Senior Secondary School Biology Research Articles

Evolution of senior secondary school biology education in New Zealand

Evolution of senior secondary school biology education in New Zealand

Identification of Perceived Difficult Topics in Senior Secondary School Biology Curriculum in Zamfara State

This descriptive survey research aimed to identify the topics within Senior Secondary (SS) I – II biology curriculum perceived as difficult by SS II students and biology teachers. The population comprised 27,375 SS II students and 209 biology teachers in Zamfara State. The sample size of 378 students were sampled using random sampling technique, while 48 biology teachers having minimum of 5 years of teaching experience were purposively selected. An instrument titled Difficult Biology Topics Scale with reliability coefficients of 0.82 was used for data collection. Two research questions and one null hypothesis guided the study. Mean and standard deviation were used to answer the research questions while the hypothesis was tested using t-test at 0.05 level of significance. The findings revealed that, in all the listed 30 biology topics, SS II students and their teachers identified Nutrition in animals, Respiratory system, and Pests and diseases of crops as difficult. More so, SS II students identified the topic Cell and its environment, Functioning ecosystems, and Nutrient cycle as difficult, while teachers considered them easier. The disparity in perceived difficulty levels of 30 biology topics between SS II students and teachers was statistically significant (t=2.51, df=424, p=0.030). The study recommends targeted professional development for biology teachers and use of student-centered approaches in remediating the perception that some biology topics are difficult.

Influence of locally available instructional materials on biology students’ academic achievement in abak local government area of akwa ibom state, nigeria.

This study examined the influence of locally available instructional materials on biology students’ academic achievement in Abak Local Government Area of Akwa Ibom State. To guide the study, 2 research questions and 2 research hypotheses were formulated. A pretest, posttest non-equivalent quasi-experimental research design was used in the study. A sample of 75 senior secondary school two (SS 2) biology students from 2 co-educational public secondary schools in intact classes were used for the study. The instrument for data collection was Senior Secondary School Biology Achievement Test (SSSBAT) with reliability index of 0.81. The data collected were analyzed using Analysis of Covariance (ANCOVA) at .05 level of significance to test the hypotheses. The findings revealed that there is a significant influence of locally available instructional materials on biology students’ academic achievement. Also, there was no significant influence of gender on the use of locally available instructional materials on biology students’ academic achievement. It was recommended amongst other that biology teachers should be encouraged to source for and use locally available instructional materials for effective teaching and learning as it stimulates biology students critical thinking/imaginative skills as well as help in reducing subject abstraction phobia, thus, improving biology students’ academic achievement.

Impact of ethnobiology-based instruction and peer tutoring on the achievement of senior secondary school biology students in Ogun state southwest Nigeria

This study investigated the impact of Ethnobiology-Based instruction Peer Tutoring on Achievement of Senior Secondary School Biology Students in Ogun State. The study employed Explanatory sequential mixed-methods approach. The quantitative approach was quasi experimental pretest-posttest non-equivalent group design. Three research questions and one hypothesis was formulated to guide the study. The population of the study comprised of all Biology students in public Senior Secondary Schools in Abeokuta zone. Purposive sampling technique was used to select six Public Schools from two zones (Abeokuta South and Abeokuta North). Biology students in six intact classes of SSS III took part in the study. The sample size of 313 biology students with 101 students in the experimental group 1 (48 male and 53 female), 117 students in the experimental group 2 (57 male and 60 female) and 95 students in control group (38 male and 57 female) which were taught the same biology content for a period of four weeks. The experimental groups received instructions through the use of Ethnobiology-Based Instruction and Peer Tutoring while the control group was taught using lecture method. The data gathering instruments were Biology Achievement Test (BAT) and Students Semi-structured Interview Guide (SSIG). The reliability coefficient of the BAT was established using test- retest and yielded 0.87. Descriptive statistics in form of mean, standard deviation and histogram plot were used to answer the research question while the hypothesis was tested using ANCOVA at 0.05 level of significance. The inferential analysis of hypothesis one has a significant difference on Students’ academic achievement in Biology (F (2,309) = 386.85; p < 0.05), this indicated that the hypothesis is hereby rejected since a significant difference is obtained. The results from the study revealed that the treatments positively improved the academic achievements of students and the students taught using ethnobiology-based instruction had higher test result and outperformed those in Peer Tutoring and lecture method group, but the students in Peer tutoring group also performed better than those in lecture method group. This implies that Ethnobiology-Based instruction is more effective in enhancing Students’ performance in biology and it helps to break barriers to meaningful learning of biology. Based on the findings of this study, it was recommended that Biology teachers should relate learning to students’ cultural views and encourage peer tutoring.

ASSESSMENT OF THE PSYCHOSOCIAL LEARNING ENVIRONMENT FOR BIOLOGY LEARNING IN AKOKO SOUTH WEST IN ONDO STATE, NIGERIA

The role of psychosocial factors in improving students learning is well documented in literature, as well as its prospects and benefits in addressing educational problems. Hence the need to assess the psychosocial learning environment for biology learning. This study revealed biology students’ anxiety level, their sense of belonging and the classroom climate as perceived by the students. The descriptive survey research was conducted with 391 biology students selected randomly from a population of all senior secondary school biology students in Akoko South West, Ondo State, Nigeria. A four-sectioned validated questionnaire, with reliability index of 0.72, 0.82, and 0.77, served data collection purpose. Findings revealed that students’ anxiety level is moderate (mean score=1.49). Although, students often get depressed if they don’t perform up to expectation (1.27), they are not anxious whenever test is approaching (1.54), and they are unsure of their anxiety level with respect to failing (1.50). Also, students exhibit a moderately high sense of belongingness in school (mean=1.68) but students feel ignored in most extra-curricular activities (1.31) and believe that their teachers are often too busy to attend to their personal needs (1.28). Students accepts their classroom climate as conducive for learning (1.76), organized (1.74), and not disoriented (1.59). The result also reveals that the classroom atmosphere is moderately positive (mean=1.66). It was recommended that educational stakeholder and curriculum implementers should employ techniques that will further decrease students’ anxiety and boost their sense of belonging. The classroom climate should be supplemented with psychosocial enrichment.
 Keywords: Psychosocial Learning Environment, Anxiety, Sense of Belonging, Biology

Students’ Conceptions of Ecology in Senior Secondary School Biology

The purpose of the study was to determine students’ conceptions of ecology in senior secondary school biology. Three research questions were formulated to guide the study. Ex-post facto research design was adopted for the study. The population of the study consisted of 5,780 senior secondary school two (SSS2) biology students in all the government owned educational secondary schools in Nsukka Education Zone in Enugu state, Nigeria. The sample size of the study comprised of 357 senior secondary two (SS2) students drawn from the population using multi-stage sampling procedure. The researchers developed Ecology Conception Test (ECT) which consists of 10 essay items was used as instrument for data collection. The reliability coefficient of 0.871 for the instrument was ascertained using Cronbach Alpha. Frequency and percentage were used to answer research question one and students’ responses were described based on research question two. The findings of the study showed that the level of students’ conception is low; 68.8% students have NC while students with AC are 15.5%; and students with PU across all item is 6.2% whereas students with SC have 9.5%. Based on the findings of the study, recommendations were made. Keywords: Students’ conception, Ecology, Biology DOI: 10.7176/JEP/13-15-09 Publication date: May 31 st 2022

Analogies used in presenting genetics in senior secondary school biology textbooks in Nigeria

The field of genetics is often believed as a subject or a topic in biology that is difficult to learn and comprehend. The study aimed to identify the analogies used in the presentational format in illustrating genetics in selected biology textbooks in Osun State, Nigeria. The study adopted a descriptive survey research design. The population for the study comprised all the nine biology textbooks presently recommended by the Osun State Ministry of Education for implementing the biology curriculum. The study sample comprised six out of the nine recommended biology textbooks in Osun State using a simple random sampling technique. An instrument developed by Curtis and Reigeluth titled Biology Textbook Genetics Analogy (BTGA) was adapted and was used to collect data for the study. The study concluded that verbal analogies, simple analogies, and advance organizer analogies are the predominant analogies used in textbooks. It was also concluded that textbooks should include and balance the ratio of the different types of analogies being used. Keywords: Analogy, Biology Textbook, Genetics, Senior Secondary School, Osun State (Nigeria)

高等学校生物教員が選んだ『生物基礎』の重要用語に関する考察

高等学校生物教員が選んだ『生物基礎』の重要用語に関する考察

Relative Effectiveness of Generative Learning Strategy on Students’ Academic Achievement in Senior Secondary School Biology: Sustainable Development Perspective

The study investigated the relative effectiveness of generative learning strategy on students’ academic achievement in secondary school Biology. The research design adopted for the study was pre-test, post-test control group quasi-experimental with a 2 x 2 factorial matrix. The groups were crossed with gender as moderating variable to determine its effect on students’ academic achievement. Seventy-six students (76) in the intact classes but purposively drawn from two schools that met a set of criteria constituted the experiment. The research instrument was a 30-item multiple choice test named Biology Achievement Test (BAT) subjected to validity and reliability tests, the test-retest reliability co-efficient yielded 0.78. The data collected were analysed with both descriptive and inferential statistics and the results showed significant main effect of the strategy on students’ academic achievement in senior secondary school Biology. It further revealed that the students exposed to the Generative Learning Strategy (GLS) achieved higher post-test mean achievement score compared to their counterparts exposed to the conventional method. It was recommended among others that the strategy should be integrated into teacher education programme to allow would-be teachers to have adequate understanding and knowledge of its use.

Availability and Utilization of Equipment/Materials in Senior Secondary Schools Biology Practical Activities in Ekiti State, Nigeria

This study assessed availability and utilization of biology equipment/materials in Ekiti State Senior Secondary School Biology lessons. The study specifically examined the extent to which school location affects the availability and utilization of Biology laboratory materials for practical activities.The study adopted the descriptive research design of the survey type. The population of the study comprised of 19,603 Senior Secondary School II (S.S.S2) students and 378 Biology teachers in all 189 Public Secondary Schools in Ekiti State. The sample for this study were 490 respondents, comprising 450 Students and 40 teachers randomly selected from 18 secondary schools using multi-stage sampling technique. Three set of instruments tagged ‘Biology Teacher Activities Questionnaire (BTAQ)’, ‘Biology Student Activities Questionnaire (BSAQ)’ and ‘Biology Equipment/Materials Checklist (BEC)’ were used for the study. The three instruments BTAQ, BSAQ and BEC were validated by experts. Also the reliability of the three instruments BTAQ, BSAQ and BEC yielded reliability coefficients of 0.87, 0.79 and 0.68 respectively. The data were analysed using descriptive and inferential statistics. The descriptive statistics of frequency counts, percentages and means were used to answer research questions while the inferential statistics involving t-test statistics was used to test the hypothesis, the hypothesis was tested at 0.05 level of significance.The findings of the study showed that facilities for Biology practical activities were available in schools moderately. It was also found that the utilization of available facilities for Biology practical activities in schools was moderate. It was found that there was no significant difference between availability and utilization of materials for practical activities in rural and urban schools. Based on the findings of the study, it was recommended that government in collaboration with Non-Governmental Organizations (NGOs) should ensure that resources are provided in the laboratory for effective teaching- learning process. Also, periodic seminars and workshops should be organized for Biology teachers in order to enhance their effective utilization of facilities for Biology practical.

Effects of English and Yoruba interpreted biology picture label as an advanced organiser on students’ learning outcomes in senior secondary schools in Ife East local government area

The study assessed the effect of English and Yoruba interpreted biology picture labels as an advance organiser on the achievement of senior secondary school biology students in Ile-Ife. It also investigated the effect of the labels on students’ attitude toward biology. The study adopted the non-equivalent pre-test-post-test control group research design. The population for the study consisted of senior secondary school students in Ife-East Local Government Area of Osun state. The study sample comprised 128 senior secondary school II biology students in three intact classes selected using simple random sampling technique. The three classes were randomly assigned to two experimental and one control group, namely: Picture labels in English advance organiser group, picture labels interpreted into Yoruba advance organiser group and the conventional teaching method group. Two research instruments were used for the study, namely: Students’ achievement test in biology and students’ attitudinal questionnaire. Data were analysed using analysis of covariance. The results of the study revealed that there was a significant effect in the achievement of students in the experimental and control groups. There was also a significant effect in the attitude of students in experimental and control groups, with Yoruba interpreted picture labels having a better effect on the learning outcomes of biology students than picture labels in English and the conventional teaching method. The study concluded that picture labels interpreted into Yoruba as advance organiser was a better strategy in improving students’ learning outcomes in biology.Keywords: Achievement; advance organiser; attitude; picture; Yoruba language

Effects of Instructional Scaffolding Strategy on Senior Secondary Biology Students’ Academic Achievement and Retention in Taraba State, Nigeria

The study determined the effect of instructional scaffolding strategy on senior secondary school Biology Students' academic achievement and retention of concepts. Two research questions and two hypotheses were formulated for the study. Quasi-experimental research design involving pre-test, the post-test control group was employed. The population of the study was all the senior secondary two (SSII) students in Jalingo education zone. Random sampling technique was used to select four intact classes with 240 students as the samples size for the study. A 50 item Biology scaffolding Achievement Test (BSAT) was the instrument used for data collection, and the same instrument tagged Biology scaffolding Retention Test (BSRT) but arranged differently in numbering and response option. Kuder Richardson's formula 20 (KR-20) was used in estimating the reliabilities for the BSAT and BSRT, and the reliability of 0.87 and 0.85 for BSAT and BSRT respectively were obtained. The experimental group was taught Genetics and Evolution through instructional scaffolding strategy while the control group was taught the same topics through lecture method. The treatment lasted for four weeks. The retention test was administered two weeks after the administration of the post-test. The mean and standard deviation was used to answer the research questions, and analysis of covariance (ANCOVA) was used to test the two hypotheses. The findings show that the students taught with instructional scaffolding strategy have a significantly higher academic achievement than those taught with lecture method. Equally, those taught through instructional scaffolding retained Biology concept more than those taught through lecture method. It was recommended that the teaching of Biology should be scaffolded for better understanding. Curriculum planners should adopt instructional scaffolding as an adequate teaching strategy for the teaching Biology.

Effect of Biology Practical Activities on the Academic Achievement of Senior Secondary School Biology Students.

This study investigated the effect of Biology practical activities on the academic achievements of senior secondary school biology students in Awgu Local Government Area of Enugu State. The study adopted pretest posttest non-randomized quasi experimental design. Four research questions and two hypotheses guided the study. One hundred and twenty (120) senior secondary school biology students were sampled from the population of 490 SS II students. Four schools were sampled out of 13 Government Secondary Schools in Awgu L.G.A. Instrument for data collection was Biology Achievement Test (BAT) consisting of 21 multiplechoice test items was constructed. The instrument was validated by three experts; one in measurement and evaluation and two in biology education. The reliability test was done using Kuder-Richardson (K-R20) which gave a reliability index of 0.74. The research questions were answered using mean and standard deviation while the hypotheses were tested using t-test. The findings of the study showed that students taught biology using practical activities performed better than their counterparts using conventional method. The result also showed that gender has significant difference on students‟ performance when taught with practicals. The researchers therefore recommended that teachers should employ practical activities in teaching biology to enhance students‟ performance.

Students’ Computer Skills and Students' Achievement in Senior Secondary School Biology in Ogun State, Nigeria

Students’ Computer Skills and Students' Achievement in Senior Secondary School Biology in Ogun State, Nigeria

PROFESSIONAL DEVELOPMENT OF SENIOR SECONDARY SCHOOL BIOLOGY TEACHERS ON INQUIRY-BASED TEACHING METHOD

The paper examined professional development of senior secondary school biology teachers on inquiry-based teaching. To become and remain a competent biology teacher requires a continuous process that starts from pre-service experiences in undergraduate years to the end of a professional career. Science knowledge is constantly changing and expanding its relevance to societal issues therefore, these teachers needs constant opportunities to build their understanding and abilities in the same direction. Consequently, the National Science Education Standards (NSES) presented a vision of learning and teaching science in which students will have the opportunity to become scientifically literate. (NSES)(NRC,1996: 56). In the vision, science teachers are professionally responsible for their own professional development and for the maintenance of their teaching profession, hence this paper. Professional development is a specialized training, formal education or advanced professional learning to offer help to administrators, teachers and other educators improve their professional knowledge, skill and effectiveness in the teaching of biology in the classroom (hidden curriculum, 2014). The paper considered some majors issues that leads to teacher professional development which includes: professional development for biology teachers on inquiry-based teaching,  teachers current teaching of biology, concept of inquiry-based teaching, student learning of biology, consensus  or standards for professional development programme, impact of professional development programme, researches on professional development programme, challenges of professional development programme,  the paper was concluded by stating that  coaching and support for teachers at points of implementation should be encouraged,  professional development programs should be for a longer period of time more than what is obtainable presently, proper monitoring and evaluation of training received and its implementation among others.

Effects of Learning Styles on the Performances of Senior Secondary School Biology Students

This study ascertained the effects of learning styles on the performances of Senior Secondary School Biology students in Imo state, Nigeria. The study adopted the quasi-experimental design. The sample consisted of 300 SS II Biology students comprising of (150 males and 150 females) obtained through simple random sampling in three schools (100 students per school). Kolb Learning Style Inventory (LSI 1999 version) was used for the identification of the students’ learning styles. The Biology Achievement Test (BAT) was used for the determination of the students’ performance in both pretests and post-tests. The reliability of the instruments (LSI and BAT) were ascertained by the use of Cronbach alpha statistic and Kuder Richardson formula 20 (K – R) 20 respectively. The coefficients of internal consistency were established at 0.72 and 0.78 respectively. Findings from the study showed that the four learning styles of Kolb were represented amongst the biology students; that many students preferred to learn by more than one mode of information presentation; learning style varies from one group to another and there is no significant difference in the biology mean scores of the students with interaction between learning styles and their gender. It was recommended among others that Biology teachers should identity the learning styles of their students and use teaching strategies that complements them.

Influence of Family Background on Academic Achievement of Secondary School Biology Students in Anambra State

The study sought to find out how family background of students in Anambra State, Nigeria influences their academic achievement in senior secondary school Biology. A survey design was adopted for the study. Five hundred and forty-six (546) Senior Secondary Two (SS2) biology students were drawn by simple random sampling from 14 schools within Awka, Nnewi and Onitsha Education Zones, in Anambra State. Three research questions and four hypotheses guided the study. Data were collected using a researcher constructed questionnaire and students‟ SS1 and SS2 school results. The results revealed that family structure, parents‟ occupation and educational level of parents, did not have significant influence on students‟ achievement in biology. Based on the findings, the paper concludes that family background did not have much influence on students‟ achievement in science (biology) as against what most previous studies portrayed. Researches should therefore focus on other possible factors that contribute to students‟ poor performance in Biology and science generally in order to find lasting solution to the problem. Some recommendations were also made. Keywords: Biology, polygamous, monogamous, occupation, educational level, academic achievement.

Using information and communication technology (ICT) to the maximum: learning and teaching biology with limited digital technologies

Background: The ubiquity, availability and exponential growth of digital information and communication technology (ICT) creates unique opportunities for learning and teaching in the senior secondary school biology curriculum. Digital technologies make it possible for emerging disciplinary knowledge and understanding of biological processes previously too small, large, slow or fast to be taught. Indeed, much of bioscience can now be effectively taught via digital technology, since its representational and symbolic forms are in digital formats. Purpose: This paper is part of a larger Australian study dealing with the technologies and modalities of learning biology in secondary schools. Sample: The classroom practices of three experienced biology teachers, working in a range of NSW secondary schools, are compared and contrasted to illustrate how the challenges of limited technologies are confronted to seamlessly integrate what is available into a number of molecular genetics lessons to enhance student learning. Design and method: The data are qualitative and the analysis is based on video classroom observations and semi-structured teacher interviews. Results: Findings indicate that if professional development opportunities are provided where the pedagogy of learning and teaching of both the relevant biology and its digital representations are available, then teachers see the immediate pedagogic benefit to student learning. In particular, teachers use ICT for challenging genetic concepts despite limited computer hardware and software availability. Conclusion: Experienced teachers incorporate ICT, however limited, in order to improve the quality of student learning.

Senior Secondary School Childrens Understanding Of Plant Nutrition

The purpose of this study was to assess childrens understanding of plant nutrition. The research was done on a sample of secondary school pupils in the age range of 16 to 19 years in two senior secondary schools in Botswana. The sample contained 137 senior secondary pupils all in their final year of study. These children were above average ability. The children were given a test on plant nutrition composed of two parts namely forced and free responses which were based on the Botswana senior secondary school biology syllabus.After the administration of the test to the pupils, interviews were conducted to give children the opportunity to explain their answers. The majority of children experienced little difficulty in providing accepted ideas about plant nutrition. However, analysis of childrens responses showed that mistakes were often made in the process of where plants make food rather than in the process of how plants make food. In conclusion, suggestions and recommendations were made with the hope that they would help teachers teach plant nutrition in a meaningful way.

The development of a curriculum monopoly Australian secondary schools:Biological Science: The Web of Life2 Research and comment

Abstract A previous paper (Lucas, 1980), described the origins and spread of Biological Science: The Web of Life, the adaptation of the American Biological Sciences Curriculum Study sponsored by the Australian Academy of Science that is now used as the basis of senior secondary school biology courses in all Australian states. This paper reviews the published comment, evaluation studies, and research studies based upon the use of the programme, and discusses the implications the existence of a monopoly curriculum has for the development of biological education in Australia.