Redressing Students Motivation and Academic Achievement in Biology Education at the Federal College of Education (Special) Oyo Oyo State, Nigeria.

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1 Redressing Students Motivation and Academic Achievement in Biology Education at the Federal College of Education (Special) Oyo Oyo State, Nigeria. Araoye, Martina Ivie School of Science, Federal College of Education (Special), Oyo Oyo State (Nigeria). Abstract Biology is a key subject on the curriculum of Nigerian Colleges of Education. The philosophy behind it is the production of knowledgeable, highly motivated, professional and effective teachers of biology who will be able to develop in students, an appreciation and understanding of biological processes and principles. Several researchers have pointed out different reasons for the poor performance some of which are related to lots of pedagogical issues, abstractness of certain aspects of biology, lack of understanding on the students part, of certain biological concepts in areas like physiology, micro-organisms, plant and animal diversity, evolution, ecology, genetics, nervous system, statistical biology, and probably due to the nature of biological terminologies. The Federal College of Education (Special), Oyo with the mandate to train teachers and specialists in special needs education, is a College that exemplifies inclusion education. In this evaluative study, academic achievement in Biology Education for normal and disabled students at the College for five years was reviewed. Factors responsible for poor academic achievement in Biology were isolated and studied and ways to resolve the problems and enhance students motivation in the subject are proposed. Seventy Biology students were sampled for the research. A structured questionnaire was developed and used to generate needed responses in line with the stated hypotheses. The data collected were analyzed using chi-square statistical method and results discussed. The findings revealed that factors like good students background in Biology, high teacher-student ratio, positive attitude of the students and good teacher methodology promote high achievement in Biology and vice versa. It was therefore concluded that efforts toward improving academic achievement of students and biology students in particular should be the concern of the employers, teachers and the students in the overall interest of not just the education system but the Nigerian nation. 1. Introduction Biology is a natural science subject consisting of contents from microscopic organisms to the biosphere in general, encompassing the earth s surface and all living things (Okwo and Tartiyus, 2004). Considering its fundamental characteristics and importance, biology is today a standard subject of instruction at all levels of our educational systems, from pre-primary to tertiary. It is the only core science subject at Secondary School Certificate Examination (SSCE), whose study is very relevant to man s successful living (Akindele, 2009). Araoye (2009) opined that exposure to biology education offers the learners a wide range of relevance to all aspects of life. Biology is a key subject on the curriculum of Nigerian Colleges of Education under the supervision of the National Commission for Colleges of Education (NCCE).The philosophy behind the subject is to produce knowledgeable, highly motivated, professional and effective teachers of biology who will be able to develop in students, an appreciation and understanding of biological process and principles (NCCE 2008) As a subject discipline, it is quite popular at all levels of Nigerian education. It has a large student enrolment than any other science subject especially at the upper basic level of the Nigerian education (Ofoegbu, 2003).This has been attributed to several factors including the students perception of the subject as simple and non- availability of other science subjects in some schools such that biology is made compulsory for both science and non-science students. In spite of the popularity of biology among students, the failure rate has remained very high (Akubuilo, 2004). 1

2 Several researchers have pointed out different reasons for students poor performance, some of which are due to the abstractness of certain aspects of biology, lack of understanding on the students part, certain biological concepts and terminologies, etc (Okeke and Ochuba, 1986; Nzelum, 2010). As a result of failure experiences, some students begin to doubt their intellectual abilities and come to believe that their efforts to achieve are futile.these feelings in turn, leads to a low persistence level; they give up quickly even as in learning as soon as something appears to be difficult. Hence, there is a great need for students to be motivated to develop positive attitude which is crucial to performance in any subject. Akpan (1987) cited by Adedeji (2007), opined that poor attitude of students and even of teachers to biology is a destabilizing factor to successful biology development. Studies have shown the significance of teacher- student ratio to cognitive learning in the school (Fabunmi and Okere,2000).There is a relationship between factors like class size or population, teacher strength, students attitude and performance in examination. Reo et al.,(1987) discovered that in reading scores on individual test, the smallest classes were significantly higher and largest classes were lowest of all. There a need for modern innovative teaching approaches in line with latest development in science and technology to help the conventional methods for better performance. Practical experience is very fundamental in the biology class. Nwagbo (2007), observed that most biology teachers use all the biology periods for theoretical aspect of the subject neglecting the weightier practical aspect which has potential for developing critical thinking and objective reasoning abilities in the students. Research has shown that many teachers lack the competencies, skills and creativity to organize practical classes (Ofoegbu, 2003; Akubuilo, 2004 cited by Uzoechi,2009). Students are rarely taught biology practical according to Ajala (2002), at the basic and secondary levels and this affects performance at the post-secondary level. To Araoye (2010),for better results at the basic education levels, teachers need to be more proactive, creative and committed and quoting UNESCO (2006),stated that, Nigerian teachers of youths, primary and secondary school pupils have the responsibility of making a paradigm shift from being instructors, expositors, fact givers and verifiers to facilitators, stimulators, proactive and productive. However, despite the threat of discouraging reports of poor students performance, influx of incompetent, half-baked and inadequate skilled graduates in the labour markets, high achievement still need to be readdressed and harnessed in the educational system. This study therefore examines the factors of teachers competence, pedagogy, class population, as well as students attitude and knowledge background in biology education as it relates to redressing students motivation and academic achievement in the subject. 1.1 Statement of the problem Biology is generally conceived by most students as the easiest science subject and so, enjoys larger number of enrolment than other basic science subjects (Ajewole, 2006). However, the yearly percentage pass in the subject is very low compared with students performance in other basic sciences as well as other subjects. This, it should be stated, does not translate to it s being easy (Nzelum, 2010). The May/June 2012 West Africa Examination Council result recorded yet another failure with only percent of the candidates considered to have passed (Akonedo,2012). There is therefore a great need for a critical examination of the situation in order to proffer the necessary remedy to the unacceptable phenomenon. 1.2 Purpose of study The main objective of this study is to seek ways of improving effective teaching and learning of biological concepts and thus, combat the problems of poor academic achievement through Students Motivation in the right order. 2

3 1.3 Research hypothesis The following 4 hypotheses were tested: i. There is no significant effect of students background in Biology on their performance in the subject. ii. There is no significant difference between high teacher low student ratio and student performance in Biology. iii. There is no significant effect of Students attitude on their performance in Biology iv. There is no significant effect of Teachers methodology on students performance in Biology. 1.4 Significance of the study This study is of great significance as it will provide insight into how to improve students interest and performance in biology and by extension other related disciplines. 2. Research Methodology The research design employed a descriptive survey method and questionnaire choice of instrument based on the Likert 4-point scale. The NCE III students (final year class), regular and repeaters within the period of study were used as sample. Seventy students were randomly selected based on simple random sampling techniques to serve in the study. Reliability (0.75) and validation of the instrument used was achieved through the adoption of standard measures for research instrument designed for the study. Data obtained were analyzed with the use of chi-square and simple percentage. 3. Results and Discussion Hypothesis 1: There is no significant effect of Students background in biology on their performance in the subject. Table 1: Chi-square analysis of Students Background Group Size df χ 2 cal χ 2 tab Remark Agreed χ² cal > χ² tab Disagreed 139 H o Rejected The Table reveals that, the calculated chi-square(χ 2 cal ) (64.65) is higher than the chi-square tabulated (χ 2 tab= 7.815) with df= 3 at 0.05 level of significance, therefore rejecting the null hypothesis. This indicates that the students knowledge background in biology would have significant effect on students performance. A student therefore with poor background in biology is likely to have poor performance and verse versa. A host of factors militate against student sound foundation in the sciences particularly biology which could include socio-economic background, lack of teaching and learning facilities, teachers approach, school location, the child s language of expression and genetic factors. A pupil need to be psychologically understood by a teacher and thus assisted to have a sound foundational knowledge for high achievement. Hypothesis 2 (Ho): there is no significant difference between high Teacher low Student ratio and students performance in Biology. 3

4 Table 2: Chi-square analysis of data of Teacher-Students ratio Group Size d f χ 2 cal χ 2 tab Remark Agreed χ² cal < χ² tab Disagreed 128 H O, accepted. In Table 2, the stated hypothesis above is accepted since the chi-square calculated χ 2 cal ( ) is lower than chi-square tabulated χ 2 tab (7.815) with df= 3 at 0.05 level of significance. From studies, the significance of teacher-student ratio to cognitive learning is a factor that cannot be separated. Reasons attributed to inability to teach biology practical effectively include large class size; lack of space and equipments and inadequate time allocation leading to skipping of some important topics (Mahmoud and Nassar, 2009). On part of the students, large population could results in distractions, scarcity of available teaching and learning materials as demand could be higher than supply and could also serve as hide out for hoodlums. The amount of efforts at making students get involved can dissuade even the non-enthusiastic teachers (Edge,1980).This result agrees with the findings of Roe et al; (1987) in their discovery, that in reading scores on individual test, the smallest classes were significantly higher and largest classes were lowest of all. Hypothesis 3: There is no significant effect of Students attitude on their performance in Biology. Table 3: Chi-square analysis of data on students attitude Group Size df χ 2 cal χ 2 tab Remark Agreed χ 2 cal < χ 2 tab Disagreed 176 H o Accepted. Table 3, on Students attitude, showed calculated chi-square (χ 2 cal) to be lower than tabulated chi-square (χ 2 tab)as follows, χ 2 cal, and χ 2 tab, with df= 3 at 0.05 level of significance thereby accepting the stated hypothesis. The interpretation implies that the student display positive attitude to biology as a subject irrespective of other negative factors that could militate against their performance. This finding agrees with the statement that most students perceived biology to be the easiest to tackle than other basic science subject (Uzoechi, 2009) and this had positively affected their attitude, whic. Hypothesis 4: There is significant effect of Teachers methodology on students performance in Biology. Table 4: Chi-square analysis of data on teachers methodology. Group Size df χ 2 cal χ 2 tab Remark Agreed χ² cal > χ² tab Disagreed 67 H o Rejected According to Table 4, the null hypothesis is rejected since the chi-square calculated χ² cal, is higher than and chi-square tabulated χ² tab with df=3 at 0.05 level of significance. This could be interpreted to mean that, teachers methodology has significant effect on student performance in Biology. This finding implies that, students under an effective teachers methodology are likely to come out with good performance while students not taught well could also perform poorly. It is therefore of necessity that Biology teachers at all levels improve on teaching methods and strategies to allow for better student performance in the subject. 4

5 4. Conclusion The findings of this study show that good students background in Biology ; a standard class size(1:25, teacher-student ratio); positive attitude on the part of the students and appropriate teachers strategies and methods are indispensable variables and motivational tools that must be ensured for any effective teaching and learning outcome. One way to effectively deliver a biology lesson and achieve stated objectives is to allow for practical exercises and tactically practicalized our lectures, thus creating excitement in students and improving their attitude and positive performance towards the biology topic under study. This will in effect enhance the production of quality graduates and future Nigerian teachers who also are oriented towards values necessary for self reliance. 5. Recommendations From the findings of the study, the following actions are hereby recommended: Teacher training institutions should rise up to the task with a new mandate to produce for the nation qualified, skilled and competent teachers that can man the educational sector from the primary education level. Government at all levels should help promote effective teaching and learning by providing adequately, the needed funds, materials, facilities and environment. The welfare of science teachers and teachers generally should be enhanced. References [1] Adedeji, A.T. (2007). Constraints to teaching and learning quality biology to gifted and talented students in Ibadan. Footprints Journal of COEASU Federal College of Education (Special), Oyo. Ibadan Unique Printing and Publishing company. 5(2) [2] Ajaja, O.P. (2002). Assessment of biology study support environment in our schools, proceedings of the 43rd annual conference of STAN [3] Ajewole, G.A. (2006). Practical approaches to teaching of respiration in schools, STAN biology panel series. [4] Akonedo,O. (2012).Mass failure of students: what we should do Nigerians. http;// th January, 2013 [5] Akindele, I. (2009). Increasing teacher capacity on the use of dissection and experimentation techniques for effective conduct of biology practicals for senior school certificate Examination. STAN, Biology panel series, Nwagbo, C.R.; Nzewi U.M., Ajewole A.G. (Eds) Nsukka Bel s Books, [6] Akubuilo, D.U. (2004). The effect of problem solving instructional strategies on students achievement and retention in biology with respect to location in Enugu State. Journal of the Science Teachers Association of Nigeria, 24(1&2), [7] Araoye, M.I. (2009). Bio-resources as a means of diversification of the Nigerian economy. SPED Journal of Science in Education. Nigeria Flourish Publications and Infotech Intl. 4(1), [8] Araoye, M.I. (2010). A practical approach to effective teaching of the nervous system using CUE CARDS. A paper presented at STAN Biology panel workshop at Model Girls Secondary Schools, Rumeme, Port-Harcourt, State River. 13th 17th April, [9] Edge, J. (1980). Teaching Writing in Large classes Eli: Journal, XXXIV(2), [10] Fabunmi, M. and Okore, A. (2000). Analysis of the relationship between average class size and secondary school academic performance. Africa Journal of Educational Planning Policy studies, 1(2) [11] Mahmoud, L.B and Nassar, S.A. (2009). Laboratory techniques for teaching blood group (ABO classification) at the senior secondary school level. STAN biology panel series. Nwagbo C.R, Nzewi U.M. and Ajewole A.G. (Eds) Nsukka, Bel s Books; [12] National Commission for Colleges of Education (NCCE) Federal Republic of Nigeria. (2008) Minimum Standards for Nigeria Certificate in Education Science and Mathematics 4th Edition. [13] Nwagbo, C.R. (2007). Developing observational and drawing skills in teachers for effective conduct of biology practicals. Science Teachers Association of Nigeria Biology Panel series 1-9. [14] Nzelum, V.N. (2010). Mechanism of transmission of information along a Neurone: A practical approach to a reflex Action. A paper presented at STAN Biology panel workshop, model Girls Secondary School, Rumeme, Port- Harcourt, River State. 5

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