Activity-Based Teaching

This is the practical based study of the theories in the subject (Shankar and Chaudhary, 2015). Activity based can be done using resources such as indoor laboratory or field laboratory. Indoor laboratory can be set up in schools with very minimal resources especially for the life sciences. Examples of such resources are small sized aquariums, different collection of samples of animals like toad, fish, insects, lizards and others. Field laboratory can be in form of field experiments like ecological studies of animals in their habitats, and weather monitoring. Another form of field experiment is the field trip. Some lessons are best learnt when they are taught outside the classroom. The science teacher can organize field trips that

194

are relevant to the lesson either by visiting a factory, zoo, fish pond or just a walk outside the classroom.

Advantages of Innovative methods over traditional methods

a. They increase the critical thinking of the students and help them to draw their own conclusion.

b. They motivate the students to learn.

c. Good for students with low attention span as they effectively retain students' attention.

d. They create long lasting memory and correlation of concepts.

e. Enables students to see the practical applications of the concepts they have been taught.

f. They are more student-centered than traditional methods as the students do most of the work while the teacher more or less supervises.

g. There is organization of work and allow students to bring out their creative ability.

Disadvantages

a. Innovative methods can be time consuming to set up and execute.

b. Multimedia using ICT introduces new modalities of students' work and presentation that are increasingly difficult to assess.

c. The method is very expensive to implement as resources are needed for these method to be effective unlike in the traditional methods.

d. Students may be carried away or lose focus in this method especially in play or on activity based teaching.

Problems Associated with the use of Innovative methods to Teach Basic Science in Secondary Schools.

There are some challenges facing the use of innovative methods to teach basic science in secondary schools. Some of the instructional technology used for learning may neither be adequate nor available, example, resources like films, slide, tape, television and many others. Omwenga, (2001), observes that while many teachers complain about lack of instructional resources, they are guilty of not using what is available. Many of the instructional resources used in innovative teaching do not have personnel to cope with the use. Meanwhile, Omwenga, (2001),

195

enumerates some of the problems associated with the use of innovative methods as follows:

 Scarcity of instructional facilities in the school;

 Lack of trained personnel to handle those facilities;

 Lack of sufficient knowledge on the use of innovative strategies;

 Using, adapting, and designing technology-enhanced curricula to meet students needs;

 Expanding content knowledge; and

 Responding to individual students.

Conclusion

To provide open access to science and encourage a broader spectrum of students to pursue studies in sciences, teachers and instructors must begin to address the diversity of learning styles among the students in our classroom (Allen and Tanner, 2004). These mentioned teaching strategies have both advantages and disadvantages, indicating that none is a perfect method. It is important to note that basic science is activity-oriented subject and need active participation of the students. Traditional methods do not allow for active participation of students, thus there is need for innovative methods.

To get the student interested in science, the science teachers should make the teaching a fun not force. Therefore, teaching of basic science in secondary school should not be by force or harshness. Students should be directed by what amuses their minds so that the teacher could be able to discover with accuracy the peculiar bent of the genius of each.

Recommendation

To ensure the implementation of these innovative methods in teaching basic science, it is necessary that;

 Government should provide the necessary facilities and resources needed for implementation of these methods.

 The school management through the government should provide enabling environment for the maximum functioning of the teacher.

 Curriculum designers should integrate some of these innovate strategies like field trip into the basic science syllabus.

196 References

Allen, D. E. and Tanner, K. D. (2004). Cell Biology Education. A Journal of life Science Education. 3(4), 197-201.

American Association for the Advancement of Science (1990). The liberal Art of Science. Washington, D. C. American Association for the Advancement of Science.

Amidon, D. M. (1995). Sample Definitions of Innovation prepared by ENTOVATION International Ltd.

Bajah, S. T. (1983). Teaching Integrated Science Creatively. Ibadan. University Press.

Bereiter, C. and Bird, M. (1985). Use of thinking aloud in identification and teaching of reading comprehension strategies. Cognition and Instruction. 2:

131-156.

Cozzens, M. B. (1997). Foundations: The challenges and Promise of K-8 Science Education Reforn. Arlington, V. A: Division of Elementary, Secondary and informal Education. National Science foundation.

Curson, L. B. (2001). Teaching in further Education: An outline of principles and practices. London: Macmillan Publishers Ltd.

Daluba, N. E. (2013). Effects of Demonstration method of Teaching on students' Achievement in Agricultural Science. http://dx.doi.org /10.5430 /wje.

v3n6p1.

Ebeh, H. N. (2014). Integrated Science Education For all: Problems and Prospects in Nigeria. Journal of Teacher Perspective (JOTEP). A publication of Association of Nigerian Teachers (ASSONT). 8(1), 143-151.

Etukudo, U. E. (2005). The Effect of formula Approach on the Teaching of Simultaneous Linear Equation. Journal of the Science Teaching Association of Nigeria (STAN). 37(1&2), 44-50.

Ezenwa, V. I. (2002). Teachers quality and Students' Achievement in Mathematics.

Journal of Research in Science Education. 8(2), 118-124.

Fafunwa, A .B. (1983). Case for Mase Literacy on Science and Technology in Nigeria. In G.A Budmus and L.O Ocho (eds), Science, Mathematics and Technology in Nigeria, Lagos, Evergreen Press.

197

Gluck, L; Dillihunt, M; Gilmore, W. (2014). Advantages of using Innovative Technological Pedagogy to Teach Chemistry in Secondary Schools.

Modern Chemistry and Applications. 2: (119)

Girija, S and Neelam, C. (2015). Basic Concept of Skill-base and Play-Way Learning. International Journal of Research and Development Organisation (IJRDO). 1(6), 12-18

Mkpa, M. A. (1987). Curriculum Development and Implementation. Owerri. Totan Publishers Ltd

Mundi, N. E. (2006). The State of Students' Academic Acheivement in Secondary School Agricultural Science in Kogi State. Teacher Education Journal (TEJ). 12(1). 14-19

Nnadi, C. (2017). Research and Innovations in Education for Global Challenges:

The Way Forward. Journal of Resource Fullness and Distinction, 13(1), 1- 11

Onukwe, E. O. (2010). Combined Effects of Play-simulations and Teaching with Analogy on Secondary School Students' Acheivement in Chemistry. Ph.D Dissertation, Nnamdi Azikiwe University Awka, Nigeria.

Omwenga, N. M. (2001). Use of Media Resources during Teaching Practice. (A study of Kamagambo and St. Paul). Kenyata University. Unpublished Med.

Thesis.

Oshodi, M. O. (2005). Principles and Methods of teaching. Ibadan. Joytal Press.

Shankar, G. and Chaudhary, N. (2015). Basic Concept of skill-based and Play-way learning. International Journal of Research and Development Organisation, 1(6): 12-18.

Ugwu, M, N. (2012). The importance of Basic Science Education for Entrepreneurship Development. Book of Proceedings, 7^th National Conference of School of Sciences, Federal College of Education, Eha- Amufu.

Wideman, H. H. (2003). Creating a Learning Community. Using ICT to enhance Constructive Teaching Practice at Mount View School, Canada. SITES M2 Case Report, York University.

198

INFLUENCE OF INFORMATION COMMUNICATION

TECHNOLOGY (ICT) AS INSTRUCTIONAL TOOL IN TEACHING AND LEARNING SECONDARY SCHOOL BIOLOGY IN ENUGU

SOUTH L.G.A ENUGU STATE, NIGERIA

By

DR. VERONICA C. UDE

Department Of Science and Vocational Education, Godfrey Okoye University, Enugu.

&

DR. EUNICE N. ONAH

Department of Computer & Robotics Education University Of Nigeria, Nsukka

Abstract

This study investigated the influence of ICT as instructional tool in teaching and learning secondary school biology in Enugu South LGA, Enugu State, Nigeria. It employed descriptive survey research design. Three research questions formulated and three null hypotheses, which were tested at 0.05 level of significance guided the study. This study was carried out in Enugu South LGA of Enugu State, Nigeria. One hundred and fifty students were drawn from eleven government owned secondary schools which constituted of co- educational and single sex schools, with population of 1436 SS2 students, using purposive and simple random sampling technique. Instrument for data collection is Instructional Tools in Teaching and Learning Biology Questionnaire (ITLB). The internal consistency of the instrument was determined to be .814 using the Cronbach Alpha Model. Data collected were analyzed using mean and standard deviation for the research questions and t-test for testing the null hypothesis at 0.05 level of significance. The result revealed positive and significant influence on teaching and learning Biology using ICT tools on the students performance. The researchers therefore recommended that Government should provide computer laboratories with internet provider in all schools and that serving teachers of Biology should be given in-service training through seminars and workshops to expose them to the use of ICT as part and parcel of instructional technology.

Keywords: ICT, Instructional technology, Teaching and learning, Biology and Secondary schools.

199 Introduction

The National Grid for learning, United Kingdom government initiative indicated that teachers must move swiftly to more internets and web based work in schools.

According to Busari (2006), the whole world is experiencing the advancement of science and technology. The use of ICT is fast gaining prominence and becoming one of the most important elements defining the basic competencies of the students.

According to World Bank, ICT consists of the hardware, software, networks and media for the collection storage, processing, transmission and presentation of information. The use of ICT falls into four (4) major categories: constructing knowledge and problem solving (through the internet-mail, CD – ROMS, databases, videoconferencing); using process skills; aiding explanation of concepts;

and communicating ideas -power point, desktop publishing (WAEC, 2012). The use of ICT in teaching and learning is a relevant, innovative and functional way of providing education to learners that will assist in imbibing in them the required capacity for reverting the economic recession that has bedeviled the country Nigeria. ICTs have the potential to accelerate, enrich, and deepen skills, to motivate and engage students, to help relate school experience to work practices (Abomi, 2010). The advent of ICT in this 21^st century has undoubtedly affected the education industry positively especially in science education. Biology as a very important aspect of science has suffered serious setback due to its dynamic nature.

The traditional content is being replaced by modern discoveries in cell biology, genetic engineering, biotechnology, etc. (Tella, 2011). Biology teaching and learning can only lead to greater achievement when the students and teachers are exposed to ICT and its application in science education. Meanwhile the achievement of biology students in the subject has remained poor for decades (WAEC chief Examiners Report, 2005).

According to Osuafor (2013), one of the factors that has been identified as influencing outcomes in biology is poor strategy of instruction. It is therefore pertinent that ICT as teaching tools should be applied in teaching and learning biology. Biology teaching can be result oriented when students are ready and teachers disposed to the use of appropriate resources. Despite the importance placed on biology by the society and innovations to improve teaching and learning, the student’s achievement in WASSCE and NECO SSCE biology remains a mirage.

The researchers are therefore looking at a possibility of ICT application to teaching