CHAPTER ONE
INTRODUCTION
Background to Study
Biology is the science of life and of living organisms, including their structure, function, growth, origin, evolution, and distribution. Biology according to encyclopedia international is the science that deals with life. It refers further to a unified group of life sciences dealing with development, growth, responses, reproduction, metabolism, evolution and the inter-relationship of all living and non-living things in our environment.
Maxwell, (2019), the importance of students’ learning to put their latent skills to optimal use is self-evident as education inculcates decision-making abilities in students. Learning of different subjects may not yield similar results as there are many factors effects students achievement but teaching methods almost have same effect on students learning. Adegoke, (2018), teaching of Biology is facing dilemma on the part of teachers as well as students. Biology curricula should inculcate creative thinking and critical analysis in students. Biology foundations must be a part of curriculum to develop the concepts and the ideas of Biology. Asuras, (2020), Biology students outfitted with crystal-clear concepts should have the proficiencies to solve problems, in the classroom, laboratory, practical problems related to industry, and house-hold real life.
A research in Biology Education has played tremendous role in the investigation of students’ difficulties in learning, developing and analyzing new teaching methods, (Adelad, 2018). It has been growing rapidly and becoming a major field of research in Biology (Hake, 2013). Biology educational research outputs have already made a strong impact in changing the teaching methodology of many Biology instructors.
David (2020), opined that academic achievement or (academic) performance is the outcome of education — the extent to which a student, teacher or institution has achieved their educational goals. Academic achievement is commonly measured by examinations or continuous assessment but there is no general agreement on how it is best tested or which aspects are most important.
In Nigeria, the achievement of schools is measured by the Academic Performance Index. Individual differences in academic performance have been linked to differences in intelligence and personality. Students with higher mental ability as demonstrated by IQ tests and those who are higher in conscientiousness (linked to effort and achievement motivation) tend to achieve highly in academic settings. A recent meta-analysis suggested that mental curiosity (as measured by typical intellectual engagement) has an important influence on academic achievement in addition to intelligence and conscientiousness, von Stumm, Sophie; Hell, Benedikt; Chamorro-Premuzic, Tomas (2019).
In the old teaching paradigm, the teacher was responsible for transferring knowledge to the students based on the assumption that learning was passive. In that model, students were compared to empty vessels or planks. They could easily be filled with knowledge through the use of proper lecturing techniques. More recently, researchers have argued learning outcomes are more significant for students when the teacher employs active learning strategies. In this newer paradigm, Johnson, Johnson, and Smith (2016) argue that students can discover and actively construct knowledge. In this active learning model, teachers are no longer the information transmitters via lecture but instead they become a guide helping students through the learning process as they work cooperatively with their peers.
Think-Pair-Share (TPS) is a collaborative learning strategy in which students work together to solve a problem or answer a question about an assigned reading. This technique requires students to (1) think individually about a topic or answer to a question; and (2) share ideas with classmates. Think-Pair-Share can also be used as in information assessment tool; as students discuss their ideas, the teacher can circulate and listen to the conversations taking place and respond accordingly. In this strategy, a problem is posed, students have time to think about it individually, and then they work in pairs to solve the problem and share their ideas with the class. Think-Pair-Share is easy to use within a planned lesson, but is also an easy strategy to use for spur-of-the-moment discussions.
This strategy can be used for a wide variety of daily classroom activities such as concept reviews, discussion questions, partner reading, brainstorming, quiz reviews, topic development, etc. Think-Pair-Share helps students develop conceptual understanding of a topic, develop the ability to filter information and draw conclusions, and develop the ability to consider other points of view.
Think-pair –share could be demonstrated as this; dividing the students into two heterogeneous groups, group A and group B. Each of the groups consisted of three presentations and after each the students were given a short quiz about the presentation. Students in group A could discuss the questions with a group of 2 to 3 other students and students in group B completed the quiz on their own. The benefits of think-share pair cannot be over-emphasized. Therefore, this study intends to investigate the impact of think-pair share on Biology students’ academic performance in senior secondary schools in Ikeja Local Government Area of Lagos state.
Statement of Problem
There have been so much tensions and cries from the educational stake holders about the poor performance of students in Biology. And about the rate at which students’ interest in Biology is reducing annually in learning of Biology, the bedrock of medical sciences. Generally, secondary schools students find the study of biology very hard to cope with, some of them drop the subject for other simple subjects. This is of course one of the reasons for poor performance in Biology in WAEC and other examinations.
In view of the permeation and diverse applications of biology in human endeavors, the defective teaching of biology in secondary schools as demonstrated in the performance of students in biology examinations and advanced studies in life sciences is a serious concern to stakeholders and threat to the future of the subject and this call for urgent attention. It is good to look into best method to be employed for effective teaching and learning of Biology in secondary schools.
It is against this backdrop this study intends to examine impact of think-pair share on Biology students’ academic performance in senior secondary schools in Ikeja Local Government Area of Lagos state.
Purpose of Study
The general objective of this study is to investigate the impact of think-pair share on Biology students’ academic performance in senior secondary schools in Ikeja Local Government Area of Lagos state. It intends to examine the following specific objectives which are:
1. to find out the difference between the achievements of senior secondary students taught Biology using think-pair share strategy and those taught using conventional strategy.
2. to examine the difference between the achievement of male and female students taught Biology using think-pair share strategy.
3. to determine the difference between the achievement of public and private students taught Biology using think-pair share strategy
Significance of Study
The imperativeness of this study cannot be underrated. The study will be of high significance in that it will help the following categories of people in the following ways; teachers, parent, students, nation, curriculum planner, society and school administrators. It is hoped that the findings of this study will give credence to the social constructivist theory when the achievement and retention of the students change positively as a result of the application of think pare share method and lecture methods of teaching and learning used for this study. This is because the behaviourists see learning as imitation behaviour and the social constructivists believe that learning takes place through social interaction. These have been found to support learning which is in line with the introduction of integrated teaching methods.
Parents will know the relevance of think pare share in the educational development of the children. To the students, the findings of the study will help the students to achieve high in Biology and promote their retention in Biology which will make them have interest in science courses in higher schools of learning and also appreciate environmental sustainability.
To the teachers; the findings of the study when applied well will make teaching and learning process move effective because students’ achievement and retention will be enhanced thus enabling the realization of the stated instructional objectives which is the goal of any academic enterprise.
To future researchers; the results of this study will serve as a base line data for future researchers into other methods of teaching. It will also serve as a reference material for future studies.
The Nigerian curriculum: 6-3-3-4 recommends a student-centered pedagogical method that can assist in achieving the national educational goal; the acquisition of appropriate skills, mental, physical and social abilities and competence that will equip an individual to live in, and contribute to the development of the society. The findings of the study will be of immense benefit to the nation, students, teachers, future researchers and curriculum developers.
To the nation, the findings of the study will improve students’ achievement and retention in Biology and increase the number of students who will go into the study of important science courses. This course of study has Biology as a pre-requisite and promotes national and economic development as well as increasing the number of scientifically skilled and literate citizens.
Finally to the curriculum developers, the findings of this study will be used for suggesting/integrating instructional materials and implementing the use of thin pare share methods of teaching and learning.
Scope of Study
This study is limited to Ikeja Local Government Area of Lagos State. It is delimited to both public and private schools within Ikeja Local Government Area.
Research Questions
The following research questions were raised to guide this study.
1. Is there any difference in the achievement of senior secondary students taught Biology using think-pair share strategy and those taught using conventional strategy?
2. Is there any difference in the achievement of male and female students taught Biology using think-pair share strategy
3. Is there any difference in the achievement of public and private students taught Biology using think-pair share strategy?
Research Hypotheses
From the research questions raised from the study, the following hypotheses were formulated.
1. There is no significant difference between the achievement of senior secondary students taught Biology using think-pair share strategy and those taught using conventional strategy.
2. There is no significant difference between the achievement of male and female students taught Biology using think-pair share strategy.
3. There is no significant difference between the achievement of public and private students taught Biology using think-pair share strategy.
DEFINITION OF TERMS
Cooperative: This is a learning situation where learners work together as a team and reach decisions by consensus and compromise.
Learning: this relative change in behavior
Problem Solving; A kind of learning technique which require and involve process of thinking in solving problem in mathematics..
Teaching : This act of impacting knowledge to students
Think-Pair-Share: Pose a question related to the upcoming lesson to the group. Allow time for students to individually process their thinking in response to the question. Then ask them to discuss with their collaborative partners (pairs) and then share with the group or with another pair.
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