(PDF) Effects of Modelling on Students Performance in Biology in Some Selected Secondary Schools

Content Structure of Effects of Modelling on Students Performance in Biology in Some Selected Secondary Schools

The abstract contains the research problem, the objectives, methodology, results, and recommendations
Chapter one of this thesis or project materials contains the background to the study, the research problem, the research questions, research objectives, research hypotheses, significance of the study, the scope of the study, organization of the study, and the operational definition of terms.
Chapter two contains relevant literature on the issue under investigation. The chapter is divided into five parts which are the conceptual review, theoretical review, empirical review, conceptual framework, and gaps in research
Chapter three contains the research design, study area, population, sample size and sampling technique, validity, reliability, source of data, operationalization of variables, research models, and data analysis method
Chapter four contains the data analysis and the discussion of the findings
Chapter five contains the summary of findings, conclusions, recommendations, contributions to knowledge, and recommendations for further studies.
References: The references are in APA
Questionnaire.

Chapter One of Effects of Modelling on Students Performance in Biology in Some Selected Secondary Schools

INTRODUCTION

BACKGROUND OF THE STUDY

A definition proffered by Bryce (2016), shows that models are simplified representations of more complex systems which enables scientists simplify the knowledge they acquire for easy understanding thereby making models very essential and indispensable in scientific research and communication. This is because science education aims at making classroom activities reflect science in practice. Hence, models have become integral teaching and learning tools adopted throughout the Next Generation Science Standards (NGSS). Although, model-based learning and curriculum are not novel in educational theory, it is recently that modeling has taken center stage in K-12 national standards for science, technology, engineering, and mathematics (STEM) .Models in Biology Research are used in two ways ; to increase our understanding about the world through evidence based testing. To evaluate the advantages and limitations of a model, it must be tested with empirical data. Models which are inconsistent with empirical evidence must be either discarded or revised. Consequently, modeling is a metacognitive tool applied in scientific method for the testing of hypothesis (Platt, 1964). Secondly, models are used in science to explain findings and communicate it to others. Which serve as platform for further scientific research to test, retest, and ultimately gain new understanding and insight. Therefore, models are used in Biology in every facet of scientific inquiry, research, and communication. Models are used for representing ideas and explanations and to describe, understand, and predict processes occurring in the natural world. (Starfield et al., 1990; Hoskinson et al., 2014). The study seeks to appraise the effect of modeling on students’ performance in biology in some selected secondary school.

STATEMENT OF THE PROBLEM

The National Policy statement on biology education seek to ensure the acquisition of adequate laboratory and field skills, and relevant knowledge which can be applied to everyday life in matters of personal and community health and Agriculture, while maintaining scientific attitude which are reasonable and functional. Therefore, the contents and contexts of biology syllabus shall place great emphasis on field studies, guided discovery, laboratory techniques and skills coupled with conceptual thinking to ensure the full realization of these interesting objectives, the. Unfortunately, available evidence has revealed that students’ performance in biology has been quite discouraging (WAEC 2009, 2010 and 2011). This situation is particularly disheartening when we realize that the success of our nation in science and technology depends to a great extent on the mastery of this fundamental aspect of science. Therefore, the need for the application of modeling in the teaching of biology cannot be overemphasized. The problem confronting the study is to appraise the effect of modeling on students’ performance in biology in some selected secondary school.

OBJECTIVES OF THE STUDY

The Main Objective of the study is to appraise the effect of modeling on student’s performance in biology in some selected secondary school; The specific objectives include:

RESEARCH QUESTIONS

i. What is the relevance of modeling in biology education?

ii. What is the level of students’ performance in biology?

iii. What is the effect of modeling on students’ performance in biology in some selected secondary school?

STATEMENT OF THE HYPOTHESIS

Ho₁: The effect of modelling on students’ performance in Biology Secondary schools is negative.

SIGNIFICANCE OF THE STUDY

The study investigates the effect of modeling on student’s performance in biology in some selected secondary school. It provides relevant data for the effective formulation and implementation of policies to enhance the realization of envisaged objective.

LIMITATION OF THE STUDY

The study was confronted with logistics and geographical factors.

DEFINITION OF TERMS

MODEL DEFINED

Models are simplified representations of more complex systems which enables scientists simplify the knowledge they acquire for easy understanding thereby making models very essential and indispensable in scientific research and communication.

EDUCATIONAL SUPERVISION DEFINED

Educational Supervision consist of all effort involving school officials directed at t providing leadership to educational workers or teachers to enhance an improved educational system and institution. The process involves the deployment of human and material resources.

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