Project Material on; An Investigation into the Relevance of Outdoor Instruction on Students’ Interest and Attitude towards Biology Concepts in Secondary School

Project Material on; An Investigation into the Relevance of Outdoor Instruction on Students’ Interest and Attitude towards Biology Concepts in Secondary School

1.1              Background of the Study

Biology as a science also involves the use of process skills and different approaches to bring about meaningful achievement in the learners; however, maximum achievement is not yet attained. Alarming dismay still continue from Examination Councils as the West African Examination Council (WAEC), Institution of higher learning, also from Federal and State governments concerning the poor performance in Sciences particularly Biology. It has been established that, the persistent poor achievement of students in biology specifically in ecological concepts at senior school certificate examination (WAEC, chief examiner report, 1999, 2013, 2014, 2016, 2017 & 2018) leaves one in doubt about the effectiveness of the teaching methods such as lectures or demonstration method popularly used by the biology teachers for teaching the subject. The poor performance in ecology was traced to past ecology WAEC questions according to the chief examiner’s report of 1999, 2013, 2014, 2016, 2017, and 2018. Although educators have advocated the use of some of the innovative strategies which include cooperative learning, problem solving and constructivism (Nwosu & Nzewi, 1998) in teaching biology, the researchers observed that school outdoor activities could be one of the innovative strategies to improve students’ achievement in ecological studies.

Through activity-based teaching has been accepted as a paradigm for science education and is also reflected in some measure in the textbooks developed at the national and state levels, it has hardly been translated to actual classroom practice (Mishra & Yadav, 2013). Activities still tend to be regarded as a way to verify the ideas/principles given in the text, rather than as a means for open-ended investigations. There is a general feeling that activity based teaching is expensive, takes more time that could be otherwise “fruitfully” used for „text based“ teaching, and does not prepare the child for examinations and competitive tests. The concern about expenditure involved in activities/ experiments could not be dismissed (Stohlman, 2019; Mishra & Yadav, 2013). Most schools cannot afford well- equipped science laboratories. However, it is certainly possible to design low cost activities and experiments using easily available materials. If the activities are well selected, planned and organized in education, it influences the students’ learning capacity. Activity based approach in education was emphasized by different educationists like Rousseau, Dewey among others.

Activity based teaching is expected to provide opportunity for measuring learning through experience, direct observation and participation of learners. The activity based approach provides opportunity for learners to work in a co-operative manner; helps to develop original ideas making learning process in an entertaining manner. Attainment of competencies can be possible through activity based approach in teaching learning process (Mishra & Yadav, 2013). There is much anecdotal evidence about benefits of school outdoor education experiences. For example, some teachers often speak of their understanding of learnt concepts when they embark on field trip. Besides, it could be documented that outdoor education might have a demonstrable long term effect on behaviour or educational achievement of students. These outdoor activities could be in form of field trips.

Field trip is an excursion taken outside the classroom for the purpose of making relevant observations and also for obtaining some specific information. It could be in a nearby school farm, far away National park, Zoo, Industry, Forest or game reserve. It is an important component of teaching that, if properly planned, it could afford the students the opportunity to become actively engaged in observing, collecting, classifying, and improving on their abilities. It could also help students to establish relationship between different concepts and experiences. In biology, there is a lot to do with living organisms and their environments. Field trip makes what is learnt in laboratory more concrete. This is because through the process, one gains experience, and acquires first hand information on learning concepts. School outdoor activity deals with living organisms in their natural habitats.

However, it could be observed that these rich activities of exposing students to teaching and learning have been relegated to the background right from the curriculum development stage. Besides, members of the public, that is, parents and other stakeholders in the educational sector often wonder if biology education is gender biased. This is in view of the fact that students’ enrolment in biology courses and its related fields have much less number of females compared to their male counterparts (Nwosu & Nzewi, 1998). Therefore, this study will also take into consideration gender issues to ascertain the effect of outdoor activities on male and female students’ achievement and retention in biology. Many studies have pointed out that gender is a relevant factor in academic achievement/retention of students (Mishra & Yadav, 2013) while others have found that no difference exists between the sexes in this area (Shaibu & Mari, 1997; Usman, 2010; Bichi, 2012). These inconsistencies are part of what prompted this study to find out whether there is a difference in the achievement in biology between male and female students.

According to Achor, Imoko and Uloko (2019), retention is the ability to retain or keep knowledge of learnt materials and to be able to remember and recall it when required. It is also ability of an individual to retain and play back their experiences and what have been learnt after the school outdoor activities. The human mind acquires the materials of knowledge through sensation and perception. The acquired materials need to be preserved or retained in human mind in form of images for knowledge to develop. Whenever a stimulating situation occurs, retained images are revived or reproduced to make memory possible (Kundu & Tutoo, 2012). It thus means that biological concepts should be presented to the students such that it touches their consciousness. It further goes to imply that any pedagogical strategy adopted to improve students’ achievement may also improve their retentive ability in the subject since retention in biology is not acquired by mere rote–memorization but through appropriate teaching approach.

Science as a field of study contributes to the development of society through the cultivation of scientific culture hence its role in any society cannot be overemphasized. Science also educates future generation in the acquisition of necessary knowledge, skills and attitude for coping with the ever demanding world of science and technology. In fact, the level of scientific attainment of a nation has always been a very important index for measuring its level of development.

Nations are identified as developed or underdeveloped based on their scientific and technological attainment levels (Lawal, 2019) which in turn determines the country’s level of socio-economic as well as industrial development. Due to the slow rate in science and technological development in Africa and Nigeria in particular, they are seen and regarded as underdeveloped and developing when compared to countries like Japan, America and Britain that are today leading industrial nations as a result of their scientific knowledge and skill acquisition. The slow rate of development in Africa has been attributed to the slow rate of its scientific and technological development. Science is an ordered arrangement of ascertained knowledge including the method by which such knowledge is extended and the criteria by which its truth is tested (Chamber Dictionary of Science and Technology). Abdulahi (2012) defined science as the activities of culminating falsifiable and verifiable body of knowledge about diving and non-diving components of the environment obtained by careful observation and testing of facts. Considering the role of science in national development, the National Policy on Education emphasized the teaching and learning of science process and principles which will lead to fundamental and applied research in the sciences at all levels of education (Federal Republic of Nigeria, FRN, 2014).

In view of the cardinal roles which retention plays in the teaching and learning process as well as making it possible for students to remember learnt materials and producing desirable learning outcomes, it has become pertinent to explore ways and means of engendering students’ abilities in biology. Since achievement in biology depends on how learnt materials are retained, any effort to tackle the problem of poor achievement in biology may not be meaningfully effective if students’ retentive ability is not taken into consideration. Onose (2017) stated that the teaching and learning of subject matter requires the use of discovering and innovation that will stimulate interest and possible retention which in turn enhances better retention.

It follows logically that, the poor achievement in biology among senior secondary school students could be reversed through an appropriate teaching and learning strategy that encourages high retentions. In Lagos State, most of the students are not exposed to outdoor school activities that will enable them to touch, feel and sort out plants and animals by themselves. Teachers are mostly restricted to classroom environment to deliver their lessons.. Since ecology deals with the relationship of organisms in their external environment and students needs to be practically involved in the study of organisms in their natural habitats, school outdoor activities could be amongst other strategies employed to teach and improve students’ retention. It is against this background that the present study assessed the effect of school outdoor activities on senior secondary two student’s retention in ecology.

1.2              Statement of the Problem

The differences in attitudes of male and female students towards science have been an issue in many countries. In response to this, many different researches have been carried out with mixed reports. Therefore, this research sought to investigate on secondary school students’ attitude towards science in Ikeja Local Government Area of Lagos State, Nigeria.

Students’ achievement in Biology has consistently been low as confirmed by WAEC (2014-2018). As such, parents, teachers and other stakeholders are worried over the abysmal achievement of students in Biology inspite of its importance. Parents, government, organization including educational institution are not satisfied with the students’ achievement in the Senior Secondary Certificate Examination (SSCE) results. Almost the whole blame of students’ poor performance is laid on the shoulder of teachers who can hardly escape it. The WAEC (2018-2010) outlined the weaknesses of the candidates in area of poor handwriting, poor spelling of technical terms, not conforming to size specifications, poor grasp of ecological concepts. It was suggested that there are various ways of overcoming these weaknesses among which is exposure of students to frequent practical classes and activities, teacher should endeavour to complete the syllabus before the examination and use of innovative approaches in teaching ecological concepts.

Many scholars have faulted the low achievement of students in biology on the method and strategy adopted in teaching biology which is predominantly lecture method. They have on the other hand advocated the use of other techniques. This notwithstanding, records available show lack of strenuous efforts aimed at determining the desirability of the use of school outdoor activities as a technique in teaching and learning of ecology to enhance achievement in ecology. It is also a source of worry that there is virtually nothing to show how such efforts of school outdoor activities on learners vary due to gender.

For instance, do boys do better than the girls when taught using school outdoor activities strategy? The issue of sex and achievement in science is an important area that has involved a lot of researches and available results have not yielded conclusive trend in performance (Bilesanmi Awodeni, 2012). Therefore, the problem of the study posed as a question is, “what is the effect of school outdoor activities on senior secondary two students’ achievement in ecology in Ikeja metropolis of Lagos State Nigeria?”

1.3              Objectives Of The Study

1)      To examining the relevance of outdoor instruction on students’ interest and attitude towards biology concepts in secondary school in Lagos State

2)      To determine the relationship between educational Outdoor Instruction and Students’ Attitude towards Biology as a subject

3)      To highlight and discuss the relevance of school outdoor activities and conventional method  and how its affect the mean retention scores of Senior Secondary Students

4)      To investigate the significance of outdoor instruction on students’ attitude towards biology in secondary schools

1.4              Research Questions

Based on the purpose of the study, the following research questions were addressed:

1.      In what ways is outdoor instruction relevant to students’ interest and attitude towards biology concepts in secondary school in Lagos State?

2.      What is the relationship between educational Outdoor Instruction and Students’ Attitude towards Biology as a subject?

3.      How do the school outdoor activities and conventional method affect the mean retention scores of Senior Secondary two Students in ecology?

4.      To what extent is the investigation of outdoor instruction has significantly impacted students’ attitude towards biology in secondary schools?

 

1.5              Statement of Hypothesis

Hypothesis One

HO: There’s no relationship between educational outdoor instruction and students’ attitude towards biology as a subject

Hi: There’s relationship between educational outdoor instruction and students’ attitude towards biology as a subject

Hypothesis Two

HO: Outdoor instruction in secondary schools is not relevant to students’ interest and attitude towards biology concepts

Hii: Outdoor instruction in secondary schools is relevant to students’ interest and attitude towards biology concepts