THE EFFECTIVENESS OF INDIVIDUALIZED AND LECTURE INSTRUCTIONAL METHODS OF TEACHING BIOLOGY AT THE SENIOR SECONDARY LEVEL OF EDUCATION

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Date
1998-03
Authors
OLADEHINDE ABU, ALICE
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Abstract
This study investigated the effectiveness of individualized (LAP) and conventional (lecture) methods of teaching biology at the Senior Secondary Level of education. A total of 80 randomly selected senior secondary two (SSII) students with a mean age of 16.8 years in two secondary schools in Zaria township of Kaduna State of Nigeria constituted the subjects for this experimental study. The categorization, Pretest and some educational determinants showed that the two schools w€ire comparable before the administration of the treatment. The subjects were classified as high, average and low achievers using the categorization test scores. Pre-test-posttest experimental control group design was used. One of the selected schools was made the experimental group while the other was the control group. Lecture method, lesson notes and a Learning Activity Package (LAP) were developed by the investigator. Pre/post test questions were drawn from biology concepts exposed to the students (i.e. Micro-organisms around us and Micro-organisms in action) in the lesson notes and the LAP. Both the Learning Activity Package (LAP), lecture lesson notes, pre and post test items were validated and the test items found reliable before being used in this study. Specifically the experimental group used the package to direct their learning activities, with the teacher always available to render any assistance needed. While the experimental group performed experiments to obtain information or gather data, the control group had the same experiments performed for them by the teacher and instruction was the normal lecture method. The duration of the study was eight weeks. The subjects exposed to the two methods were thereafter compared. Two hypotheses were formulated to direct the study. Hypothesis one was tested at 0.05 level of significance. While arithmetic mean was used to find the significant difference among the levels (i.e high, average and low achievers exposed to individualized and lecture methods in hypothesis two. The t-test for two independent groups and the arithmetic mean revealed that the individualized instructional strategy enhanced the students performances in biology more than the conventional (lecture) method. The difference between the two methods was significant. The results so obtained have implications for the teaching of biology in senior secondary schools and these were discussed.
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A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF THE DEGREE OF MASTER OF EDUCATION IN SCIENCE EDUCATION (BIOLOGY) DEPARTMENT OF EDUCATION AHMADU BELLO UNIVERSITY ZARIA. MARCH, 1998
Keywords
EFFECTIVENESS,, INDIVIDUALIZED,, BIOLOGY,, LECTURE INSTRUCTIONAL,, SENIOR SECONDARY LEVEL,, EDUCATION
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