careers, To inculcate in the individual scientific skills and attitudes in his approach to personal and societal problem, Impart factual knowledge and stimulate scientific reflective thinking so as to produce a better informed individual.

Despite the emphasis on innovative approach to the teaching of science in general and biology in particular for acquisition of science process and problem-solving skills, biology is still taught by traditional methods (Thomas, 2019). The poor methods of teaching and learning of biology constitute a problem in the learners’ acquisition of functional knowledge, science process skills and development of ability to solve problem. In the solving of this problem, education seek more reliable and effective methods of instruction for students, so as to produce in learner skills that will enable them to compete successfully in technological and scientific dominated society. In describing a new vision for teacher educator, Long (2018) suggest that teachers will need to be flexible, dynamic, thoughtful and able to work with change. He further suggested the hallmark of competent teachers will be the ability to reflect on teaching strategies as to meet the needs of their students. These innovative strategies have not been employed when compared with the traditional method preponderantly employed by science teachers in Nigeria (Thomas, 2019). Thomas further reiterated that the state of biology teaching in our schools has consistently been of concern as teachers could not properly apply this innovative teaching strategy in some areas in biology.

Biology is one of the core science subjects offered in senior secondary school in Nigeria. Biology gives students a glimpse of scientific exploration and opportunity that are needed for discovering. Biology have contributed immensely towards improved quality of human life by providing information on drug abuse, biotechnology, genetic engineering and molecular biology. Various researchers have observed that there is an increasing yearly enrolment in senor secondary school examination in biology, but each year candidate achieve poorly in the examination ((Thomas, 2019).

Moreover, to improve the performance of students in science especially biology, a more engaging teaching method should be employed by teachers. Teaching methods refers to the general principle, pedagogy and management techniques used for classroom instruction (Kolawole, 2017). They include technology method, activity-based method, discussion method, collaborative, expository, project method, problem based solving technique among others. Researchers have shown that most teachers continue to use ineffective and teacher centered method such as conventional method in teaching (Chukwuemeka, 2016; Ogbu, 2011). Conventional method of teaching refers to teaching using chalk and board for teachers, pen and paper for students (Nnorom, 2015). Teaching should be based on the student’s previous knowledge and connection between the experience of student and biological concept (Chukwuemeka, 2016). Berkeley (2015) noted that the teacher centered method does not promote skill acquisition, objectivity and critical thinking ability among students. There is the need for more practical-oriented, activity oriented, students centered and innovative method that can develop in the students science process skills, which include problem based solving method, activity-based strategy, field trip method and discussion method that promotes effective teaching and learning of biology as a science subject. This is why it is imperative to employ more innovative method such as technology teaching strategy in teaching and learning of Biology in secondary schools which is the main focus of this study.

The application of technology in education has become an increasingly important field of research during the past several decades (Qaiser, Hassan, Shakeel, Main- Muhammad, Farooq, & Ishtiaq, 2011). During this period, technology has been used for analysis, enhancement of communication, construction of teaching aids and for the assistance of student’s self-expression (Beak, Jung, & Kim, 2008). Technology teaching strategy encompases those tools, machines, devices, ideas, procedures, people, organization, and books etc, which make teaching learning process more effective, successful and interesting. They play a vital and effective role in teaching of science subjects most especially biology. According to the Henessy (2006), the significance of technology for teaching of science disciplines in schools is inevitable to ignore because the application of technology plays a contributory role in the teaching of science by accelerating and improving wok production, supporting exploration and experimentation, supporting collective knowledge-building, improving motivation and engagement, offering more responsibilities and control to learners through individual exploration and experimentation, and assisting students to visualize processes more clearly.

The students of today are surrounded by technology, where access to a vast collection of information is only a fingertip away (Egbert, 2019). Many in the field of pedagogy state that technology integration is helpful, meaningful, and necessary for a school to function successfully. However, many teachers are reluctant to make the change, and many students are not motivated to try. In 2013, a survey was given to the Chicago Public Schools by Ehrlich, Sporte, Sebring, & the Consortium on Chicago Schools (2013). It was found that 92% of students had some form of technology and internet access in their home, but fewer than half of the students used that technology for work related to school.

In the modern information era, the wealth of the world’s information can be accessed through a variety of devices. Technology that was once expensive and limited to only the privileged few has now advanced and become far cheaper (Edwards, 2009). Students have grown up with technology all around them, and teachers must adapt to this new lifestyle.  Teachers adapting to this new lifestyle must find methods of incorporating and utilizing these new forms of technology in class, not only in a motivational level, but also on an instructional level too. This can be done in many different ways, from a ground up pedagogical method to the use of accommodations on an Individual Education Plan (IEP). Students who find themselves supported and taught in a method of which they are used to will be more motivated to learn and feel included.

In today’s emerging technological society, it stands to reason that the modern day classroom should reflect what is seen in society. By showing real world technological applications, intrinsic value can be brought to the learning process, increasing interest and motivation (Usher & USA Center on Education, 2012).  It is also important for these classrooms to address the need of all students. Technology supports the need for divergent learning approaches, helping to create a sense of community as well as a meaningful experience (Futurelab, 2009). Appropriate use of technology can serve the regular education classroom by motivating students in all disciplines, such as math, social studies, and literacy (Heafner, 2004; Liu, 2016; Housand & Housand, 2012). Students who have identified learning disabilities can be served by the appropriate integration of technology through assistive technology devices, allowing students to access the information and maintain pace with a regular education classroom (Floyd and Judge, 2012). It is upon this background that the researcher deems it fit to investigate in to the effect of technology teaching strategy on the achievement of secondary school students in Biology in Langtang North Area Directorate of Education.

1.2          Statement of the problem

Several studies have showed that chalk and talk method of teaching Biology in Nigeria Secondary Schools has not been effective in developing the vocational skills necessary for scientific development as stated in the National Policy on Education. It is also known that Biology is taught in the classroom theoretically without practical demonstration of facts. As a result of poor instructional presentation, students see the subject as difficult, hence they develop negative attitude towards it. One of the factors militating against students’ achievement in the subject is lack of relevant instructional media.

Also, considering the slow progress and low status of technological development in Nigeria, as well as the challenges Biology teachers face in modern classrooms, including teaching multiple subjects, excessive workloads, and demand to cover a wide range of curriculum contents, large class size, and many other issues, it has become necessary to re-assess the status of the strategies employed in teaching Biology to future generations to determine their efficacy and worthwhileness. The current rate of failure, especially in science subjects, shows a serious and fundamental flaw in the background knowledge amongst senior secondary school students in Biology.

However, despite the availability of ICT-based instructional packages in the market, many teachers hardly use them in the classroom. Therefore, this study seeks to investigate the effect of technology teaching strategy on the achievement of secondary school students in Biology in Langtang North Area Directorate of Education.

1.3          Purpose of the Study

The primary purpose of this study is to investigate in to the effect of technology teaching strategy on the achievement of secondary school students in Biology in Langtang North Area Directorate of Education. Specifically, the study seeks to:

1. Determine the effect of technology teaching strategy on the achievement of secondary school students in Biology in Langtang North Area Directorate of Education.
2. Establish how best to apply modern technology for effective teaching and learning of biology in secondary schools.
3. Determine the interaction effect of technology teaching strategy and gender on students’ academic achievement in biology.

1.4          Research Questions

                The following research questions guided the study:

1. What is the effect of technology teaching strategy on the achievement of secondary school students in Biology in Langtang North Area Directorate of Education?
2. What is the current state of modern technology in effective teaching and learning of biology in secondary schools?
3. What is the interaction effect of technology teaching strategy and gender on students’ academic achievement in biology?

1.5          Research Hypotheses

For the successful completion of the study, the following research hypotheses were formulated by the researcher;

H₀: There is no significance effect of technology teaching strategy on the achievement of secondary schools students in biology

H_a: There is a significance effect of technology teaching strategy on the achievement of secondary schools students in biology

1.6          Significance of the study

This study is built on the framework that the findings will have both practical and theoretical significance. The study will benefit teachers, students, parents, curriculum planners and the public at large into a better understanding of the impact of technology teaching strategy on biology students’ academic achievements in secondary schools. It reflects on both positive and negative impacts of these technologies on students’ academic attainment.

The findings of the study would enable biology teachers to identify how best they can utilize technology strategy for effective teaching and learning as well as instill in them better technological classroom management. The study is of benefit to the students because it will enable them to use technology for problem solving, learning in higher education, succeeding in their future careers, and living their daily lives.

This study has defined the roles of the parents and the community at large in guiding children as they deal with modern technology. Finally curriculum planners would utilize the information from the findings of the study in curriculum planning. The information could help the curriculum planners to determine the adequacy of technology strategy aspect of senior secondary school biology curriculum.

1.7          Scope and Delimitation of the study

The scope of the study covers the effect of technology teaching strategy on the achievement of secondary school students in Biology in Langtang North Area Directorate of Education. The researchers encounters some constrain which limited the scope of the study;

1. Availability of research material:The research material available to the researchers is insufficient, thereby limiting the study
2. Time:The time frame allocated to the study does not enhance wider coverage as the researchers has to combine other academic activities and examinations with the study.

1.8          Operational Definition of Terms

Terms that are related to the study are defined below in order to remove somatic ambiguity in their usage.

Effects: Literally, it refers to a change which is a result or consequence of an action or other cause. In this study, it implies to the striking changes observed among biology students when taught using technology teaching strategy.

Technology Teaching Strategy: Literally, it refers to a method that is adopted by a teacher to emphasize his or her technique of teaching through the use of media tools such as online tools, such as discussion boards and e-mail, and real time events, through video-conferencing and web conferencing. In this study, it refers to a method employed by biology teachers in teaching and learning of biology.

Student: Is something or someone that is consider to learning. In this research, it refers to a biology learner.

Student’s Achievement: It refers to the extent to which learners have attained their short or long-term educational goals. In this study, it refers to those goals that have been attained by biology students through the use of technology teaching strategy.

Teaching: Literally, it refers to the concerted sharing of knowledge and experience, which is usually organized within a discipline and, more generally, the provision of stimulus to the psychological and intellectual growth of a person by another person or artifact. In this research, teaching is considered as the act of imparting biology instructions via technology teaching strategy to the learners in the classroom situation.

Biology: Literally, refers to the science that studies life, and living things, and the evolution of life. In this research, it refers to the foundational aspect of science education that deals with the impartation of the basic knowledge needed to understand science by senior secondary school students.

Secondary Schools: It refers to a school intermediate between elementary school and college and usually offering general, technical, vocational, or college-preparatory courses. In this research, it refers to the level of education use by the researchers to effectively impart biology concepts through the use of technology teaching strategy.