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Impacts of Problem Solving on Students Achievement in Genetics

Impacts of Problem Solving on Students Achievement in Genetics

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DEDICATION

This research material, titled “Impacts of Problem Solving on Students Achievement in Genetics” is dedicated to God for His boundless grace and guidance. It is also a tribute to all computer enthusiasts whose contributions made my research journey smoother and enriched my documentation process, making the experience truly fulfilling.



ACKNOWLEDGEMENT

I am profoundly grateful to everyone who contributed to the successful completion of this project. I am especially grateful to my Supervisor (Name), the Head of Department (Name), and the Lecturers in the Department of Education for their invaluable guidance and support. I also acknowledge the contributions of authors and scholars whose works on Impacts of Problem Solving on Students Achievement in Genetics provided essential insights. Special thanks go to my study area (and any funding organizations, if applicable) for their financial assistance. I am equally thankful to stakeholders, including mentors, teachers, and colleagues, for their encouragement and support. Finally, I deeply appreciate my family and friends for their patience and unwavering support throughout this journey. Your contributions have been instrumental in making this research a reality.



TABLE OF CONTENTS

PRELIMINARY PAGES

CHAPTER ONE

INTRODUCTION

    CHAPTER TWO

    LITERATURE REVIEW

    • 2.1 Introduction
    • 2.2 Conceptual Review
    • 2.3 Theoretical Framework
    • ⋮
    • 2.4 Empirical Studies
    • 2.5 Research Gaps
    • 2.6 Summary of Literature Review

    CHAPTER THREE

    RESEARCH METHODOLOGY

    • 3.1 Introduction
    • 3.2 Research Design
    • 3.3 Population of Study
    • 3.4 Sampling and Sampling Technique
    • 3.5 Validation of Research Instrument
    • 3.6 Method of Data Collection
    • 3.7 Method of Data Analysis
    • 3.8 Questionnaire Administration
    • 3.9 Ethical Consideration
    • 3.10 Statistical Analysis

    CHAPTER FOUR

    DATA ANALYSIS, RESULT AND DISCUSSION

    • 4.1 Introduction
    • 4.2 Presentation and Analysis of Data
    • 4.3 Re-statement of Research Questions
    • 4.4 Test of Hypotheses
    • 4.5 Discussion of Findings

    CHAPTER FIVE

    SUMMARY, CONCLUSION AND RECOMMENDATION

    • 5.1 Introduction
    • 5.2 Summary of Findings
    • 5.3 Conclusion
    • 5.4 Recommendation
    • 5.5 Suggestion for Further Study

    REFERENCES

    APPENDIX A - “QUESTIONNAIRE”


    ABSTRACT

    The study investigated the Impacts of problem-solving and discussion teaching methods on students? achievement across ability levels in genetics. The study adopted a pretest-posttest quasi-experimental design with non-equivalent control group. The sample for the study consisted of 122 senior secondary III biology students. Purposive sampling was used to select four schools in Gombe education zone. The instrument used for the study is the Genetics Achievement Test (GAT) designed by the researcher.

    Section A of the instrument contained 20 multiple-choice items, section B contained 2 essay questions all for the measurement of students? achievement in genetics. Four research questions and four hypotheses were formulated to guide the study. The hypotheses were tested at 0.05 level of significance. The data collected were analyzed using mean and standard deviation and ANCOVA statistical tools. The results showed that ability level of students significantly influence achievement in genetics. The high ability students outperformed their medium and low ability students. Gender was not a significant factor.


    Impacts of Problem Solving on Students Achievement in Genetics

    CHAPTER ONE

    Introduction

    1.1 Background of the Study

    Science has been regarded as the bedrock upon which the modern day technological breakthrough is built. Countries all over the world, especially the developing ones like Nigeria, are striving hard to develop technologically and scientifically. Nwagbo in Usman (2010) explained science as an intellectual activity carried out by humans, designed to discover information about the natural world in which we live and to discover the ways in which this information can be organized to benefit human race. According to Feynman (2011), science has become such an indispensable tool that no nation, developed or developing, wishing to progress in socio-economic sphere will afford to relegate the learning of science in schools to the background. The Federal Republic of Nigeria (FRN) in its National Policy on Education (FME, 2004:19) identified the goals of science education to include:

    1. Acquisition of knowledge, skills, inquiry and rational mind for conduct of good life.
    2. Produce scientist for national development
    3. Service studies in technology and the cause of technological advancement
    4. Understanding of the physical world, the forms and conduct of life and
    5. Provide knowledge and understanding of the complexity of the physical world, the forms and conduct of life.

    Science comprises the basic disciplines such as biology, chemistry, physics and mathematics. The Federal Ministry of Education (FME, 2013) identified biology among the core-science subjects offered at the Senior School Certificate Examination (SSCE) level., Ramalingam, (2003) defined biology as one of the branches of science that involves the study of living things ranging from microscopic cellular molecules to the biosphere which encompasses the earth surface.

    Importance of biology as highlighted by Maduabum (2009:13) is stated as follows:

    1. Helping individuals to understand the parts of his/her body and their functions,
    2. Enabling one to question superstition due to sustained interest arising from comprehension of the cause of events,
    3. Understanding and appreciating life,
    4. Bringing into focus the need to maintain good health,
    5. Promoting the individual for choice of careers,
    6. To inculcate in the individual scientific skills and attitudes in his approach to personal and societal problem,
    7. Impart factual knowledge and stimulate scientific reflective thinking so as to produce a better informed individual.

    In spite of these enormous importance that biology provides, biology results in most certified examinations like, Senior School Certificate Examination (SSCE) conducted by both the West African Examinations Council (WAEC) and the National Examinations Council (NECO).

    …

    CHAPTER TWO

    2.0 Literature Review

    2.1 Introduction

    This chapter focuses on the review of related literature. A literature review includes the current knowledge as well as theoretical and methodological contributions to a particular topic. It documents the state of the art with respect to the topic you are writing. It surveys the literature in the topic selected. In this research work the literature review includes the conceputal review, theoretical framework, the review of related literature …

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