CLASSROOM ROUTINE ACTIVITIES AND STUDENTS’ ACADEMIC

ACHIEVEMENT IN BIOLOGY IN CALABAR MUNICIPALITY LOCAL

GOVERNMENT AREA OF CROSS RIVER STATE, NIGERIA.

BY

CHUKWU, EMMANUEL SUNDAY

UNIVERSITY OF UYO

agbasunday6863s@gmail.com

ABSTRACT

The main purpose of this study was to examined the relationship between classroom

routine activities and students’ academic achievement in Biology in Calabar Municipality Local

Government Area of Cross River State, Nigeria. To achieve the purpose of this study, three

research questions were formed which was translated into three null hypotheses to direct

the study based the major variables of the study. Literature review was done according to the

variables under study. The ex-post facto research design was adopted for the study. This design

was considered appropriate because the researcher has no direct control of the independent

variables; they were not manipulated. A sample of two hundred (200) SS11 students were

randomly selected for the study. The selection was done through the simple random sampling

technique. Two instruments were used questionnaire tiled “ Students perceived classroom

routine activities ” and students’ academic achievement in Biology both were constructed by

the researchers and used for data collection. The reliability estimate of the questionnaire was

established through the Cronbach Alpha reliability method which give the reliability indices
ranges from .88 to .93 while Biology achievement test was established by Kuder – Richardson

k-20 formula which gives the reliability index of .87. Pearson Product Moment Correlation

Analysis was statistical analysis techniques was adopted to test the hypotheses under study

at.05 level of significance with relative degree of freedom. The results of the analysis revealed

that classroom co-curricular activities, classroom attendance, classroom assignment significantly

relate with students’ academic achievement in Biology. Based on the finding of the study, it was

recommended amongst others that students should be motivated to participated in classroom co-

curricular activities in order to enhances their academic achievement in Biology

KEYWORD: Classroom co-curricular activities, classroom attendance, classroom assignment,

students’ academic achievement in Biology

CHAPTER ONE

INTRODUCTION

1.1 Background to the study

Secondary education is very important based on the fact that plays a vital role in the personal

development of students. It offers a platform for students to explore their interests, develop their

talents, and discover their passions. According to Ibok and Unoh(2019), secondary

education plays a crucial role in equipping students with the knowledge, skills, and

competencies necessary for success in higher education, the workforce, and life.

Students can better understand themselves and their place in the world through various subjects.

Biology is one of the science subjects taught in senior secondary schools which helps
students to understand the living world and the ways its many species (including humans)

function, evolve and interact. It is described as a branch of natural science that studies how

living things interact with one another and their environment. Biology Advances in medicine,

agriculture, biotechnology, and many other areas of biology have brought improvements in the

quality of life. The success to any educational system is hinged on proper planning, efficient

administration, adequate financing, effective evaluation and academic achievement (Ibok, Ogbebe,

Alu, Joseph, Udobong, & Collins, 2024; Ebek, Ibok, Ntibi, John, & Udobong, 2023 ;.Masor, Ibok,

& Etura, 2023; Ibok, & Ntibi, 2020).

Academic achievement of school students in Biology is important for the

successful development of young people in the society. Students who do well
in school are better able to make the transition into adulthood and to achieve occupational
and economic success (Ada,2016). Biology is therefore the subject with the greatest
mandate to achieving the national goals. . The desire to attain scientific and technological
break -through in Nigeria has made government and individuals to be more conscious now
than ever of the very poor performance of students’ in Biology . The problem is a great
challenge to parents, the public, educationists and policy makers on how to improve their
performance (Anagbogu, 2019).

In spite of all measures mounted in schools by government, Stakeholders to

improve on the quality of teaching learning procedure like provision of scholarship to best
students, renovation of schools, provision of school library and laboratory, recruitment of
staff. All these motivational incentives are to find solution to this problem of low
achievement but to no avail. It remains a subject for which students’ achievement over
the years, (especially between the eighties to present time) have been deplorable and
miserable. This may partly be due to the failure of educators to address issues related to
classroom routine activities as they affect students achievement in Biology. There
is obvious fear for the future and deep concern locally and internationally about the
achievement of junior school students which has posed great concern to educators,
 researchers and policy makers as to what could have been responsible for this problem (
Ibok, Meremikwu, & Umoh, 2020 ; Ntibi, & Effiong, 2021; Ibok, Ogar, Olofu, Masor,
Etura, & Ukoh, 2023; Ibok, Ogar, Bassey, James, & Udo, 2024). The fear that if this trend
in students’ poor achievement in Biology continues as observed, Nigeria may lack the
man power to mount her different sectors in the next possible few years. The secondary
school system may have witnessed an incessant fall in the academic performance of students
in Biology in external examinations. The ugly situation may continue yearly as students
possibly no longer take the study of Biology serious and, they are not encouraged to do so.

The continues poor academic s achievement in Biology might be a clear indication that
the outcome rate of learners in Biology has declined steadily through the years. Adegboye (2019)
identified school routine activities as a key factors that affected students’ achievement in schools.
According to Aja, (2018), the poor performance of student in Biology may be attributed to
multiple factors some of which are considered in this study to be school routine activities which
include co-curricular activities, students’ class attendance, students’ participation in assignment

School routine activities are activities done by student inside the class as part of applying
or doing the practical part of the lesson after listening to the theoretical part which is
presented by the teacher. There are the backbone of daily classroom activities
which facilitate teaching and learning.(Ibok, Ogar, Bassey, Williams, & Essien, 2024;
Ogar, Ibok, & Williams, 2024; Undie, Ibok, Okon, Ani, 2024; Assi, Bassey, Atsu, Ibok,
Nnaji, Ugbe, & Amadigwe, 2024; Ibok, & Masor, 2024)

According to Docking, (2019), classroom routines also help to create smoother transitions
between activities and therefore allow fewer opportunities for disruptions to occur. It allow
students to quickly accomplish day-to-day tasks that are required of both the teacher and
students and prevent problem behavior by providing information about what to do in a
certain environment. The school routine activities examined in this study include co-
curricular activities, students’ class attendance, students’ participation in class
 assignment) Classroom routines are important activities that may help to established
norms, set expectations, and otherwise build positive relationships in the classroom
environment. It can increase student confidence and comfort levels since learners know what
is expected of them in different situations (Burden, 2019). To a greater extent, students’
theoretical knowledge gets strengthened when a relevant co-curricular activity is organized
related to the content taught in the classroom. Intellectual aspects of personality are solely
accomplished by the classroom activities. According to Udo (2016), classroom curricular
activities can help to provides the avenues of socialization, self-identification, and self-
assessment when the child comes in contact with organizers, fellow participants, teachers,
people outside the school during cultural activity. Meremikwu, etal (2022) stated
Extracurricular activities are an essential part of a well-rounded education. These activities
enable students to apply academic skills in a real-world context. They could allow students
to reinforce the lessons learned in the classroom. Classroom attendance refers to the act
of physically attending and being present in a scheduled class. It is an important factor in
determining academic performance and learning outcomes (Udo, 2016). When the students
attended class always , experience and knowledge gain could influence their academic
achievement in schools either positively or negatively.

Classroom assignment is a piece of (academic) work or task performed in classroom. According

Meremikwu etal (2022), classroom assignment provides opportunity for students to learn,
practice and demonstrate in order to achieved the learning goals. If the students is properly guided
, It my provides the evidence for the teacher that the students have achieved the goals.
 In this era of globalization and technological revolution, classroom routine activates
is considered very importance in enhance students’ academic achievement in schools.
as a first step for every human activity. It plays a vital role in arousing students interest
and motivated them to learn (Battle & Lewis, 2022). Classroom routine activates
ensures the acquisition of Biological knowledge and skills that enable individuals to
increase their productivity and improve their quality of life. This increase in productivity
also leads to new sources of earning which enhance the economic growth of a country (Ibok,
& Unoh, 2019; Ibok , Thomas, & Nyong, 2019; Ibok, Meremikwu, Orim Anditung, &
Inah 2023; Ogar, Ibok, Odey, Joseph, Unimuke, & Ungie, 2023). The quality of students
achievement remains a top priority to all stakeholder. It is meant to make a difference
locally, regionally, nationally and globally.(Crosnoe, Johnson & Elder, 2019). As a result of
the above abnormality found in the school system, the researcher decided to examine the
relationship between School routine activities and students’ academic achievement in
Biology in Calabar municipality Local Government Area of Cross River State, Nigeria.

1.2 Theoretical framework

Three theories are selected to guide this study .

These are;

1.2.1 Cognitive theory of learning by Jean Piaget (1972)

1.2.2 Constructivist social learning theory by Jerome Bruner (1966)

1.2.1 Cognitive theory of learner by Ormrod, Jeanne (2012).

The Cognitive theory of learner was propounded by Ormrod, Jeanne (2012).Cognitive theory of

learning stated that learning generate knowledge and meaning through sequential development

of an individual’s cognitive abilities, such as the mental processes of recognition, recollection,

analysis, reflection, application, creation, understanding and evaluation(Ormrod,2012). The

cognitivists’ learning process is adaptive learning of techniques, procedures, organization and

structure to develop internal cognitive structure of human brain. The learner requires assistance to

develop prior knowledge and integrate new knowledge. The implication of this theory to the study

is to develop conceptual knowledge, techniques, procedures and algorithmic problem solving

ability using verbal/linguistic and logical intelligences. The learner requires scaffolding to develop

scheme and adopt knowledge from both teacher, people and the environment. The student expects

platform to create outline and embrace learning from both educator/understudies and the earth. It

concerned with learning beyond learners’ immediate peers and observable behaviour. Emphasis is

on learner’s inner mental ability to re-organize and process information. Hence, the problem design

provided a framework of helping the high ability pupils in the analysis and interpretation of

information in Biology. The learner depends on the teacher for acquisition of knowledge. The

teacher must demonstrate factual knowledge, then observe, measure, and modify behavioural

changes in specified direction which in turn improve students’ achievement in Biology.

In relation to this study, all the actions of the teachers holistically influence the students’
acquisition of learning in the teaching/learning process. Since learning is dependent upon teacher
immediacy or instruction for acquisition of knowledge. The teacher must demonstrate factual
knowledge, observe, measure and modify behavior change in a specific direction. More still, all
the actions of the teachers are perceived and interpreted according to their individual
circumstances. If teachers can structure and restructure the learning situation in terms of co-
curricular activities, creating good atmosphere for classroom attendance, involving students in
classroom assignment which also produce different effect on learning or if they can perform
action that will make students think that their goals would be achieved, then the students would
work harder to achieve the goals.
1.2.2 Constructivist social learning theory by Jerome Bruner (1966)
 Studies by Jerome Bruner in 1966 had led to the constructivist theory that says learning is

a lively process in which students construct novel ideas or thoughts founded on their present or

earlier facts. Its central position is that learners are active participants in a teaching-learning

situation and involved in structuring their own learning experiences. This theory underscores the

holistic approach to learning and, is critical of the perception of learners as passive recipients of

knowledge.

According to Woolfolk (2006), students take along their personal experiences to the

classroom, and these have a tremendous influence on learners' views of how the world functions.

Learners come to learning states with a diversity of knowledge, spirits, and skills. The knowledge

occurs inside the students and is established as persons interrelate with their mates, teachers, and

the environment. Students build considerately by creating a sense of the experiences and inputting

their thoughts into veracity. Furthermore, the theory encourages the recognition of learners'

independent learning abilities, implying that the teacher can only play supporting, advising, and

coaching roles in helping the learners.

This theory is relevant to this study because the useful application of school routine

activities which include (co-curricular activities, students’ perception of class attendance,

students’ perception of assignment may have a significant influence of enhances or impede on

students’ achievement in schools.All these take place in an active process of sense-making which

can be developed by constructivists and influenced by motivation. This implies that teachers now

find it comfortable to stimulate and sustain the learning environment to enable learners construct

new ideas. Also, the theory helps the teacher to guide and direct the students as they socially

interact with the physical and social environment to create a conducive learning atmosphere. No

matter the shortfalls of the constructivist theory, it has been observed by the researcher that there
is a need for an improved appreciative gesture of the subject matter by the students. The teacher

should construct ideas and, be innovative on how to enhance a favourable environment for

teaching and learning continually.

1.3 Statement of problem

The role of education in national development cannot be overemphasized. This is because

every society depends solely on the quality of the education of its citizenry to be able to measure
up with other nations of the world in terms of development. It is therefore a guide to its citizens to
study and be of relevance to the society. However, it is observed that for over a decade now,
students’ achievement in Biology in public examinations is generally poor. The continued
decline of students’ academic performance in Biology examinations such as the Senior School
Certificate Examination demands a critical concern. In recent times, Cross River State has
experienced a declining trend in Biology performance in public primary and secondary schools.
A review of students’ performance at public examination in Biology for the past six (6)
years revealed a clearer picture of the problem which Cross River State is facing where less than
50% of students who sat for the Senior Secondary School Certificate Examination passed Biology
and is likely to continue it left unchecked. This had led to the outcry by both parents and teachers.
Parents groan as they are financially burdened by their repeated registration of their children for
the same examination as a result of previous failures. Teachers feel frustrated since their
effectiveness is largely judged by the society based on their pupils’ performances.

Government and non Governmental organization have provided motivational

incentives such as scholarships for the best students, library, and standard schools with
qualified educators. All these are to enable students gain interest and develop positive
attitudes to learning. It is sad to note that despite all these provisions and measures, students
still perform so poor in Biology. Some parents have provided all the necessary materials
needed for children to go to schools, school administrators have provided equipment,
facilities to make the process of learning achievable, curriculum planners reviewed the
scheme and making available materials and facilities for learning through the help of federal
 or state government in order to encourage pupils to study but all these efforts seem to yield
little or no effects. Much has been said and several possible explanations have been
suggested with regard to the general lack of interest in Biology and the general poor
performance at public examinations. Perhaps, our students see little significance for logical
reasoning especially those involving qualitative skills and hence they are not motivated to
develop these skills. The situation has not improved either because students are no longer
committed to studying. Students loose interest in learning because of their experienced
difficulties which have affected their academic performance. Thus, the problem of this study
put in question form is: To what extent does school routine activities relate with students’
academic achievement in Biology among senior secondary school students in public
secondary school in Calabar Municipality of Cross River State. Nigeria.

1.4 Purpose of the study

The purpose of the study is to examine the relationship between classroom

routine activities and students’ academic achievement in Biology in public secondary
school in Calabar Municipality in Cross River State. Specifically, the study seeks to
determine;

1. The relationship between classroom co-curricular activities and students’ academic

achievement in Biology .

2. The relationship between students’ classroom attendance and students’ academic

achievement in Biology .

3. The relationship between students’ classroom assignment and students’ academic

achievement in Biology .

1.5 Research questions

This study was guided by the following research questions:

1. How does classroom co-curricular activities relate with students’ academic
achievement in Biology ?

2. To what extent does students’ classroom attendance relate with academic

achievement in Biology ?

3. How does students’ classroom assignment relate with academic achievement in

Biology ?

1.6 Statement of hypotheses

The following null hypotheses were formulated to guide the study and tested at
.05 level of significance.

1. Classroom co-curricular activities does not significantly relate with students’ academic
achievement in Biology .

2. Students’ classroom attendance does not significantly relate with academic

achievement in Biology .

3. Students’ classroom assignment does not significant relate with academic

achievement in Biology.

1.7 Assumptions of the study

The following assumptions will guide this study.

1. All the students were exposed to the same curriculum from which the scheme of work is
drawn.
 2. The sample from the selected secondary schools in Calabar South Cross River State
was normally distributed
3. The identified classroom routine activities, and students’ academic achievement are
measurable.
4. Respondents were not constrained to give a particular response.
5. All the students always attendance classes, do classroom assignments, and also
participated in classroom co-curricular activities

1.8 Significance of the study

The result of this study will be of benefit to teachers, parents, school heads and
administrators, curriculum planners and Ministry of education in the following ways: The
clear understanding of the strategy that can capture interest interest, especially in studying
Biology and these would throw new light to the teacher on the need to readjust his teaching
techniques by introducing certain classroom routine activities that can motivate students
to learn. This could also make teachers develop strategies that could make students have
better results. This benefit could come to teachers through seminars, in service training,
workshop and sandwich programmes, based on the fact that the researcher intends to submit
the findings to the State Ministry of Education in Cross River State.

The findings of the study may help the curriculum planners in adopting appropriate
approaches and activates to some concepts that can motivate and capture the interest of
the student in the school curriculum. “This may be achieved by making copies available to
the Nigeria Educational Research and Development Council (NERDC).”

Ministry of Education, School heads and administrators may benefit from the result
of the study as it may help in planning and organizing seminars for teachers to sensitize them
on the need to use classroom activities that capture the students’ interest and improve
their performance.

The study may also be beneficial to school administrators in the sense that it will
help them to provide professional guidance to the students, particularly in interacting with
the student in the class, encourage them in classroom activities which in turn could influence
 their achievement in Biology. This may be achieved by making copies available to the
School library and the Nigerian Educational Research and Development Council (NERDC)
for reference purposes.

The study may be significance to the government in that it will enable her equip
schools with necessary facilities which in turn will enhance effective teaching and learning
in the schools. This could be done when government and curriculum planners become aware
of the result of the study through published Journals. They can read the publications in the
language they can understand.

Finally, the study is hoped to provide a launching pad for further researchers in aspect
of school routine activities as it influence students’ academic achievement , since so far
researcher has not come across any research work in Journals in the Cross River State on the
subject. This could be done when the researches to published the work in Journal.

1.9 Scope of the study

This study is delimited to Public secondary Secondary Schools in Calabar south

Local Government of Cross River State, Nigeria. The study will be limited to the influence
of school routine activities on SS 2 academic achievement in Biology . Classroom
routine activities in this context are made up of variables such as; classroom co-curricular
activities, classroom attendance and classroom assignment participation. These are the main
independent variables which may exert influence on the dependent variable- students’
academic achievement in Biology Also, SS 2 students was chosen for the study since they
have been taught by the teachers for almost two(2) academic sessions and they might have
completed at least 70% of the Biology School Curriculum

1.10 Limitations of the study

The researcher encountered some problems in the course of this study. One unavoidable

limitation of this study is that the questionnaire would depend on the honest responses of the
respondents. There is the possibility that responses given by respondents may not be fully

reflective of the actual state of affairs. The emotional state of the respondents can hardly be

completely avoided in their responses. Another limitation is that the study focused only on public

senior secondary schools in the study area, the findings may not be generalized to private

secondary schools. The researcher overcome this limitation and conducted the research in this

area,

1.11 Definition of terms

Classroom routine activities: Classroom routine activities are activities done by student
inside the class as part of applying or doing the practical part of the lesson after listening to
the theoretical part which is presented by the teacher. These include participation co-
curricular activities, classroom learning attendance, participation in classroom assignment.

Academic achievement : This refers to the scores obtained by students at the end of an

examination, test, or assignment. It is the students' attainment of the academic score in Social

Studies as he/she is trying to arrive at the solution in achievement test.

Students: Learners in the selected Secondary Schools for the 2023/2024 Academic Session.
 CHAPTER TWO

LITERATURE REVIEW

This chapter is devoted to the review of related literature in the area of classroom
routine activities and students’ academic achievement in Biology among secondary
school students in public secondary school in Calabar Municipality of Cross River State.
Specifically, the literature was reviewed under the following sub-headings:

2.1. Classroom co-curricular activities and students’ academic achievement in Biology

2.2. Students’ classroom attendance and students’ academic achievement in Biology

2.3. Classroom assignment and students’ academic achievement in Biology

2.4 Summary of literature review

2.1. Classroom co-curricular activities and students’ academic achievement in Biology

Co-curricular activities (CCAs) earlier known as Extracurricular Activities (ECA) are the
components of the non-academic curriculum that helps to develop various facets of the personality
development of the child or students. For the all-round development of the child, there is a need
for emotional, physical, spiritual, and moral development that is complemented and supplemented
by Co-curricular Activities. Ozeo (2016) defined Co-curricular Activities are those activities
that help to supplement and complement the curricular or main syllabi activities. These are a very
important part and parcel of educational institutions to develop the students’ personality as well as
to strengthen classroom learning. These activities are organized after school hours, so known as
extra-curricular activities. According to Tan(2017), co-curricular Activities have a wide horizon
to cater to the cultural, social, aesthetic development of the child. These include Sports,
Musical activities, Debate, Model, Art, Music, Drama, Debate and discussion, Declamation
contest, Story writing competition, Essay writing competition, Art craft, Recitation competition,
Wall magazine decoration, Writes ups for school magazine, Folk songs, Folk dance, Flower
show, School decoration, Sculpture making, Fancy dress competition, Preparation of chart and
models, Album making, Photography, Clay modeling, Toy making, Soap making, Basket making,
Organization exhibitions, Celebration of festival.

To a greater extent, students’ theoretical knowledge gets strengthened when a relevant co-
curricular activity is organized related to the content taught in the classroom. Intellectual aspects
of personality are solely accomplished by the Classroom, while aesthetic development, character
building, spiritual growth, physical growth, moral values, creativity, etc. are supported by co-
curricular activities. It helps to develop coordination, adjustment, speech fluency, extempore
expressions, etc. among students both at the school as well as college levels. Co- Curricular
activities help in achieving the overall functioning of education. It provides the avenues of
socialization, self-identification, and self-assessment when the child comes in contact with
organizers, fellow participants, teachers, people outside the school during cultural activity. It
Inculcate the values to respects other’s views and feelings.It makes you perfect in decision-
making(Udo,2016) These have indirect reference to actual instructional work that goes on in the
classroom. Although no provision has been made for these activities in the syllabus but provision
has been made for these in the curriculum.

Grippin and Peters, (2023) stated that co- curricular activities play significant role bring
harmonious and balanced development of the child in addition to the syllabus which can be
supplemented through curricular activities. These activities are otherwise called extra-curricular
activities. It is accepted as an integral part of the entire curriculum. Co-curricular activities
facilitate the development of various domains of mind and personality such as intellectual
development, emotional development, social development, moral development, and aesthetic
development. Creativity, Enthusiasm, and Energetic, Positive thinking are some of the facets of
personality development and the outcomes of extracurricular activities

Mosses (2019) conducted a study on the influence of classroom routine activities on the
students’ academic achievement in Gusua Local Government Area, Zamfara State. To achieve
this, three hypotheses were framed and tested at 0.05 alpha level. The strategy implemented in
place of the investigation was the survey study. The sample for the study comprised 400 students
selected from 12 public secondary schools in Gusua Local Government Area of Zamfara State.
The samples were selected through stratified and simple random sample techniques. A 15 items,
4-point Likert rating scale questionnaire, and an achievement test in social studies were used for
data collection. The result obtained using ANOVA show that co-curricular activities
significantly influences students' academic performance .
Ozeo (2016) examined the influence of classroom performance activities on students'
academic performance in Jos State. To achieve this, four research questions and four research
hypotheses were formulated and tested at 0.05 alpha level. The design adopted for the study was
the ex-post facto. Samples of 350 SS2 students randomly selected from public schools in Jos
State. The sample was selected using stratified and simple random sample methods. The
instruments used were questionnaires and achievement tests. The instrument was subjected to
reliability test using a split-half method, which gave reliability index of 0.62 and 0.64. The
information obtained was exposed to statistical analysis using an independent t-test.. From the
results obtained, amongst others, classroom co-curricular activities has a significant influence on
the students' academic performance.
Tan (2017) investigated the influence of classroom curricular activities on the academic
performance in Biology in Lagos State. To realize this, three research questions were posed, and
three research hypotheses were framed and verified at 0.05 alpha level. The design adopted for
the study was the ex-post facto. Samples of 450 Upper Basic Education Two students randomly
selected from public secondary schools in 10 selected public schools in Lagos State. Samples
were selected using stratified and simple random sampling techniques. The instrument used was
a 21 items, 5- option rating scale questionnaire, and Biology student achievement. The results
obtained, amongst others, there is a significant influence of classroom co-curricular activities on
students’ academic performance in Biology.

Nathaniel (2015) examined influence recreational activities on the students’ academic

achievement in Biology in Imo State. Two hypothesis was framed and tested at 0.05 alpha
level. A survey design was used. A samples of 750 Upper Basic Education Two students were
selected from the population of 7865 students of the public secondary in Imo State. The sample
was selected via stratified and modest random sample techniques. The tools employed in place
of the work were achievement Tests. The result of the analysis through One Way analysis of
variance revealed that co-curricular activities such as sport, game significant influence students’
academic achievement in biology.

Activities that are organized in the school should, aim for achieving civic, social, moral and other
worthwhile values as far as possible. Activities for enjoyment are useless though they may be
harmless. The number of activities which allows students to take part in different activities in an
academic year should be according to their needs and requirements.A restriction on participation
for students is required as it will check the overloading nature of organizing any co-curricular
activity. However, the students having same abilities, interests, attitudes, aptitudes should
participate in large number.

2.2. Students’ classroom attendance and their academic achievement in Biology

School attendance is the foundation of a student’s ability to receive education and the
benefits that such education provides. However, this most basic ability of attending school or
class consistently proves elusive for many students. There are myriad proximal and distal factors
that contribute to school absenteeism, which include physical health, mental disorders, and family,
school, and community variables(Adepoju, 2022).According to Mohammadi (2016), classroom
attendance is attendance at any regular accredited educational institution or programme, public or
private, for organised learning at any level of education at the time of the census or, if the census
is taken during the vacation period at the end of the school year, during the last school year.
. Attendance includes participation in courses or programs offered over the Internet, through
correspondence and by other non-traditional methods of delivery.

Kalu (2021) examined classroom routine activities and its influence on students Biology
achievement in Oyo State. The study was carried out in 10 randomly selected public schools in
Oyo State. 400 in Upper Basic Education Two students were randomly nominated from 3057
students in non-private secondary schools in place of the study. The strategy implemented in the
area of the study was the survey approach. The significant instruments employed in the study were
the student questionnaire, teacher questionnaire, and Science achievement test. Two research
questions and two hypotheses were duly tested using the t-test statistic. The result of the analysis
show that classroom attendance has a significant influence on student performance in Science.
Leod (2017) carried out a study to establish the relationship between teacher classroom
management and students' academic achievement in Biology in Lagos State. A sample of 400
SS 2 students was randomly selected from 3423 students in public secondary schools for the
study. The design adopted for the work was a descriptive survey approach. The significant
instruments utilized in the investigation were the student questionnaire, student questionnaire,
and Biology achievement test. Four research questions and four hypotheses were duly tested using
the t-test statistic. The result of the analysis shows that perception of classroom attendance has
a significant relationship with Biology achievement.

Brophy (2016), examined the influence of classroom activities on students’ academic

performance in Biology . The research was conducted in 17 selected public secondary schools in
Sokoto State. The descriptive survey approach was used. The samples of 350 SS Two students
were selected from public secondary schools for the study. The main instruments utilized in work
were student questionnaire and Biology achievement test. The data collected were exposed to
statistical analysis using an independent t-test. The results show that students’ attitude toward
classroom attendance significantly influence learners' academic achievement.
Richard (2018) carried out a study on the relationship between students’ attitude to
learning and Biology academic performance in Abia. The research design is an ex-post-facto
design. The sample of 430 Upper Basic Education Two students was selected using stratified and
modest random sample techniques. The instruments used for the study were questionnaires and
achievement tests in Biology . Information gathered was exposed to statistical analysis using
Linear Regression. The results show that students’ attitude toward classroom attendance
significantly influence students’ academic performance in Biology .
2.3 Classroom assignment and students’ academic achievement in Biology

Classroom assignment is a school task performed by a student to satisfy the teacher school work
or classroom project. It a school task that requiring considerable effort of both students and
teachers

Classroom assignment is a very important psychological tasks which helps an individual to

consistently strive to achieve an objective. Awan (2016) stated that motivating students
through classroom assignment will help reduce if not eliminate high school dropout rates,
low enrolment rates, truancy, etc and promote effective learning in schools. Classroom
assignment therefore stands out as an important classroom tasks in the teaching and
learning situation. In the opinion of Arias (2024), there is a significant influence of academic
tasks in term class work, assignment on learning at school. Abor (2015) holds that students,
who are not committed in doing school tasks or assignment , exhibit a weak drive towards
the pursuit of academic goals. Such students manifest signs and symptoms of indifference
and apathy towards school. Majority of such students if not all are those who are involved
in examination malpractices.

Abu-Bakar (2020) examine the relationship between students’ achievement, attitude

and academic performance in Malaysia. The objective of the study was to ascertain the
relationship between achievement motivation and students’ academic performance. A
structured questionnaire was administered on 890 students in public secondary schools
that were selected using a cluster sampling. Obtained data was analyzed using correlation
and regression analysis. The findings of their work revealed a significant positive correlation
between students’ attitude toward school work and achievement motivation. Conversely,
the findings also indicated that a low and negative correlation exist between students’
classroom task and their academic achievement.

In a similar study, Mahyuddin (2019) examined emotional intelligence, achievement

motivation and academic performance among students of the public and private higher
institutions. Findings from their study revealed a significant low positive relationship
between participation of students’ in classroom assignment and their academic
 performance. For Mohammadi (2016) participation in classroom tasks has a multi-
dimensional structure which is correlated with learning and academic achievement.
According to Hassanzadeh and Amuee (2021), there are different interpretations of
motivation. In the discipline of education motivation is a tridimensional phenomenon
consisting of individuals’ belief in ability to carrying out a specific task. Shahraray (2017)
opines that psychologists have noted that classwork should be taken into account in
education because of its effective relationship with new learning abilities, strategies and
behaviours, and they have presented motivation for academic achievement as one of the
preliminary constructs for defining such type of motivation. Classroom assignment,
according to Masaali (2017) is classroom tasks that enhances students’ achievement. In
other words, motivation for academic achievement is such a pervasive inclination towards
doing a task successfully in a particular context and assessing the performance
spontaneously.

Auwalu, Norsuhaily, Sadiq and Kabara (2017) examined the impact of classroom
activities on students’ academic achievement in secondary school in Jos state. The research
design used was correlational survey design. A structured questionnaire on motivation was
administered to SS 2 students in public secondary schools. Data was analyzed using
correlation analysis and a simple linear regression. The findings of their work revealed that
a strong positive relationship exist between classroom assignment and students’ academic
performance. The R-value from the correlation analysis was 0.667 revealing a strong link
between the study variables. Similarly, result from the regression analysis indicated that
classroom assignment serves as a good predictor of students’ performance. These results
empirically underscore the broad generalizability of the findings as found for the overall
pupils population and replicate the pattern of findings on relative effects as identified by the
majority of previous studies.

The quality of education not only depends on the teachers as reflected in the performance
of their duties, but also in the effective coordination of the school environment and learning habits.
(Ajao,2021). The issue of poor academic performance of students in Nigeria has been of much
concern to all and sundry. The problem is so much that it has led to fallen standard of education in
Cross River State and Nigeria at large. Considering governments’ huge investment in public
education, its output in terms of quality of students have been observed to be unequal with
government expenditure. Students’ participation in classroom assignment has been identified as
one of the most critical factors in the success and future of education (Hurberman, 2017). Students
are expected to be committed to all activities and experiences organized within the formal school
system aimed at enhancing the growth, needs and adjustment of teaching when in contact with
learning situations (Flanders, 2020). Classroom assignments can provide complementary
interpretations about classroom interaction quality. Prior classroom assignment research has
provided understanding of the intellectual demands that are placed on students, how students
respond, and how these assignments affect student outcomes.

2. 7 Summary of Literature review

According to the review of available theoretical and empirical studies relevant to the study,
it was discovered by the researcher that many research work has been carried on similar variables
but not on this topic. In most cases, the studies were written as a single variable in relation to
students’ academic achievement in Biology . The present study concentrated on Classroom
routine activities, and students’ academic achievement in Biology . Most of the related reviewed
on variables such as co-curricular activities, classroom attendance, classroom assignment, and
student to parent relationships has proved a significant influence of these variables on students’
academic achievement. Classroom Routines activities can help to create smoother transitions
between activities and therefore allow fewer opportunities for disruptions to occur in classroom.
It allow students to quickly accomplish day-to-day tasks that are required of both the teacher and
students..

The review of the related literature has given the researcher an insight into the need to investigate
this current research to ascertain most of the methods, procedures and concepts preferred. Most of
the methods, procedures and concepts are basically foreign and are not popular using Nigeria
environment.. In all, it could be assumed that not much local literature and research is known about
Classroom routine activities and students’ academic achievement in Biology. The influence of
the above variables in public secondary schools in Calabar Municipality of Cross River State is
assumed to be unknown.
 Therefore, it is the desire of the researcher that this gap of dearth of empirical works the
relationship between classroom routine activities and students’ academic achievement in
Biology which necessitated this study be filled using Nigeria environment.

CHAPTER THREE

RESEARCH METHODOLOGY

This chapter described the research design and methodologies adopted for the study. It was

arranged under the following sub-headings:

3.1 Research design

3.2 Area of the study

3.3 Population of the study

3.4 Sampling technique

3.5 Sampling

3.6 Instrumentation

3.6.1 Validity of the instrument

3.6.2 Reliability of the instrument

3.7 Procedure for data collection

3.8 Procedure for data preparation/scoring

3.9 Procedure for data analysis

3.10 Operational definition of variables

3.1 Research design

 The research design used in this study was ex-post facto design which according to Idaka

and Anagbogu (2012), is a systematic empirical enquiry in which the researcher does not have

direct control of independent variables because their manifestation have already occurred or

because they are inherently not manipulable. This implies that the design only describes the

findings and interpretation of what is already in existence before this researcher conceived the idea

of carrying out this study. As such, the researcher was not in the position to manipulate or control

the variables directly. The design is suitable for this study because the researcher was able to draw

large sample of Senior Secondary School 2{SS2}, described and examined extent to classroom

routine activities such as co-curricular activities, classroom attendance, participation in classroom

assignment relate with students’ academic achievement in Biology in Calabar South in Cross

River State. From this study ,it is believed that generalizations can be made based on the sample

characteristics of the population for the purpose of establishing and describing the manifestations

of the population.

3.2 Research area

The research area of this study was Calabar Municipality Local Government Area

of Cross River State, which includes Akim, Big Qua Town, IkotEnebong, Essien Town, Obutung,

etc. Calabar Municipality is bounded on the North by Odukpani, Southern by Calabar South, East

by Akpabuyo, and West by Odukpani. Calabar Municipality lies between latitude 4015’ and 7030’

and longitude 7015’ and 9030’ East of the Greenwich Meridian (Mofinews, 2006).

The major languages spoken in this area are Efik, English and Pidgin English. The Local

Government is a peaceful zone blessed with beautiful sceneries that attract the attention of both
indigenous and foreign investors. Educationally, the zone has the University of Calabar. There are

many public primary and secondary schools; a Federal Government Girls Colleges, along with

many private nursery, primary and secondary schools.There is a fair transportation and

communication network in the area. The people have a very rich cultural heritage which is usually

reflected in their dances, songs and myths. Christianity is the predominant religion in the Area,

although, there are some Hausa settlers who practice their religion without any interruption.
3.3 Population of the study

The population of this study consisted of all the Senior Secondary School two

(SS11) Biology student in Calabar municipality Local Government Area of Cross River State

totally 2013 in the 2023/2024 school year (Department of Planning, Research and

Statistics, Post Primary Education Board, Calabar, 2024). A breakdown of this figure

shows that 1002 were male while 1011 were female. This population spread across 24

public secondary schools in the research area. Students that made up the population of this

study hail from different ethnic groups and socio-economic background.

3.4 Sampling technique

Simple random sampling technique was used to select required the school and number of
students from the Local Government Area for the study. Out of 24 schools in Calabar
Municipality of Cross River State, Nigeria, 5 schools were randomly selectedthrough
hat and draw (balloting) method . In doing this, the researcher wrote the numbers
of all the secondary schools on slip of papers, row each slip into a paper ball,
mixed those paper balls well in a container chat) and blinding picked five (5)
schools.
Simple random sampling technique was used to select required number of students from

the Local Government Area for the study. A total of 200 SS 11 Biology students

comprising of 107 females and 93 males was randomly selected 5 secondary schools in

Calabar Municipality Local Government Areas. Approximately 9.9% of the total students

were randomly selected for the study. This selection ensured adequate representation of

males and females in the sample. The simple random sampling technique was used in order
to select a sample that would yield research data that could be generalized to a larger

population. The piece of paper which were used to indicate (YES) or (NO) with only 200

(YES) and numerous (NO) were properly mixed. SS11 students who offered Biology as

one of their subjects were asked to pick one paper each only. Those students who picked

the pieces of papers marked (YES) were used for the research work.

3.5 Sample

The sample of the study consisted of 200 SS11 Biology students in Calabar

Municipality Local Government Area of Cross River State. A further distribution of the

sample also shows that 9.9% of male and female SS 11 Biology students which consisted

of 107 females and 93 males in the research area were selected for the study ( See Table 1

below.)

TABLE 1

The distribution of sample by school and gender.

Schools Male Female Total

School A 21 20 41

School B 17 26 43

School C 18 19 37

School D 21 27 48

School E 16 15 31
 Total 93 107 200

Source: 2024 field survey

3.6 Instrumentation

This study involved the use of two instrument titled questionnaire of students

perception on classroom routine activities and achievement test in Biology. The

questionnaire was developed based on the variables of the study namely classroom co-

co-curricular activities, classroom attendance and classroom assignment . The

questionnaire consisted of three sections (A,& B). Section A was designed to elicit

information on the respondents’ demography (such as gender ). While section B on the

other hand, consisted of statements to which respondents were meant to indicate their level

of agreement or disagreement based on the 4 point Likert type scale. The sub-section 1

consisted of items 1-5 eliciting information on classroom co-curricular activities . Sub

–section 2 consisted of items 6-10 eliciting information on classroom attendance . The

sub-section 3 consisted of items 11-15 eliciting information on classroom assignment. The

4 point Likert scale adopted is as follows:

SA - Strongly agreed

A- Agreed

D - Disagreed
SD - Strongly disagreed

The second instrument used was Biology achievement test items which consisted of 20 items to

test students’ ability in Biology developed by the researcher using a table of specifications in

order to gather data on dependent variable (i.e Academic achievement in Biology). The scores of

individual students were computed and entered for the students for their academic achievement.

3.6.1 Validity of the instrument

Validity refers to the degree to which a test measures what it is purported to measure.

It represents the truth of a measure, which is the degree to which, a test is capable of

achieving a predictive goal. The instruments questionnaire and Biology achievement test

was given to two research experts in test and measurement, and two Biology educators,

both from Faculty of Education who validated some of the items, then it was given to the

researcher’s supervisor for final scrutiny. The items were carefully and independently

scrutinized, comments and suggestions were applied to improve the quality of the items.

3.6.2 Reliability of the instrument

To determine the reliability of the first research instrument (questionnaire) a trial test

was done using twenty five (25) students drawn from the population of the study who were

not part of the sample for the study. Data collected from the trial sample was analyzed using

Cronbach Coefficient Alpha statistical method. Cronbach Alpha reliability estimate of the test

instrument was done in order to determine the internal consistency of the questionnaire items.
 The results of the analysis using Cronbach Alpha reliability estimate were presented in

Table 2 respectively. The results obtained from the statistical analysis of data collected

revealed for the different sub-section ranging between .88 and . 93 as presented in Table

below. These estimates having met the criterion for stability thus warranted the use of the

instrument for the study.

TABLE 2

Cronbach Alpha reliability estimate of the instrument(classroom routine activities)(N= 25)

Variables No. of items Mean SD Alpha

Classroom co-curricular activities 5 16.89 .88

Classroom attendance 5 15.34 .93

Classroom assignment 5 16.12 .90

The instrument that measured the students’ academic achievement in Biology consisted of 20

items and these items were scored dichotomously as follows.

Correct options - 1 Mark each

Incorrect option - 0 Mark each

To test for the reliability of the instrument, Kuder – Richardson k-20 formula was used and

this, of course, is shown in Table 3.

 TABLE 3

Reliability of students’ academic performance in Social Studies

Variable No. of items ∑PQ Sx2 r

Biology achievement 20 9.19 53.44 .87

3.7 Procedure for data collection

The data for the study was collected with the aid of questionnaire and achievement

test. The instruments was administered by the researcher with the help of two Biology

educators in different Schools of Study. In doing this, the school administrators were been

informed to give approval for administering the questionnaire and achievement test to

respondents (students). With the help of the research assistants (Biology Educators in

different Schools), the completed copies of the questionnaire were all collected. Altogether,

two hundred (200) copies of the questionnaire were returned to the researcher, giving a

return rate of 100 per cent.

3.8 Data preparation/scoring

 To prepare the data collected for statistical analysis, items in questionnaire were

labeled and coded in Section A. Section B had items which were classified according to

the variables they were designed to test.

Positively worded items were score from 4 to 1 while negatively worded items were

scored in reverse.

Strongly Agree (SA) 4 1

Agree (A) 3 2

Disagree (D) 2 3

Strongly agree (SD) 1 4

20 multiple choice objective test items in Biology Achievement Test (BAT) were

constructed based on SS-1 Senior Secondary School Biology Curriculum was adapted and

administered to the subjects to test their academic achievement in Biology . The

sample/students were required to choose the correct options from (A –D) of each test item. A

marking guide for the entire items in the test was prepared and attached in this report. The

correct answers were scored 1mark each while the incorrect answers were scored 0mark each.

Each respondent’s script was marked and the total score was recorded.
 TABLE 4

Coding Schedule for data analysis

S/ Major variables Code Column Treatment

N
1 Serial number 001-180

2. Gender Male – 1 1
Female -2

3 Co-curricular activities SA - 4 2-3

 A - 3 Sum of scores on
D - 2 items 1- 5 in CRAQ
SD - 1

4 Class attendance SA - 4 4-5 Sum of scores on

A - 3 items 6 - 10 in
D - 2 CRAQ
SD - 1

5 Class assignment SA - 4 6-7 Sum of scores on

A - 3 items 11 - 15 in
D - 2 CSQ
SD - 1

6 Students’ achievement Correct option - 1 8-9 Sum of scores on

Incorrect option0 items 1 – 20 in BAT

3.9 Procedure for data analysis

The following procedures were used for data analysis.

Hypothesis one:

Classroom co-curricular activities does not significantly relate with students’ academic

achievement in Biology .

Independent Variable - Classroom co-curricular activities

Dependent Variable - Students’ academic achievement in Biology

Statistical analysis - Pearson Product Moment Correlation Coefficient

Hypothesis two:

Classroom attendance does not significantly relate with students’ academic achievement in

Biology

Independent Variable - Classroom attendance

Dependent Variable - Students’ academic achievement in Biology

Statistical analysis - Pearson Product Moment Correlation Coefficient

Hypothesis three:

Classroom assignment does not significantly relate with students’ academic achievement in

Biology

Independent Variable - Classroom assignment

Dependent Variable - Students’ academic achievement in Biology

Statistical analysis - Pearson Product Moment Correlation Coefficient

3.10 Operational definition of variables

To avoid ambiguity, the following operational definitions of variables was adopted and

used for the study:

Classroom co-curricular activities: Classroom co-curricular activities was measured by Items 1,

2, 3, 4, 5 contained in CRAQ.

Classroom attendance: In this study, the variable was measured by Items 6.7, 8, 9, 10 in the

research instrument CRAQ

Classroom assignment: Classroom assignment was measured by the sum of responses to Items

11, 12, 13, 14, 15 contained in CRAQ.

Biology Achievement: This is the score that would be obtained by the subjects from the Biology

Achievement Test (BAT), which is an indication of the students' ability in Biology. It is measured

by the sum of scores obtained from items 1-20 on the Biology Achievement Test.

. CHAPTER FOUR

RESULTS AND DISCUSSION

This chapter deals with the result of the statistical analysis of data gathered for this

study as well as their interpretation and discussion. The presentation of the data was done
following the trends of the three hypotheses directing the study. The chapter is presented

under the following headings:

4.1 General description of the research variables

4.2 Presentation of results

4.3 Discussion of findings

4.1 General description of research variables

The dependent variable of the study was students’ academic achievement in Biology

while independent variables were; classroom co-curricular activities, classroom attendance,

classroom assignment . A total sample of two hundred ( 200) students was used for the study

The mean and standard deviation of the variables were calculated and presented in Table

5.
 TABLE 5

General description of data

Variables N X SD

Classroom co-curricular activities 200 14.9861 2.0876

Classroom attendance 200 13.9982 2.4322

Classroom assignment 200 14.8215 2.6751

Biology achievement 200 15.7865 3.8765

4.2 Presentation of the results

In this section, each hypothesis is re-stated, and the result of data analysis carried out to

test it is presented. Each hypothesis of the study was tested at .05 level of significance.
4.2.1 Hypothesis one:

Classroom co-curricular activities does not significantly relate with students’ academic

achievement in Biology . The independent variable is classroom co-curricular activities while

the dependent variable is students’ academic achievement in Biology

To test this hypothesis, the mean, standard deviation of classroom co-curricular activities and

students’ academic achievement in Biology were computed and correlated using Pearson Product

Moment Correlation Analysis. The result of the analysis is presented in Table 6.

 TABLE 6

Summary of Pearson Product Moment Correlation for the relationship between the classroom
co-curricular activities and students’ academic achievement in Biology (N=200)

Variables X SD r-value Pvalue

Classroom co-curricular activities 14.9861 2.0876

.891* .000
Students’ academic achievement 15.7865 3.8765
* Significant at .05,, df = 198
 The result of the analysis as presented in Table 6 revealed that the calculated (r=.891:

p=.000) is significant at .05 level of significance with 198 degrees of freedom. With this result,

the null hypothesis which stated that there is no significant relationship between classroom co-

curricular activities and students’ academic achievement in Biology was rejected. This result

implied that the classroom co-curricular activities has a high significant positive relationship

with students’ academic achievement in Biology. The positive r implied that the more students

participated in classroom co-curricular activities, the better the students’ academic achievement

in Biology tend to be . On the other hand, when students do not always participated classroom

co-curricular activities, the poorer their academic achievement in Biology tends to be.

4.2.2 Hypothesis two:

Classroom attendance does not significantly relate with students’ academic achievement in

Biology . The independent variable is classroom attendance while the dependent variable is

students’ academic achievement in Biology

To test this hypothesis, the mean, standard deviation of classroom attendance and students’

academic achievement in Biology were computed and correlated using Pearson Product Moment

Correlation Analysis. The result of the analysis is presented in Table 7.

 TABLE 6

Summary of Pearson Product Moment Correlation for the relationship between the classroom
attendance and students’ academic achievement in Biology (N=200)

Variables X SD r-value Pvalue

Classroom attendance 13.9982 2.4322

.789* .000
Students’ academic achievement 15.7865 3.8765
* Significant at .05,, df = 198
 The result of the analysis as presented in Table 6 revealed that the calculated (r=.789:

p=.000) is significant at .05 level of significance with 198 degrees of freedom. With this result,

the null hypothesis which stated that there is no significant relationship between classroom

attendance and students’ academic achievement in Biology was rejected. This result implied

that the classroom attendance has a high significant positive relationship with students’

academic achievement in Biology. The positive r implied that the more students attended

classes, the better the students’ academic achievement in Biology tend to be . On the other hand,

when students do not always attended classes , the poorer their academic achievement in

Biology tends to be.

4.2.3 Hypothesis three

Classroom assignment does not significantly relate with students’ academic achievement in

Biology . The independent variable is classroom assignment while the dependent variable is

students’ academic achievement in Biology

To test this hypothesis, the mean, standard deviation of classroom assignment and students’

academic achievement in Biology were computed and correlated using Pearson Product Moment

Correlation Analysis. The result of the analysis is presented in Table 8.

 TABLE 6

Summary of Pearson Product Moment Correlation for the relationship between the classroom
assignment and students’ academic achievement in Biology (N=200)

Variables X SD r-value Pvalue

Classroom assignment 14.8215 2.4322

.812* .000
Students’ academic achievement 15.7865 3.8765
* Significant at .05,, df = 198
 The result of the analysis as presented in Table 6 revealed that the calculated (r=.812:

p=.000) is significant at .05 level of significance with 198 degrees of freedom. With this result,

the null hypothesis which stated that there is no significant relationship between classroom

assignment and students’ academic achievement in Biology was rejected. This result implied

that the classroom assignment has a high significant positive relationship with students’

academic achievement in Biology. The positive r implied that the more students participated in

classroom assignments, the better the students’ academic achievement in Biology tend to be .

On the other hand, when students do not always participated classroom assignments, the poorer

their academic achievement in Biology tends to be.

4.3 Discussion of findings

This section is devoted to the discussion of findings of the hypotheses formulated to direct

the study. This discussion is done hypothesis by hypothesis.

4.3.1 Classroom co-curricular activities and students’ academic achievement in Biology

The result of the first hypothesis reveals that there is a significant positive relationship between

the classroom co-curricular activities and students’ academic achievement in Biology.

The finding agreed with. Ozeo (2016) who defined Co-curricular Activities are those

activities that help to supplement and complement the curricular or main syllabi activities. These

are a very important part and parcel of educational institutions to develop the students’ personality

as well as to strengthen classroom learning. The finding is in line with Grippin and Peters,

(2023) who stated that co- curricular activities play significant role bring harmonious and

balanced development of the child in addition to the syllabus which can be supplemented through

curricular activities. The finding agreed with the finding of Mosses (2019) who conducted
a study on the “influence of classroom routine activities on the students’ academic achievement

in Gusua Local Government Area, Zamfara State and found co-curricular activities significantly

influences students' academic performance .The finding is in consonance with the finding of

Ozeo (2016) who examined the influence of classroom performance activities on students'

academic performance in Jos State and found classroom co-curricular activities has a significant

influence on the students' academic performance. The finding is in agreement with the finding of

Tan (2017) and Nathaniel (2015) who found co-curricular activities significant influence

students’ academic achievement in biology.

4.3.2 Classroom attendance and students’ academic achievement in Biology

The result of the second hypothesis reveals that there is a significant positive relationship
between the classroom attendance and students’ academic achievement in Biology. The
finding is in line with Adepoju, (2022) who see classroom attendance is the foundation of a
student’s ability to receive education and the benefits that such education provides. The finding
agreed with Kalu (2021) who examined classroom routine activities and its influence on
students Biology achievement in Oyo State and found classroom attendance has a significant
influence on student performance in Science.
The finding is in line with the finding of Leod (2017) who carried out a study to establish
the relationship between teacher classroom management and students' academic achievement in
Biology in Lagos State and found that perception of classroom attendance has a significant
relationship with Biology achievement. The finding is in agreement with the finding of
Brophy (2016) who examined the influence of classroom activities on students’ academic
performance in Biology and found students’ attitude toward classroom attendance significantly
influence learners' academic achievement. The finding agreed with Richard (2018) who carried
out a study on the relationship between students’ attitude to learning and Biology academic
performance in Abia and found students’ attitude toward classroom attendance significantly
influence students’ academic performance in Biology .

4.3.3. Classroom assignment and students’ academic achievement in Biology

The result of the third hypothesis reveals that there is a significant positive
relationship between the classroom assignment and students’ academic achievement
in Biology. The finding is in line with Awan (2016) who stated that motivating students
through classroom assignment will help reduce if not eliminate high school dropout rates,
low enrolment rates, truancy, etc and promote effective learning in schools. The finding
agreed with the opinion of Arias (2024) who found a significant influence of academic
tasks in term class work, assignment on learning at school. The finding agreed with the
finding of Abu-Bakar (2020) who examine the relationship between students’ achievement,
attitude and academic performance in Malaysia and found a significant positive correlation
between students’ attitude toward school work and achievement motivation The finding
is in consonance with the following finding; Mahyuddin (2019), Mohammadi (2016)
Hassanzadeh and Amuee (2021), Shahraray (2017), Masaali (2017) who found classroom
assignment significantly relate with students’ academic achievement in schools, The
finding is in line with the finding of Auwalu, Norsuhaily, Sadiq and Kabara (2017) who
examined the impact of classroom activities on students’ academic achievement in
secondary school in Jos state and found classroom assignment as a good predictor of
students’ performance.
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter is specifically concerned with the summary and conclusion of the entire

research work. The chapter is therefore presented under the following sub-headings:

5.1 Summary of the study

5.2 Conclusion

5.3 Recommendations

5.4 Suggestions for further studies

5.1 Summary of the study

The purpose of this study was to examined the relationship between classroom routine

activities and students’ academic achievement in Biology in Calabar Municipality Local

Government Area of Cross River State, Nigeria. To achieve the purpose of this study the following

null hypotheses were generated to direct the study.

i) Classroom co-curricular activities does not significantly relate with students’

academic achievement in Biology

ii) Classroom attendance does not significantly relate with students’ academic

achievement in Biology

iii).Classroom assignment does not significantly relate with students’ academic achievement in

Biology

Literature review was done according to the variables under study. The ex-post facto research

design was adopted for the study. This design was considered appropriate because the researcher
has no direct control of the independent variables; they were not manipulated. A sample of two

hundred (200) SS11 students were randomly selected for the study. The selection was done

through the simple random sampling technique. This was to give an equal and independent

opportunity to all the members of the population to be selected for the study.

Two instruments were used questionnaire tiled “Classroom routine activities ” and

students’ academic achievement in Biology constructed by the researchers was used for data

collection. The instrument was subjected to face validation by the supervisor and experts in

measurement and evaluation in the Faculty of Education, University of Calabar. The reliability

estimate of the instruments was established through the Cronbach Alpha reliability method

which give the reliability indices ranges from .88 to .93 while Biology achievement test was

established by Kuder – Richardson k-20 formula which gives the reliability index of .87. Pearson

Product Moment Correlation Analysis was statistical analysis techniques was adopted to test the

hypotheses under study. These statistical tools were used because of the nature of the variables

involved in the study. All hypotheses were subjected to testing at.05 level of significance with

relative degree of freedom. The results of the analysis revealed that classroom co-curricular

activities, classroom attendance, classroom assignment significantly relate with students’ academic

achievement in Biology

5.2 Conclusion

Classroom routine activities are activities done by student inside the class as part of applying

or doing the practical part of the lesson after listening to the theoretical part which is presented by

the teacher. There are the backbone of daily classroom activities which facilitate teaching and

learning. Classroom routines also help to create smoother transitions between activities and
therefore allow fewer opportunities for disruptions to occur. It allow students to quickly

accomplish day-to-day tasks that are required of both the teacher and students and prevent problem

behavior by providing information about what to do in a certain environment. Based on the

findings of the study, the following conclusions were made that classroom co-curricular activities,

classroom attendance, classroom assignment significantly relate with students’ academic

achievement in Biology

5.3 Recommendations

Based on the findings of the study, the following recommendations were made:

1. Students should be motivated to participated in classroom co-curricular activities in order to

enhances their academic achievement in Biology

2. Students should be given regular classroom assignments, and teachers should be encouraged to

supervise, mark, score, grade and correct students’ assignment. This will help to enhance students’

academic achievement in Biology.

3. Teachers and other stake holders should promote initiative aimed at increasing student's

attendances to improve students’ performance in schools.

5.4 Suggestions for further studies

Arising from the limitations of the study, the following suggestions were made for further

studies:

i. A replication of the study should be carried out covering the variables under study to

ascertain the validity and reliability of the present study.

ii. A similar study should be carried out on factors that are not incorporated in the present

study.
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 QUESTIONNAIRE

CLASSROOM ROUTINE ACTIVITIES QUESTIONNAIRE (CRAQ)

Department of Science Education

Faculty of vocational and Science
University of Calabar.
Calabar.
.
Dear Respondents,

I am a under graduate students’ in the above mention department. I am currently

conducted a research on “the relationship between classroom routine activities and students’
academic achievement in Biology in Municipality local Government Area of Cross River State
Nigeria”. Please feel free to respond honestly and appropriately to each items in this questionnaire.
All your responses shall be treated with utmost confidentiality and used only for research purpose.

Thank you.

PART A: PERSONAL DATA

Tick right (✓) appropriately as it affects you.

1. Sex: male ( ) Female ( )

:
Section B

Please respond to the following item by ticking [ ] in the appropriate column using the key below:

Strongly Agree – SA

Agree – A

Disagree – D

Strongly disagree – SD

S/N ITEMS SA A D SD

A PERCEPTION OF CLASSROM CO-CURICULAR

ACTIVITIES

1 I always learned new things from classroom co-

curricular activities

2 Classroom co-curricular activities motivated me to study

harder

3 Classroom co-curricular activities broaden my

knowledge on science subjects

4 Classroom co-curricular activities arouse my interest

in learning Biology

5 Classroom co-curricular activities improve my practical

ability

B PERCEPTION OF CLASSROOM ATTENDANCE

6 Classroom attendance improve the level of my intelligence

7 Classroom attendance enhances my social interaction

with others

8 Classroom attendance help me to performed better in

biology

9 Classroom attendance help me to be competent in science

subjects
 10 Classroom attendance help me to asked questions for
better understanding

C PERCEPTION OF CLASSROOM ASSIGNMENT

11 Classroom assignment helps me to work independently

12 Classroom assignment helps to be self discipline in

learning

13 Classroom assignment enhances my creativity in

learning Biology

14 Classroom assignment serve as a bridge between

classroom learning and exams

15 Classroom assignment motivated me to learned difficult

concepts in Biology

BIOLOGY ACHIEVEMENT TESTS (BAT)

Name of Student: …………………………… Class: ………………….. Sex:

……………

School:

………………………………………………………………………………………

Instruction: Tick (√) the correct option in the following Biology question.
Answer all questions.
1. Plants are classified into the following classes except
_____________
a. Bryophta b) Gymnosperm c)Pteridophyta d)Spermatophyte

2. Earthworm is an example of _________

a. Nematode
b. Annelid
c. Mollusk
d. Playheminthis

3. Which of the following is not present in the nucleolus of

a cell?
a. Chromosome
b. Gene
c. Mitochondria
d. Chromatin

4. Which of the following is not a micronutrient?

a. Boron
b. Molybdenum
c. Phosphorus
d. Zinc

5. Which of the following structures transports water from

the roots to the leaves?
a. Cambium
b. Cortex
c. Phloem
d. Xylem

6. Which of the following does not aid transportation in

plants?
a. Transpiration
b. Translocation
c. Osmosis
d. Conduction

7. Which of these organisms carries out photosynthesis?

a. Spirogyra
b. Amoeba
c. Earthworm
d. Paramecium
8. The function of ribosomes in cell is for
________________
a. Protein synthesis
b. Lipid storage
c. Starch synthesis
d. Transport of materials

9. During cell division, the two strands of chromosomes are

joined at a point called ___
a. Chiasmata
b. Centromere
c. Spindle
d. Chromatid

10. Which of the following is not a factor that affects

photosynthesis?
a. Light intensity
b. Wind intensity
c. Carbon (iv) oxide
d. Chlorophyll

11. The response of plants to light stimulus is called

____________
a. Chemotropism
b. Geotropism
c. Hydrotropism
d. Phototropism

12. The pores found at the bark of stems used for gaseous
exchange is called _______
a. Stomata
b. Buds
c. Epidermis
d. Leticles

13. The passing out of undigested food through the anus is

known as _________
a. Excretion
b. Egestion
c. Nutrition
d. Respiration

14. An example of osmosis in plants is the ___________

a. Movement of water through the xylem
b. Absorption of water from the soil by the roots
c. Loss of water vapour from the stomata
d. Translocation of food through the phloem

15. Flaccidity in plants is associated with ____________

a. Cessation of photosynthesis
b. Turgidity
c. Wilting
d. Discoloration of leaves

16. When a spirogyra filament is placed in a concentrated

salt solution for 30 minutes, the cell would become
___________
a. Turgid
b. Shortened
c. Plasmolysed
d. Elongated

17. Which of the following statements about protoplasm of

a cell is not correct? It ___
a. Is a gelatinous mass
b. Consists of cytoplasm and nucleus
c. Contains cellular organelles
d. Is the liquid part of the nucleus

18. A plant that commonly undergoes vegetative

propagation by means of leaves is __
a. Bryophylum
b. Hibiscus
c. Crotalaria
d. Spirogyra

19. Active transport can be defined as the movement of

____________
 a. Substance from a region of lower concentration to a region of higher
concentration across a living cell membrane
b. Substances from a region of high concentration to a region of low
concentration
c. Substance across a living cell membrane using energy from the cell
d. Molecules in a medium

20. In which of the following yam tissues will osmosis

occur?
a. Boiled and peeled
b. Raw and peeled
c. Boiled and unpeeled
d. Roasted and peeled

MARKING SCHEME

1. D
2. B
3. B
4. C
5. D
6. D
7. A
8. A
9. B
10. B
11. D
12. A
13. B
14. B
15. A
16. C
17. D
18. A
19. A
20. B

//