Instructional Design and Science Education in Nigeria

Author(s)

Jacinta A. Opara ,

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Volume 3 - December 2014 (12)

Abstract

This study is concerned with the analysis, comparism and examination of implementing inquiry in biology using some senior secondary school (SSS1) students in Ogba/Egbema/Ndoni Local Government Area of Rivers State. The stratified random sampling technique was used considering the type of school, urban/rural and gender in which four secondary schools were drawn from the fifteen secondary schools Ogba/Egbema/Ndoni Local Government Area of Rivers State (ONELGA). From each of the four schools, fifteen (15) SSS1 biology students were picked up randomly into two classes. The study was made up of thirty (30) students from each school. This amounted to a total of one hundred and twenty (120) students from the four schools representing the sample of the study. These research questions with null hypothesis guided the study with the aid of a quasi experimental research design. These students were randomly assigned to two groups (treatment and control group). Treatment group were those taught biology using the sensitized inquiry teaching method while conventional method (lecture) was used for the control group.(1) Biology Achievement Test (BAT) was developed on the following units in biology, flower pollination, muscle structure and function, and seed germination. All these were drawn from anatomy and physiology of flowering plants and animal physiology in the biology textbook of SSl, to measure the initial and terminal academic achievement of the students. (2) Lesson notes were prepared on the above mentioned units using the inquiry teaching method and the conventional method using a pretest, post-test experimental treatment. Thus, it is the contention of the author that the inquiry approach would enhance student’s achievement in biology, hence the thrust of the study. 

Keywords

Inquiry teaching method, conventional method, achievement, biology, gender, location

References

          i.        Opara, J.A (2002).Colonialism and Quality of Science Curriculum in Nigeria: A Revisit. A Paper presented at the 14th Annual Conference of Association for Promoting quality Education in Nigeria, Held at FCT College of Education, Zuba, Abuja FCT, Nigeria, 14th – 18th October

ii.      Opara, J.A (2002).Government Leadership and Quality Education in Nigeria: The case of Universities. A Paper presented at the 14th Annual Conference of Association for Promoting quality Education in Nigeria, Held at FCT College of Education, ZubaAbuja FCT, Nigeria, 14th – 18th October

iii.    Opara, J.A (2002).Colonialism and Education for All: Slogan or Reality? A Paper presented at the 20th Annual Conference of Philosophy of Education Association of Nigeria, Federal College of Education, (Technical) Omoku, Rivers State, Nigeria, 28th – 31st October

iv.     Opara, J.A(2011).The Science Education and Student Achievement in Nigerian Environment: Concerns and Tasks Ahead. Middle-East Journal of Scientific Research. Vol.7, No. 6, p.1050-1055

v.       Opara, J.A (2014). ―Socio-Psychological Assessment of Evaluation in Nigerian School System: The Question of Science Teachers‘ Leadership and Participation‖ Learning Community, Vol.5, No.2, August

vi.     Opara, J.A (2014).―Understanding the Motivation of the Nigerian Science Teacher for Sustainable Development‖. Mediterranean Journal of Social Sciences, Vol.5, No.26, pp.101-106

vii.   Opara, J.A (2014). ―Revisiting of Integrated Science Education in Rural Southern Nigeria: Perspectives on Job Status and Satisfaction‖ Techno Learn,

viii. Opara, J.A (2014).―Bajah‘s Interdisciplinary Model and the Conceptualization of Integrated Science in Nigerian School Curriculum‖. Academic Journal of Interdisciplinary Studies, Vol.3, No.7, pp.96-101

ix.     Opara, J.A (2014).―Re-Engineering Academic Planning and Quality Assurance for Improving Integrated Science Education in Nigeria‖ Learning Community, Vol.5, No.3, December

x.       Opara, J.A and Ejifugha,A.U(2014). ―Emerging Approach of Teaching School Science Through Inquiry Method‖. Journal of Educational and Social Research, Vol.4, No.7, pp.121-137

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