CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Science, from its linguistic origin was derived from the Latin word "Scientia"

which means "Knowledge" (Eneh, 2000). Science as a branch of knowledge is the

systematic study of things around us. The totality of Knowledge obtained from such

studies constitutes scientific knowledge. In addition, science deals with nature, by

observing it and later to experimental investigation (Agbo, 2007 & Kalu, 2007).

In science education, students are exposed to several methods and strategies of

teaching and learning of science. These include lecture method, demonstration method,

discovery method, discussion method, laboratory activities, co-operative learning etc.,

depending on the aspect one wants to teach.

Biology as a branch of the general body of knowledge (science), has been defined

by different scientists according to perception and understanding of the subject. (Okwo,

2008 and Tawtiyas, 2009) define biology as a science which involves systematic study of

living things interaction with each other and their environment. Biology deals with the

study of life (Uchenna and Okafor, 2012). Hence it is one of the courses of study in

science education curriculum and a core subject in senior secondary schools in Nigeria.

Biology as a science of life is concerned with the characteristics of living things, their

forms, functions and relationship with one another and with their environment among

others.

However, for effective biology teaching, the use of method/strategy which would

make the use of the environment would achieve more and bring home the actual meaning
of the concepts. Among science subjects (chemistry, physics and biology), biology is the

most popular (Ibrahim, 2008). It is a core (compulsory) subject for almost all Senior

Secondary Schools Students in Nigeria. Also, the basic knowledge of biology is a

prerequisite for studying a number of disciplines such as Medicine, Agriculture,

Pharmacy, Microbiology, Biochemistry and Psychology among others (Bichi, 2003, Kalu

& Ndokwo, 2006). So, the use of strategy that will improve the achievements and

interests of the students in biology should be used. Biology plays a vital role in the

economic development of a nation. This is because Ajaja, (2008) said that recent

advances recorded in the field of biochemistry, physiology, ecology, genetics and

molecular biology, have made the subject a central focus in most human activities

including solutions to the problem of food scarcity, pollution, population explosion,

radiation, disease, health, hygiene, family life, poverty eradication, management and

conservation of natural resources as well as biotechnology and ethics.

Due to immense benefits of the subject (Biology) to both individual and societal

development, the Federal Government of Nigeria, in the National policy on education,

(FME, 2013). The objectives of biology include;

a. Adequate laboratory and field skills in Biology;

b. Meaningful and relevant knowledge in biology;
c. Ability to apply scientific knowledge to everyday life in matters of personal and

community health and Agriculture;

d. Reasonable functional scientific attitudes and

e. Emphasis of content and context of the syllabus is placed on: field studies,

guided- discovery/Biology as inquiry (FME, 2013).

Thus, from the objectives, an outdoor strategy such as field-trip has been

recommended by FME for its implementation for the accomplishment of biology

objectives in the secondary schools in Nigeria. However, despite the recommendation on

field-trip as a strategy for teaching biology, many biology teachers in the various

secondary schools still teach biology concepts using only the traditional method i.e.

lecture method (Usman, 2000).

There are different concepts of biology and there are different ways of dealing with

them effectively. For instance, there is anatomy and physiology, genetics, evolution,

nervous co-ordination, among others, much of which can be taught effectively by

demonstration, discovery, lecture method, activities based in the class room and/or indoor

laboratory. There is an aspect in biology that is referred to as ecology that requires

students to be taken out to see living organisms in their natural habitats. This strategy is

called field-trip.

A field-trip is taking students outside the classroom for the purpose of making

relevant observations and also obtaining some specific information. It could be in a

nearby school farm, national park, zoo, forest, industry or game reserve. It is an

important component of science teaching Bajah, (2008). According to Obeka, (2009);

Field-trip is an outdoor type of laboratory activity or field work or learning exercise

undertaken by teachers and students in certain aspects of a subject, to give students the

opportunity to acquire knowledge.

However, field-trip is not the only method/strategy for effective teaching and

learning of concepts in biology which can gear towards the training of the individual

through child-centered learning for maximum self and societal development. There are

some strategies like problem solving, inquiry, questioning teaching strategy, discovery

approach, concept mapping etc. All these approaches could be used for teaching different

concepts to make learning more effective, meaningful and relevant in biology. However,
these approaches cannot be effectively used in the teaching and learning of ecology

concept.

However, some biology teachers do not discriminate, in the method they use in

teaching. They teach all aspects of biology by lecture method (Okafor, 2008), this may be

one reason for poor performance of students in this subject (Biology), It is high time

teachers of science began to vary in the methods/strategies they use to teach the different

aspects of science for effective measures, so that students would be able to learn more,

retain more, and apply what is learnt by engaging in significant activities. It is on the

basis of improving students learning in biology, that the study focuses on field-trip

teaching strategy particularly for ecology concept which may help the students to partake

fully in set out activities.

Lecture method is the teacher-centered method, which is seen as the traditional

chalk and talk method of teaching where the teacher does the talking while students serve

as receivers only by listening and taking down notes. Obeka, (2009) described lecture

method as a teacher-centered method. It further said that the method comprises the

acquisition of subject matter usually by memorization and close supervision of the

students by the teacher. However, lecture method does not require the use of basic

science skills (observation, identification, classification and manipulation of substances

in their natural environment). Therefore, it cannot be used effectively in teaching and

learning of ecology concept in biology. Instead, field-trip teaching strategy alongside

lecture method of teaching may serve to improve students’ academic achievement.

Teaching strategy, therefore, is simply defined as a process-oriented model that

allows teachers to present ideas and concepts at many different levels to meet the needs

of a variety of learners (Bloom, 2007), stated that field-trip falls under the category of
teaching strategy because of the high potential for hands-on learning for the participants.

It is also seen as a fun day away from school. The students are able to see the concepts

learned in class work in the real world through direct observation of organisms in their

natural environment by the process known as field-trip. This study investigated the effect

of field-trip teaching strategy on students’ academic achievement in biology.

Academic achievement is based on the degree of intellectual stimulation that a child

could receive from a learning situation, (Obeka, 2009). According to Blaiv, (2010), to

achieve is to accomplish or gain by effort or do something successful with an effort and

skill.' Okafor, (2011) on the other hand maintained that academic achievement concerns

with mental health care. According to him, mental health has its basis, physical health,

and intellectual skills which lead to satisfactory means of adjustment, social sensitivity

and adequate self-concept. Scientist such as Okafor, (2011) and Kalu (2013); are

therefore, concerned with how to improve the students’ academic achievement and

interest level in science particularly biology.

Another variable which can be affected by teaching method is the students’ interest

in ecology concepts. An interest is a subjective attitude motivating a person to perform a

certain task. It affords pleasure and satisfaction. It results in curiosity towards the object

of interest, enthusiasm to be attached to the object, strength of will to face difficulties

while engaged in the task of one’s interest, a definite change in behavior in the presence

of the object characterized by attention and concentration.

Interest is a powerful motivational process that energizes learning, guides academic

and career trajectories, and is essential to academic success. Promoting interest can
 contribute to a more engaged, motivated, learning experience for students (Renninger &

Hidi, 2016). Student interest is essential to academic success.

Jones states, “Interest is a feeling of likening associated with a reaction, either actual or

imagined to a specific thing or situation.

Jones, (2010), mentions two distinct types of interests which are extrinsic and intrinsic.

The former are pleasurable emotions connected with a purpose or goal of an activity. It

may involve fame, name, money, victory or such external motives of conduct.

1.2 Statement of the Problem

The performance of students in biology at the senior secondary school level of

education in Nigeria has been persistently poor over the years (West Africa Examination

Council WAEC, 2011; 2012; 2013; 2014 & 2015). The problem has been linked to poor

teaching strategies (Nwagbo, 2010; Abiodun, 2012). The poor teaching strategies

employed by educators may have caused students to lose interest in the subject (Ogbonna

& Odike, 2014). If this problem persists, students’ interest in biology will deteriorate

further and the country’s standard in science education as well as the economy will be

immensely affected. This is because biology is a pre-requisite subject for many fields of

development including medicine, surgery, pharmacy, forestry, biochemistry, among

others. The country will therefore not be able to produce sufficient number of doctors,

dentists, pharmacists, and other scientists to meet the demand of the country’s skilled

manpower needed for scientific and technological development.

Whereas, the search for more effective approach for the teaching and learning of

biology that will enhance students’ interest and improve their performance has been on for

some time now, that search is yet to end. Needful to say that for a nation to advance,
 appropriate measures have to be put in place to improve students’ level of interest and

achievement in science subjects, especially biology. Therefore, this study investigated the

effects of field-trip teaching strategy on academic achievement and interest among SS1

biology students in Ecology.

1.3 Aim and Objectives of the Study

The main purpose of the study was to determine the effects of field-trip teaching

strategy on the interests and achievements of SS1 (One) biology students in ecology in Jos

North Local Government Area, Plateau State.

Specifically, the study intends to:

1. To determine the significant difference in the mean interest score between students taught

using field trip and those taught using lecture method.

2. To determine the significant difference in the mean achievement score of ecological concepts

between those taught using field trip and those taught using lecture method.

3. To determine the significant difference between the treatment and control of male and female

students’ interest in ecology.

1.4 Research Questions

The following research questions are set to guide the study;

1. What is the general interest of students in biology?

2. What is the achievement profile of students in ecological concepts?

3. What are the mean interest scores of students taught ecology using field trip instructional

strategy and the conventional method?

1.5 Hypotheses

This study has the following null hypotheses and will be tested at 0.05 level of
significance.

1. There is no significant difference in the mean interest score between students taught using

field trip and those taught using lecture method.

2. There is no significant difference in the mean achievement score of ecological concepts

between the ss1 (one) students taught using field trip and those taught using lecture method.

3. The mean deferential between the treatment and control of male and female students’

interest in ecology is not significant.

1.6 Significance of the Study,

The study will be beneficial to, Students, Teachers, School management, Curriculum

planners, and researchers.

It will also encourage active participation of the students which will help in meaningful

teaching and learning, help in minimizing the high failure rate of secondary school

students in biology. Serve, as a foundation for further research studies on field-trip,

particularly in teaching other science courses. Help the teacher to effectively teach

ecology concept in senior secondary school so as to minimize the failure rate of final year

Biology students.

It also helps the curriculum planners in designing ecological concept toward field work

and also help serve as an encouragement for teachers to use field-trip for difficult concepts

in science. Encourage parents to pay for their children & wards to go on field-trips. The

research findings will be used to make some improvements on the way students interact

among themselves and their understanding of ecology, Meaningful interactive skills and
 learning concepts will promote creativity, scientific literacy, and advancement in scientific

knowledge in students. The result of field-trip teaching strategy will provide purposeful,

efficient, and effective teaching and learning.

1.8 Scope of the Study

The study is delimited to determine the effects of field-trip teaching strategy on the
interests and achievements of SS1 (one) biology students in ecology in Jos North Local
Government Area Plateau State Nigeria. The study is also delimited to find out the
interests and achievement mean scores of experimental and control groups taught using
field-trip teaching strategy for four (4) weeks, topics taught included basic ecological
concepts such as types of ecology, ecosystem and biomes, population ecology, and
community ecology.

1.9 Operational Definition of Terms

Teaching Strategy: Teaching strategy is defined as a process-oriented model that

allows teachers to present ideas and concept at many different levels to meet the needs
of variety of learners.
Ecology Achievement Test (EAT): A test designed by the researcher which was
administered to both experimental and control groups after the teaching of ecology
concept and by using field-trip only to experimental group.
Biology Interest Scale (BIS): BIS is a 20 item, 4-point Likert-type scale developed by
the researcher.
Effects: Something designed to produce a distinctive or desired impression. Change that
results when something is done or happens.
Field Trip: A field trip is a visit to an outside area of the normal classroom and made by
a teacher and students for purposes of firsthand observation. M Behrendt, (2014).
Interest: An interest is a subjective attitude motivating a person to perform a certain task.

It affords pleasure and satisfaction. It results in curiosity towards the object of interest,

enthusiasm to be attached to the object, strength of will to face difficulties while engaged
in the task of one’s interest, a definite change in behavior in the presence of the object

characterized by attention and concentration.

Ecology: Ecology is the study of the relationship of plants and living creatures to each

other and to their environment.

Achievement: Academic achievement is based on the degree of intellectual stimulation

that a child could receive from a learning situation.