1.1 Introduction
The teaching of science in general and Biology, in particular, required the active participation of students in the teaching-learning process, to enable students to connect scientific concepts and theories to real purposes and practices in the world in which they live (Dumela,.& Bree, 2016). Unfortunately, the majority of the teachers teach Biology without engaging the learner actively during the teaching-learning process. (Okoli &Azubuike, 2012: Ibe, 2015). Students’ poor performance in external examinations could be as a result of poor teaching strategies and neglecting of students’ learning styles. However, different teaching strategies have been introduced but could not improve the achievement of students in Biology.
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitations of the Study and Definition of technical terms.
1.2 Background of Study
For many years Concept Mapping has been constructed by hands using paper-pencil or chalk-board. But later the development of personal computer enabled the development of software programs that facilitated the construction of Concept Mappings and evolved into the current version of concept mapping tools (Novak & Canas, 2006). Nowadays, software supported Concept Mapping tools are popular in schools, universities and governmental and non-governmental agencies. These tools are better than paper-pencil and chalk-board Concept Mapping method because they allow the user to readily rearrange concepts and links to restructure the maps, and they help to link different sources such as photos, videos, graphs and notes to create graphical nodes representing concepts, and to connect nodes using lines and linking words to form a network of interrelated propositions that represent knowledge of a topic (Jena, 2012).
Biology as one of the science subject is defined as the study of life and structure of living things. Biology is the study of living things and concerns itself with the study of the structure, behaviour, distribution, the origin of plants and animals and their relationship with their environments. Most school teachers favored traditional teaching approach for teaching biology concepts which rewards learners’ ability to reproduce facts without truly understanding the topic and predictably fails in the face of complex interactions involved in biology (Schmid & Telaro, 2018).
In traditional teaching method teachers teach students’ mostly using chalk and talk technique, teachers write notes on the black board and students just copy on their notebook and this leads to an overloading of information on students. This method is useful for teachers to teach their subject easily and to cover the course in time. However, this does not motivate students in their learning to construct knowledge and to understand scientific concepts systematically (Bahar, 2010; Shamsudin, 2014).
Methods are the tools of the teacher for reaching the set goals and objectives. The effective teacher has multiplicity of methods at his disposal and must be prepared to select the ones which will be most effective for leading the learner to desired behaviour. An educational method is a process of cognitive, affective and psychomotive development whose aim is to mould the learner towards a total contribution to the development of the learner and the community (Durosaro, 2002). In achieving this by the teacher, there is the need to improve on the instructional methods in teaching biology.
Discovery method likewise is an instructional strategy in which the learner tends to learn more or have better understanding of biological concepts because they are guided to discover things by themselves. Discovery learning, when encouraged in the science class also aids problem solving because learning by discovery starts with problem solving (Akanbi and Opasina 2000). Discovery also causes creativity in the student which is one of the major objectives of science teaching.
Therefore, in Rivers State where the research was carried out, the activities that was conducted is to know the effectiveness of discovery and concept of mapping method on students performance in some perceived difficult topics in biology.
1.3 Statement of Problems
Investigation revealed that there are some challenges that constrain this study include shortage of intervention time, lack of computer desk tops to train learners about how to construct concept maps using concept map tools computer software, lack of students computer skill, language problem in some students to make relationship between concepts during concept mapping activities, absenteeism of students from the class during intervention, large class size and lack of white board to construct concept map during intervention period. However, this does not mean that these limitations persist and destroy the ideal conditions of the intervention because the researcher used different alternatives to address the issues.
Since teachers lack adoption of educational methods in teaching biology, poor performance of students in biology will be inevitable, if a teacher does not have content pedagogical knowledge of biology, it tends to contribute to the poor academic performances of students in biology. Also inadequate infrastructure or teaching aid may lead to ineffective teaching and learning.
Not much attention has been giving to the performance of the students in senior secondary school subjects most especially in biology and biology practical aspect of biology in schools has been blamed on such factors as the inability of the school authorities to provide materials and equipment for practical work, teachers failure to recognize the importance of practical work in science teaching.
1.4 Aim and Objectives of Study
The aim of the study is to identify the Effectiveness of Discovery and Concept of Mapping Method on Students Performance in Some Perceived Difficult Topics in Biology using Khana Local Government Area in Rivers State as a case study. In achieving this aim, the following specific objectives were laid out as follows to:
- Determine the effectiveness of using concept of mapping method on students’ performance in some perceived difficult topics in biology.
- Determine the effectiveness of using discovery method on students’ performance in some perceived difficult topics in biology.
- Investigate students’ performance in biology using each of the methods.
- Find out the influence of gender on secondary school students’ academic achievement when taught biology using concept mapping method of teaching in biology.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- What is the effectiveness of using concept of mapping method on students’ performance in some perceived difficult topics in biology?
- What is the effectiveness of using discovery method on students’ performance in some perceived difficult topics in biology?
- What is the students’ performance in biology using each of the methods?
- What is the influence of gender on secondary school students’ academic achievement when taught biology using concept mapping method of teaching in biology?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
- H0: There is no significant mean difference on secondary school students’ academic achievement in biology when biology is taught using concept mapping and discovery methods
- H1: There is a significant mean difference on secondary school students’ academic achievement in biology when biology is taught using concept mapping and discovery methods
1.7 Significance of Study
This research work will provide the effectiveness of discovery and concept of mapping method on students’ performance in some perceived difficult topics in biology. Findings will highlight the strengths of implementing these methods thereby informing teachers of those factors to reckon with in teaching the student.
This study will be of immense benefit to other researchers who intend to know more on this study and can also be used by non-researchers to build more on their research work. This study contributes to knowledge and could serve as a guide for other study.
1.8 Scope of the Study
The study focuses on the Effectiveness of Discovery and Concept of Mapping Method on Students Performance in Some Perceived Difficult Topics in Biology. This study will cover schools in Khana Local Government Area in Rivers State due to proximity of the area to the school and my residence.
1.9 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Research material: availability of research material is a major setback to the scope of the study.
- Frequent power failure: This made the researcher append more money on fuel to ensure sustainable power.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
1.10 Definition of Term
Demonstration Method: An instruction that shows or explains how something works or is done using illustration, picture, chart etc.
Guided discovery Method: Is a method whereby the teacher guides the students to discover things on their own e.g through questioning.
Methods: Are the strategies the teacher uses to reach the set goals and objectives of an instructional process.
Teaching Principles: Are the set rules that guide the teaching profession.
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