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ABSTRACT

The study was design to determine the Effects of Instructionally Based Approach on Student’s Achievement and Retention in Teaching of Basic Science and Technology in Bogoro Area Directorate of Education, Bauchi State. The study adopted a pretest-posttest quasi-experimental design with non-equivalent control group. The sample for the study consisted of 150 junior secondary two (JSS II) basic science and technology students. Purposive sampling was used to select ten junior secondary schools in Bogoro LGA. The instrument used for the study was the Basic Science Achievement Test (BSAT) designed by the researcher. Section A of the instrument contained 20 multiple-choice items, section B contained 2 essay questions all for the measurement of students’ achievement in Basic Science and Technology. Four research questions and one hypothesis were formulated to guide the study. The hypothesis was tested at 0.05 level of significance. The data collected were analyzed using mean and standard deviation and chi-square statistical tools. The results showed that there was a significant difference in the mean achievement scores and retention level of students taught Basic science and Technology using instructionally-based approach and those taught using conventional teaching approach with those taught using instructionally-based approach having a higher mean gain. This shows that instructionally-based approach has greater retention ability and more effect on students’ achievement in Basic science and Technology than the conventional teaching approach.  The result also shows that gender was not a significant factor in determining students’ achievement and retention in Basic Science and Technology. The study concludes that effective utilization of Instructionally-based approach is a way of improving achievement and retention in Basic Science and Technology at the Junior Secondary School level. Finally the study recommend among others that Basic Science and Technology teachers should be encouraged to adopt Instructionally-based approach as means of instruction to enhance the teaching and learning of Basic Science and Technology. This is because it is an innovative approach and has the potential to motivate learners towards learning Basic Science and Technology.

TABLE OF CONTENTS

  CHAPTER ONE

1.0                                                       INTRODUCTION

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

1.2       Statement of the Problem     –           –           –           –           –           –           7

1.3       Aim/Purpose of the Study    –           –           –           –           –           –           8

1.4       Specific Objectives    –           –           –           –           –           –           –           9

1.5       Research Questions   –           –           –           –           –           –           –           9

1.6       Research Hypotheses            –           –           —          –           –           –           10

1.7       Significance of the Study      –           –           –           –           –           –           10

1.8       Assumptions of the Study    –           –           –           –           –           –           11

1.9       Scope and Delimitation of the Study           –           –           –           –           12

1.10     Operational Definition of Terms     –           –           –           –           –           12

CHAPTER TWO

2.0                                           REVIEW OF LITERATURE

CHAPTER THREE

3.0                                           RESEARCH METHODOLOGY

3.1       Introduction   –           –           –           –           –           –           –           –           38

3.2       Design of the Study   –           –           –           –           –           –           –           38

3.3       Population of the Study        –           –           –           –           –           –           39

• Sample and Sampling Techniques –           –           –           –           –           41

3.5       Instrument for Data Collection       –           –           –           –           –           42

3.5.1    Validation of the Instrument           –           –           –           –           –           43

3.5.2    Reliability of the Instrument           –           –           –           –           –           43

3.6       Method of Data Collection   –           –           –           –           –           –           45

3.7       Methods of Data Analysis    –           –           –           –           –           –           46

CHAPTER FOUR

RESULTS AND DISCUSSION

4.0       Introduction   –           –           –           –           –           –           –           –           47

4.1       Results            –           –           –           –           –           –           –           –           47

4.2       Hypotheses Testing   –           –           –           –           –           –           –           51

4.3       Discussion of the Findings   –           –           –           –           –           –           53

CHAPTER FIVE

5.0                        SUMMARY, CONCLUSION, AND RECOMMENDATIONS

5.1       Summary of the Findings     –           –           –           –           –           –           57

5.2       Conclusion     –           –           –           –           –           –           –           –           58

5.3        Recommendation     –           –           –           –           –           –           –           58

5.4       Suggestions for Further Studies      –           –           –           –           –           59

REFERENCE           –           –           –           –           –           –           –           60        APPENDIX 1 –            –           –           –           –           –           –           –           64

APPENDIX 2 –           –           –           –           –           –           –           –           65

APPENDIX 3 –           –           –           –           –           –           –           –           72

CHAPTER ONE

1.0                                                     INTRODUCTION

1.1       Background of the Study

Science education is an essential instrument for national development. The impact of science and technology on the society cannot be overemphasized. Modern invention and discoveries had cumulatively helped to improve man’s progress in health, happiness and productivity. Omiko (2017) cited Olagunju, Adesoji, Ireogbu and Ige (2013) that the relevance of science to national goals, aspirations and economy, dictates to large, the huge commitment and support which nations make and give to science and technological development.

According to Osuafor and Okoli (2013) that in this contemporary age of scientific and technological advancement, the need to keep pace with the global trend of development demands that people should be scientifically literate. Without scientific literacy among a sizeable proportion of the society, progress in achieving modernization will be difficult. Also, Christogonus, Okechukwu, Omebe and Martha (2014) asserted that knowledge in Basic Science and Technology is central and indispensable to the development of every nation. This is due to its crucial roles in the child’s survival, adjustment and adaptation to his/her immediate and wider environments dominated by scientific activities. Isa (2000) cited in Iwuji (2012) that at junior secondary school level; integrated science (now Basic Science and Technology) was introduced for the purpose of giving foundation skills and knowledge for subsequent science studies at the higher level. The acquisition of appropriate skills and the development of mental, physical and social abilities and competencies for the individual to live in and contribute to the development of the society in which he lives, has been a major concern of Basic Science and Technology. The subject views nature in a holistic approach and this makes it a discipline in its own right. The above definitions show that science is not just a collection of data and facts neither is it an assembly of sterile body of knowledge but that, it involves engaging in certain activities as well (Isa , 2000 cited in Iwuji, 2012).

Iwuji (2012) asserted that Integrated science (now Basic Science and Technology) was introduced to Nigerian secondary schools in 1972 at the junior secondary school level as a result of the outcome of Science Teachers Association of Nigeria (STAN) Committee set up to look into the three (3) sciences i.e. Biology, Chemistry and Physics. The program has been in existence for forty (40) years. Recently, there was a trend from integrated science to Basic Science and Technology following the Nigeria Educational Research and Development Councils (2007) decision to re-structure the Basic Education Programme to the 9-year Basic Education Programme in order to attain the Millennium Development Goals (MDGs) by 2015. It became imperative that the existing curricula for primary and JSS should be reviewed, restructured and realigned to fit a 9-year basic education programme and the upper basic education curriculum is for JSS 1-3 level. Basic Science and Technology concepts (content is almost the same except for introduction of some basic technological concepts) is generally geared towards technological development and appropriate strategy for the acquisition of relevant skills needed for meaningful learning of science concepts.

The development of Basic Science and Technology as a subject area happened in Nigeria in the late 1960s, and teaching and learning have since been entrenched in schools (Opara and Etukudo, 2014). According to Ukpai, Gabriel, Okechukwu and Ugama (2016) Basic Science and Technology is a basic subject that lays foundation for the take off of the sciences (biology, chemistry and physics) in the secondary classes. Basic Science and Technology is otherwise known as basic education in science which cuts across six (6) years of primary education and three (3) years of junior secondary education. According to National Policy on Education (2004), the specific goals of basic education shall be the same as the goals of the levels of education to which it applies (i.e. primary education and junior secondary education). Basic Science and Technology is an introductory course to the study of sciences in senior secondary school. Basic Science and Technology is designed for pupils at the lower basic and middle levels of primary education. Although the current emphasis has been on students’ performance in sciences, it must be appreciated that students’ achievement in any course is a function of instruction. Approaches to instruction therefore were considered a serious factor in science education especially with the current emphasis on competency based and sustainable science education for Africa.

Academic achievement refers to intellectual and skills attained by a student in a particular subject measured by scores obtained on achievement test. Akem (2006) defined academic achievement as excellence in all academic disciplines in class as well as extracurricular activities measurable by a test. Closely related to achievement in science is retention in science learning. Retention is the level at which an individual is capable of recalling an acquired knowledge at any given time. Achievement is a function of retention. To improve students achievement level in science means to improve the level at which they retained the concept learnt in science (Olom, 2008). Retention and recall of learned information is a function of training the mind to do so, and that what the mind retained is what actually the students can recall. It is what is retained that remains the actual learning after a long time. This implies that any good pedagogical strategy used in education to improve students’ achievement in science should be able to improve their retention ability in the subject (Imoko & Anyagh, 2012). Poor achievement in science manifests in poor retention and failure in retention results in poor achievement in internal and external examinations in the country (Imoko & Anyagh, 2012; Achor & Ukwuru, 2014). It is what is retained that remains the actual learning after a long time. This implies that any good pedagogical strategy used in education to improve students’ achievement in science should be able to improve their retention ability in the subject. Therefore, there is need to investigate the teaching strategy that would enhance students’ achievement and retention in Basic Science and Technology.

            As important as the reasons for low or average achievement could be, what should be of great concern is how this undesirable situation could be addressed. It is therefore worthwhile for more research to be conducted to identify suitable teaching methods for teaching Basic Science and Technology so that students should be able to comprehend and achieve success grades in certificate examinations on their own as well as acquires Basic Science and Technology process skills and competences. Current studies on how students learn science have revealed new ideas and innovative instructional approaches that have proved more effective. Some of such instructional based approach include; the use of analogy, inquiry, cooperative learning, problem-solving, demonstration, lecture method and constructivism (Nwagbo & Obiekwe, 2010).

The selection of proper instructional strategy ensures the achievement of the stated instructional objective effectively. Instructional based approach or strategies are used in the presentation of lesson to help the students learn by ensuring the smooth delivery of the instruction. It is a process by which an instructional module, instructional phase or an entire course is delivered.  For the purpose of this research, the researcher will compare analogy strategy and problem-solving based strategy as some of the teaching methods in instructionally based approach. Problem-based instructional strategy (PBIS) is now emerged, as an entrenched learning method and the literature is full with the explanation of its development and implementation. It can be said that the students in problem-based instructional strategy engage themselves in finding more relevant material and benefit more from active learning process. One reason, which is repeatedly quoted for the implementation of problem-based instructional strategy, is the dissatisfaction of conventional lecture-based instructional strategy.  Problem based-solving technique is a student centered method where the teacher and students play equal active role in teaching and learning process. The teacher’s primary role is to coach and facilitates student learning and overall comprehension of material while the students construct new ideals and concept based on their past knowledge. Brooks and Brooks (2011) stressed that in problem based solving technique students are in charge of the learning process while the teacher provides student with suitable environment to construct knowledge. Problem based solving technique is a type of learning which involve problems that give students opportunity to design an investigative activity using problem-solving to arrive at conclusion (Thomas, 1999). The increasing pressure and criticism against conventional methods led the institutions and teachers to adopt different instructionally based approach such as problem-based instructional strategy as a new strategy.

According to Glynn (2008) an analogy is a comparison of something unfamiliar with something familiar in order to explain a shared principle. Analogy is like a bridge that span the gap between what the teachers wants the students to learn and what the students already know. It builds on the framework of the learners’ existing knowledge so they are not starting from the scratch. In using analogy strategy, it assumes that students already have some knowledge relevant to a new experience they are about to encounter and that students are ready and willing to do the mental work necessary to create connections. In an attempt to address the problem of students’ difficulties in understanding science and technology concepts, Okoronka (2009); Ololrukooba, Lawal and Jiya (2012) and Secil and Hayriye (2013) carried out a research studies on the use of analogy teaching strategy. The authors independently found out that analogy strategy was effective in enhancing students understanding of the difficult concepts. In another experiment carried out by Gentner and Gentner (1983) on teaching electricity concepts using analogy strategy, the authors found out that analogy strategy was only partially effective in enhancing students’ understanding of the concept. This shows that, analogies would not always yield positive results. Glynn (2008) reported that, analogies in some circumstances can block learning. If analogies are made up without an attentive analysis, it may result in misunderstanding and misconceptions in students.

Gender in relation to achievement and retention has been an issue of interest and concern to researchers in education. There are varying opinions on whether males or females achieve better than the other (Okereke & Onwukwe, 2011; Achor & Abuh, 2020). Gender refers to the socially, culturally constructed characteristics and roles which are ascribed to males and females in any society (Okeke, 2008). There are divergent views based on research findings. For instance, Afuwape and Oludipe (2008) state that, there is no significant difference in the achievement of male and female students in integrated science. But Jegede (2007) found that the female students show higher anxiety towards the learning of science. In other studies, Okereke and Onwukwe (2011; Achor & Abuh, 2020) showed that the male students achieved better than the female students in science, while Zembar and Blume (2011) and Achor and Gbadamosi (2020) revealed that there is no significant difference in science achievement between males and females students. These show that the issue of gender in science achievement has not been resolved. The need to find new techniques in the classroom which can be combined with gender to bring about understanding of difficult or abstract science concepts and ultimately lead to improved achievement and retention of learners informed this study.

1.2       Statement of the Problem

Over the years, there has been an increasing concern about the poor performance of science students at both junior secondary school and senior secondary school levels in both internal and external examinations in the country. This poor performance trend has led to different authorities attributing it to different factors. Primary among these factors are; ineffective teaching strategies used by teachers, abstractness of some concepts or topics which make it difficult for learners to comprehend and learners’ attitude towards the subject of science. The poor performance among learners has also created gender inequalities in the number of male and female students that choose to study science courses and subsequently go into science based professions. In order to improve students’ achievement and retention in both males and females therefore other innovative teaching approaches need to be sought. A number of studies have been carried out to establish the effects of instructional strategies on achievement of students in school subjects. Literature shows that many of these studies were executed in other subject areas other than Basic Science and Technology. In spite of studies in instructional methodology to improve students’ achievement over the years, poor achievement in science specifically, Basic Science and Technology among students has persisted unabated. This implies that, research on a variety of teaching strategies that can enhance students’ achievement and retention in Basic Science and Technology must continue.

Based on this reality therefore the problem of the study put in question is: what are the Effects of Instructionally Based Approach on Student’s Achievement and Retention in Teaching of Basic Science and Technology in Bogoro Area Directorate of Education, Bauchi State?

1.3       Aim/Purpose of the Study

The general aim of this study is to determine the Effects of Instructionally Based Approach on Student’s Achievement and Retention in Teaching of Basic Science and Technology in Bogoro Area Directorate of Education, Bauchi State.

1.4       Specific Objectives

The objectives of this study seek to:

1. determine the effects of instructionally based approach and conventional teaching approach on students’ achievement in Basic Science and Technology
2. determine the effects of instructionally based approach and conventional teaching approach on students’ retention in Basic Science and Technology
3. assess the differences in male and female students’ mean achievement scores when both of instructionally based approach and conventional teaching approach are used in Basic Science and Technology
4. assess the differences in male and female students’ mean retention scores when both of instructionally based approach and conventional teaching approach are used in Basic Science and Technology.

1.5       Research Questions

The following research questions guided the conduct of this study;

1. What are the effects of instructionally based approach and conventional teaching approach on students’ achievement in Basic Science and Technology?
2. What are the effects of instructionally based approach and conventional teaching approach on students’ retention in Basic Science and Technology?
3. What are the differences in male and female students’ mean achievement scores when both instructionally based approach and conventional teaching approach are used in Basic Science and Technology?
4. What are the differences in male and female students’ mean retention scores when both instructionally based approach and conventional teaching approach are used in Basic Science and Technology?

1.6       Research Hypotheses

            The following hypotheses will guide the conduct of this study:

Ho: There is no significant difference between the mean achievement scores of students’ taught Basic Science and Technology using instructionally based approach and those taught using conventional teaching approach.

Ha: There is a significant difference between the mean achievement scores of students’ taught Basic Science and Technology using instructionally based approach and those taught using conventional teaching approach.

1.7       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, curriculum planners and educational administrators. The study might be deemed theoretically significant because it will provide insights into the current existing theories which could influence problem solving. In particular, Gestats’ and Gagner’s theory of hierarchical learning, Gestalts’ theory of problem solving explained that problem solving occurs with a flash of insight. During insight, problem solvers devise a way of representing the problem that enables solution. The result of this study will strengthen the tenets of these theories and shall help to expand the body of knowledge in the area of students’ achievement in Basic Science and Technology problem solving.

The findings of the study would enable Basic Science and Technology teachers to identify ability levels of their students. The identification of the ability levels will enable the teachers to structure effective teaching method for effective learning, better classroom management and appreciate problems militating against problem solving and analogy strategy among the students. The findings could help identify the extent and types of skills students need for instructional strategies such as problem solving and analogy strategy. The benefit to students is that it will help them to develop analogical skills and problem solving skills.

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 problem-solving and analogy strategy aspect of junior secondary Basic Science and Technology curriculum.

1.8       Assumptions of the Study

The study was carried out with the following assumptions:

1. Teachers employed instructionally based approach when teaching Basic Science and Technology in secondary schools.
2. Facilities, resources and teaching materials were available in the school to aid use of instructionally based approach in teaching Basic Science and Technology.

• That class teachers were professionally qualified in applying instructionally based approach to teach students in Basic Science and technology.

1. Educational administrators at all levels would be willing to permit the researcher to conduct the study in their respective schools.

1.9       Scope and Delimitation of the Study

The researcher has limited the study to the Effects of Instructionally Based Approach on Student’s Achievement and Retention in Teaching of Basic Science and Technology in Bogoro Area Directorate of Education, Bauchi State.

1. Due to financial constraint, the researcher is unable to go round and collect more materials or to obtain information from all the schools in the study area.
2. Also the researcher being students is involved in other academic endeavours and hereby left with limited time to go round in the study area.
3. To JSS II student because JSS I are over and JSS III are going out.

These factors therefore, delimit the research work to only some selected Junior Secondary Schools in Bogoro LGA of Bauchi State.

1.10     Operational Definition of Terms

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

Effects: It refers to a change which is a result or consequence of an action or other cause.

Instructionally Based Approach: It refers to a method that centers on a more accomplished learning providing guidance and encouragement to a novice in the context of instruction or a learning exercise. It is also a teaching and learning pedagogy using relevant instructional method.

Conventional Teaching Approach: It is the traditional approach, often referred to as “chalk and talk” method which involves direct instruction by the teacher whose primary role is to pass knowledge to students and conduct testing and assessment.

Student: Is something or someone that is considered to be learning in a school or institution.

Student’s Achievement: It refers to the extent to which a learner has attained or accomplished his/her short or long-term educational goals.

Students Retention: This refers to the ability or power of the student to retain and recall past experience

Student’s Achievement and Retention: It refers to the measure of students that enroll, continue, and finish/accomplish their academic studies in the same school and are able to recall that past experiences.

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 Basic Science and Technology instructions to the learners in the classroom situation.

Basic Science and Technology: Basic Science and Technology principally refers to the scientific disciplines of Physics, Chemistry, Biology and Mathematics as well as to their sub-disciplines. It also refers to the foundational aspect of science education that deals with the impartation of the basic knowledge needed to understand science.

Technology:  It refers to the science or knowledge that is put into practical use to solve problems or invent useful tools.

Junior Secondary Schools: It refers to a phase of education in state secondary schools for Years 7, 8 and 9, which helps to ensure the bridge between primary and secondary school is safe, strong and consistent for all students.