Ibd39 8gvm3
Ibd39 8gvm3
Ibd39 8gvm3
BY
UMAR SAMINU
umarsaminukankia@gmail.com
SUBMITTED
TO
JULY, 2021
ABSTRACT
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TABLE OF CONTENT
1. INTRODUCTION
2. LITERATURE REVIEW
3. CONCLUSION
4. RECOMMENDATION
5. REFERENCES
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CHAPTER ONE
1. INTRODUCTION
teaching methods that best suit specific objectives and level exit outcomes.
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of learners. According to Ayeni (2011), teaching is a process that involves
outcomes. In order for the method used for teaching to be effective, Adunola
teaching that opens the gate of learning. It is true that successful learning
depends on various factors that are not all teacher-related, but the methods
that a teacher uses continue to play an important role in student learning and
21st century are so diverse that using better teaching methods is more crucial
now than ever before. Gibbs and Jenkins (1992) bring the argument that the
context of class and society has changed, but the teaching methods have
that affect teaching methods and student learning today include educational
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(Kisamore, Aldridge, Alexander, & White, 2008), length of the class session
(Coskun, 2011), increasing class size in schools (Gibbs & Jenkins, 1992),
A large number of studies have been done on this area. Pascarella and
this area over the past three decades. Even before that, Feldman and
in detail. For many decades, the search for better teaching methods to
provide the best learning has been the goal of education. However, teaching
teaching methods in the class. Since all teachers are different, the strategies
they use, and the way they use them will depend on the context and situation
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should be the interest of every teacher and student. In the field of education,
teaching methods in schools to explore the reasons for their use, and
each student learns best using strategies and objectives that reflect his
teaching model in which the teacher engages student to learn. Students are
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Consequently, there is now a growing concern for the use of demonstration
attention has yet been paid to the effectiveness of teaching government using
if the teachers possess the appropriate knowledge, skills and abilities related
mastering life problems through the use of cognitive, social and scientific
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government consist of the teachers’ awareness and understanding of the
(Brown, 1999). They also include ability to elicit students’ questions (Kona,
2000). The present concern for Nigerian government teachers with regard to
acquisition of these qualities is born out of the fear that since most of these
teachers have been used to expository teaching approach and considering the
has been widely accepted and recommended by some educators as the good
discussion method is the method of teaching where the central and essential
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analyzing the factors associated with the problems, developing possible
solutions to the problems, placing the solution(s) into action, and evaluating
Nowak, Watt and Walther (2004), articulated this position and present
demonstration provides the link between "knowing about" and "being able to
do." Research reveals that demonstrations are most effective when they are
accurate, when learners are able to see clearly and understand what is going
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1.2 STATEMENT OF THE PROBLEM
Secondary School Curriculum, and the nature of the subject, the need to
probably, the teacher who handles both the content and method. There is
where this study is carried out that is known to the researcher. The incidence
What a teacher does in the classroom depends to some degree upon his
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learning may help educators to select methods that improve teaching quality,
effectiveness, and accountability to learners and the public. It may also help
status quo (Foster, Pinkest and Husman, 1991). Organizing for effective
to teach, when to teach and how to teach. The teacher does not only teach
the most relevant, meaningful and useful materials for specific students, he
to take place, the teacher must stimulate, encourage and maintain active
methods. This would require a balance between what is taught and how it is
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only on the teachers' mastery of the subject matter but also the teaching
method employed. Hence, Ogbonna (2000) opines that one of the most
most of the instructional technique. Findings may also provide the teachers
students have been exposed to the knowledge, attitude and skills of the
subject. The work covers performance using all the commonly used method
b) TIME: The time frame allocated to the study does not enhance wider
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2. REVIEW OF RELATED LITERATURE
less experienced person, with the intention that the latter will learn or come
and students/learners and information which include knowledge and like that
Sawa (2002) teaching and learning are considered as two sides of a coin,
demonstrated by the school age learners and also through the perspective of
for understanding – teaching in ways that help learners understand ideas and
perform proficiently and (b) diversified – teaching in ways that would help
also. Borich (2008) stated that an effective teaching and learning should:
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(2) Facilitate learning: Teachers should guide and facilitate learning with a
variety of strategies such as (a) Helping students focus their inquiries and
responsibility for their own learning (d) modeling curiosity, skepticism and
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includes inquiry method of teaching among the innovative teaching methods
Inquiry as an effective method for teaching biology encourages questioning
or seeking for information about phenomena; it fosters and encourages
scientific process such as: Observation – Observing matters or phenomena
Measurement – Quantitative description of objects and phenomena
Experimentation – Testing Questions and ideas Communication –
Communicating results to the scientific community and the public. Inquiry
involves mental process – such as inductive reasoning, formulating
hypothesis and theories, deductive reasoning, analogy, extrapolation,
synthesis and evaluation which are needed in various activities in the
teaching and learning of biological concepts. The secondary school biology
curriculum involves a wide range of inquiry activities which may need
guided or unguided inquiry methods. This study therefore intends to
determine the effectiveness of guided and unguided inquiry methods on
students‘ achievement and interest in biology specifically in the content of
Animal Nutrition
activities on the part of the teacher and the learners (students). Teaching
methods therefore includes these various means and activities of the teacher
knowledge, skills and values that are built within the educational aims and
the teaching and learning process. Sawa (2002) from another perspective
objective oriented activities and the flow of information between teacher and
The use of these techniques vary with different teaching methods and
subject, age of students, number of students among others. Hence, there are
State University, 2001; Sawa, 2002); O‘Bannon, 2002 and Campbell, 2006)
Teacher-centered Approach
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Teacher-centered approach includes all the teaching methods that the teacher
dominates in the lesson procedure and takes the lead in coordinating the
instructor presents fact and principles orally. In view of this, the lecture
sciences including Biology although it provides for the effective use of time
demonstration method has some advantages over the lecture method in skill
acquisition, the disadvantage remains that the learners follow the rigidly
prescribed probed procedure by the teacher and this makes it not effective
for science teaching. Then the discussion method among other teacher-
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each of the students chips in different ideas etc. The discussion method also
has its prone and cones with some degrees of student-centeredness as the
teaching methods the teacher determines the content and the questions and
takes upper control in the flow of information or knowledge hence they are
centered approach therefore comes from the roles of the teacher in the
and learning process. Ibe (2004) noted that the traditional teaching methods
memorization. In line with this view, Guisti (2008) described the approach
as one fact laden text consisting of assign, recite, test and then discuss the
of information from the teacher to students and does not permit exchange of
ideas that makes teaching and learning process active. In view of these
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learning especially biology. The persistent use of traditional/conventional
teaching methods has been reported to account for poor student performance
Biology
Student-centered Approach
teacher as a decision maker and problem solver in the classroom but rather
teaching and learning process. In the educational sector the term ‗student-
the cognitive learning theory also advocate for student-centered idea. Thus
teaching methods that are usually activity oriented, where learners are
what to learn (KWL), role play, simulations and games and inquiry method
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knowledge and learn Biology first hand. In view of the relevance of student-
Opara (2011) recommend for a shift from the use of traditional teaching
inquiry method. Evidences from the above studies also indicated that the
these studies did not investigate the effects of different methods of inquiry
approach due to the fact that it employs the scientific process in the search
and should be studied through inquiry method using scientific process and
teaching and learning process and promote their reasoning abilities. Inquiry
(2002) defined inquiry as ‗the work scientists do when they study natural
world, proposing explanations that include evidence gathered from the world
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inquiry teaching; students ask questions and use investigations (scientific
students with the opportunity to explore the world of things around them
(2005) Nwagbo (2006) and Opara (2011) recommend the use of inquiry
students, teachers, materials and environment and allows both the students
questioners and ponders and combines all the learning processes that
Corporation (2004) noted that inquiry process starts from birth and continue
till death; it begins with gathering of information and data through the
In support of the above view, Onan (2012) outlined the following inquiry
process:
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Identification and selection of problems and conducting research
Gathering data
Evaluation
since Biology is inquiry in nature Jensen (2008) stated that inquiry method
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Present a problem or a puzzling event or situation which stimulates
interest.
Either act as class leader throughout the lesson and ask questions and
Students interact with materials and with each other without further
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Observe and listen to students throughout the lesson: note students
to specific conclusions
The above approaches include both guided and unguided inquiry. The
and learning. Okwor (2007) noted that the following educational benefits
unguided)
(Eggen & Kauchak, 2001). Such attitude reflects both cognitive and
Roskes (1994). Research work (Eggen & Kauchak, 2001) found out that
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caring and supportive classroom environment, and these elements include
al. 1999).
3. CONCLUSION
teachers should realize that it becomes more effective if the students are
understanding of the main concepts more effectively when they are engaged
4. RECOMMENDATION
instruction that connect to the learning needs of students, many will perform
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poorly and are likely to drop out of studies. Research evidence from
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5. REFERENCES
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Guided Inquiry Instruction. Journal of Scientific Research and
Essay 4 (10): 1038-1046. http://www.academicjournals.org/sre.
Brunner, J.S (1961). The art of discovery. Havard Educational Review 31,
21-32.
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Educational Broadcasting Corporation (2004). Concepts to Classroom
Workshop: Constructivism as a paradigm for teaching and
learning [on line] available @
http://wwwthriteen.org/eduonline/concept2class
/constructivism/index html.
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