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