EFFECT OF CLASSROOM ENVIRONMENT ON THE TEACHING AND LEARNING OF BIOLOGY IN SECONDARY SCHOOLS IN OFU L.G.A
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EFFECT OF CLASSROOM ENVIRNMENT ON THE TEACHING AND LEARNING
OF BIOLOGY IN SECONDARY SCHOOLS IN OFU L.G.A
ABSTRACT
Although research and evaluation in Biology teaching and learning have
relied heavily on the assessment of academic achievement and other valued
learning outcomes, these measures cannot give a complete picture of the
educational process. Because students spend up to 15,000 hours at school by the
time they finish senior high school (Rutter, Maughan, Mortimore, Ouston &
Smith 1979), students have a large stake in what happens to them at school and
their reactions to and perceptions of their school experiences are significant.
This chapter reviews the remarkable progress over the past 30 years in
conceptualising, assessing and investigating the determinants and effects of
social and psychological aspects of the learning environments of Biology
classrooms and schools.
This chapter falls into
seven main parts. First, an introductory section provides background
information about the field of learning environment (including alternative
assessment approaches, historical perspectives on past work, the distinction
between school and classroom environment, and the unit-of-analysis question).
Second, a section is devoted to specific instruments for assessing perceptions
of classroom environment. Third, some important developments with learning
environment instruments are outlined (preferred forms, short versions, hand
scoring, the distinction between Personal and Class forms). Fourth, the validation
of learning environment scales is discussed. Fifth, assessment instruments for
school environment are considered. Sixth, an overview is given of several lines
of past research involving environment assessments in Biology Biology
classrooms (including associations between outcomes and environment, use of
environment dimensions as criterion variables, and person-environment fit
studies of whether students achieve better in their preferred environment).
Seventh, consideration is given to teachers' use of classroom and school
environment instruments in practical attempts to improve their own Biology
classrooms and schools. Eighth, current trends and future desirable directions
in research on educational environments are identified (e.g., combining
quantitative and qualitative methods, school-level environments, school
psychology, links between educational environments, cross-national studies,
transition between primary and secondary schooling, teacher education and
teacher assessment). The domain of learning environments research has produced
many promising findings, leading to an enhancement of the teaching and learning
process in many countries. However, there have been a limited number of studies
in this field in Turkey. For that reason, the purpose of the present study was
to examine Turkish high school students’ perceptions of their classroom
environment in biology and to investigate relationships between these
perceptions and students’ attitudes to ward biology. Secondly, the study aimed
to investigate differences in students’ attitudes toward biology by gender,
grade level, and parental education. Perception data were gathered with 1983
ninth and tenth grade students from 57 biology classes at schools in two major
Turkish cities. Data were recollected with an adapted and translated version of
the “What is Happening in This Classroom” (WIHIC) instrument and the “Test of
Biology Related Attitudes” (TOSRA). Correlation and regression analyses
revealed that students’ perceptions of their learning environment in biology
were significantly associated with their attitudes. In addition, results of the
study revealed that there were significant differences gender and grade level.
The study discusses these findings and compares them to prior learning
environment studies.
CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Using students' and teachers' perceptions to study educational
environments can be contrasted with the external observer's direct observation
and systematic coding of classroom communication and events (Brophy & Good
1986). Murray (1938) introduced the term alpha press to describe the
environment as assessed by a detached observer and the term beta press to
describe the environment as perceived by milieu inhabitants. Another approach
to studying educational environments involves application of the techniques of
naturalistic inquiry, ethnography, case study or interpretive research (see
Erickson's chapter in this Handbook). Defining the classroom or school
environment in terms of the shared perceptions of the students and teachers has
the dual advantage of characterising the setting through the eyes of the
participants themselves and capturing data which the observer could miss or
consider unimportant. Students are at a good vantage point to make judgements
about Biology classrooms because they have encountered many different learning
environments and have enough time in a class to form accurate impressions.
Also, even if teachers are inconsistent in their day-to-day behaviour, they
usually project a consistent image of the long-standing attributes of classroom
environment. Later in this chapter, discussion focuses on the merits of
combining quantitative and qualitative methods when studying educational
environments (Fraser & Tobin 1991). The study of biology provides students
with opportunities to develop an understanding of our living world. Biology is
the study of life and its evolution, of organisms and their structures,
functions, processes, and interactions with each other and with their
environments. Scientific inquiry is the primary process by which scientific
knowledge is gained. It involves the basic skills of questioning, prediction,
qualitative and quantitative observation, classification, inference,
communication. Additionally, inquiry develops integrated skills such as
identifying and controlling for variables, generating procedures, planning
strategies for testing hypotheses and answering questions, and for collecting
and interpreting appropriate data. The knowledge of biology includes scientific
data, concepts, hypotheses, theories, methodology, use of instruments, and
conceptual themes.
Biologists recognize that knowledge based upon experimental results and
accurate observations is gained through a variety of experiences. Thus, the
role of the laboratory and field learning becomes a key component in
understanding biology. Laboratory and field activities and inquiry provide
students with opportunities to question, observe, sample, experience, and
experiment with scientific phenomena in their quest for knowledge of living
things.
The most effective vehicle by which the process of inquiry can be learned
appears to be a laboratory or field setting where the student experiences,
firsthand, the inquiry process. Laboratory and field study have also been
demonstrated to be effective means for comprehension, understanding and
application of biological knowledge. Lab and field experiences provide
opportunities for teachers to model best practices in the study of biology,
including application of scientific methodologies, respect for life and the
environment, inclusion of learners of all abilities, and consistent adherence
to safety standards. Thus, study in a laboratory and/or field setting is an
integral and essential part of a biology course. The following are
recommendations regarding teaching strategies, physical resources, and
curriculum development that will enhance the study of biology and improve the
quality of biology instruction in our schools. According to Fraser (2000),
students have spent approximately 20.000 hours in Biology classroomsby the time
they finish their university education. This time devoted to schooling is
focused mainlyon the academic achievement of students. Teachers, students and
schools face a variety of problems when realizing a productive learning
environment for all these hours, such as lack of choice and opportunity in
educational programs, lack of funding, dissatisfied and burnt-outteachers,
problems in teacher quality, low grades, et cetera. Another problem, often
mentioned byboth experienced and beginning teachers, is low attitudes of
students toward school and schoolsubjects (e.g. Veenman, 1984). Because student
attitudes are such a point of concern, in particularin the Biology subjects,
because they are the focus of many governments due to shortage of teachers and
students in these subjects, and due to the fact that there is a strong
relationshipbetween students’ attitudes and their academic and cognitive
achievement (e.g. Creemers, 1994),the present study focuses on student
attitudes and the way these are affected by the classroomenvironment.Fraser
(1986) argues that perceptions of the students and the teachers are crucial if
one isto investigate the learning environment (see also Wubbels, &
Brekelmans, 1998). The role of teachers’ and students’ perceptions of the
classroom environment in influencing cognitive andaffective outcomes has been
addressed in many learning environment studies and a strong linkbetween student
outcomes and their perceptions of learning environment’s have been shown bymany
researchers (Fraser & Fisher, 1982; Wubbels, & Brekelmans, 1998; den
Brok, Brekelmans, & Wubbels, 2004). In his review of past studies, Fraser
(1998) stated that associations betweenoutcome measures and classroom
environment perceptions have been replicated for a variety of cognitive and
affective outcomes, with a variety of instruments, across numerous countries
and grade levels. Learning environment research has studied these associations
in different types of classroom environments (Fraser, 2002), such as Biology
laboratory classroom environments, computer-assisted instruction Biology
classrooms, constructivist classroom environments, cross-national studies of
Biology classroom environments and computer laboratory classroom environments.
Researchers studying classroom environments have used various instruments for
collecting data over the years (Fraser, 1998)
1.2 PROBLEM
OF THE STUDY
Few topics such as Cell Division, Photosynthesis, Respiration, and
Evolution Food Chain are known to be difficult topics to be learned in Biology
. Cell division is one of the Biology topics which students learn during Form
Four in Malaysian secondary school. The main learning objective of Cell
Division topic is study of chromosomes movement during mitosis and meiosis
process. Cell division is a process in which cell divides by mitosis and
meiosis. Therefore, mitosis and meiosis are two important concepts in cell
division process. Analysis of the Sijil Pelajaran Malaysia (SPM) or Malaysian
Certificate of Education examination Biology paper from 2007 to 2011 shows that
in Cell Division topic, subtopics such as Cell Cycle, Mitosis and Meiosis are
very popular and every year questions regarding these topics were asked in the
SPM Biology.
However, students were unable to answer and still fail in the Biology
paper although various strategies have been taken to enhance students’
achievement in Biology . Why do students fail in the Biology paper every year?
Apparently, students still fail to understand Biology concepts and they have
misconceptions about abstract concepts such as mitosis and meiosis. Students
still have difficulty in understanding and are confused about the terms related
to cell division process. Confusion about the terms leads to students
misconceptions about the cell division concept. Most of the teachers claimed
that Cell Division topic is one of the most difficult topics in Biology
subject.
The learning problems in Cell Division faced by students have been
attributed to several factors such as less conducive Biology learning
environment, lack of effective teaching methods and learning approach that
require memorization of abstract concepts[36]. Kiboss emphasized that students’
learning problem in Cell Division topic is caused by Biology teacher’s
expository teaching method which is more focused on teacher-centered learning
strategy. Reducing students’ engagement in the learning. Students just listen
to the teacher’s explanation, write down the important points and memorize
concepts that they had learned. This teacher-centered teaching method gives negative
impact on students’ scientific outlook. Teachers should use more innovative and
effective teaching methods in teaching and learning process. The effective
teaching and learning process should enable all learning goals and objectives
to be achieved .
The use of various teaching aids and materials in the teaching and
learning process make the learning process more interactive, attract students
to pay more attention and create a deep curiosity towards the subject that they
are learning. Furthermore, teaching aids and materials help students to
understand concepts clearly through visualization . Better understandings lead
to good academic performance and high achievement among students. Students’
achievement in Biology and technology subjects including Biology will determine
the extent of effectiveness of teaching and learning methods that used by
teachers. Therefore, teachers should consider students’ needs in the learning
process by selecting effective teaching aids and materials based on students’
ability and level of understanding so as to reduce students’ misconceptions and
improve their achievement.
Computer simulation is one of the effective teaching methods that
facilitate students’ learning in Biology . Simulation is an ICT based teaching
and learning method. Research findings showed a positive impact on the use of
computer simulation in the teaching and learning process. Integration of
computer simulation in teaching and learning process help students to clearly
understand the characteristics of a phenomenon such as how the process of cell
division occur through visualization. Lindgren and Schwartz[26] also emphasized
that visual based teaching and learning process enhance students’
understandings about learned concepts. Understandings of learned concepts
enhance students’ performance and achievement.
Cell division process is a complex concept that is difficult to
understand if taught with traditional teaching method. However, integration of
computer simulations in learning cell division process enhances students’
understandings and achievement on this topic[. Therefore, two different forms
of 3 dimensional (3D) computer simulations such as realistic simulation and
non-realistic simulation were used to teach Cell Division topic in Biology
subject for Fourth year (Form Four) students in two different secondary schools
in Ofu local government. Realistic simulation is 3D multimedia simulation
whereas non-realistic simulation is desktop virtual reality simulation.
Teaching and learning through 3D computer simulations either realistic
simulation or non-realistic simulation involves visualization which enable
students to observe the whole process of cell division while listening to
teacher’s explanation. Students can view the program several times and learn the
cell division process in the form of visual. This approach will enable them to
clearly understand the mechanism of cell division process and to recall the
required information in answering biology exam questions.
1.3 OBJECTIVES OF THE STUDY
The purpose of this study was to identify the effectiveness of realistic
simulation and non-realistic simulation on Form Four Biology students’
achievement for Cell Division topic. The study was conducted based on the
following objectives:
1. To know the effect of classroom environment on the teaching and
learning of Biology subject in secondary schools especially in Ofu local
government area.
2. To research the different methods used by biology teachers and their
effects on the success of the students.
3. To compare the achievement in the pre-test and post test of the group
of students who learn Cell Division topic using realistic simulation.
4. To compare the achievement in the pre-test and post test of students
who learn Cell Division topic using non-realistic simulation.
5. To compare the effectiveness of realistic simulation with
non-realistic simulation on students’ post test after they had learned the Cell
Division topic.
1.4 RESEARCH QUESTIONS
The study aimed to answer the following research questions:
1. Is there any difference in students’ achievement be- tween pre- test
and post- test after learning Cell Divi- sion using realistic simulation?
2. Is there any difference in students’ achievement between pre-test and
post-test after learning Cell Division using non-realistic simulation?
3. Are there any differences in the achievement scores be- tween the
group of students taught with realistic sim- ulation and students taught with
non-realistic simulation?
1.5. RESEARCH HYPOTHESES
Based on the objectives of the study described above, the following null
hypotheses have been put forward:
H01 There is no significant difference in students’ achievement between
pre- test and post-test using re- alistic simulation.
H02 There is no significant difference in students’ achievement between
pre – test and post - test using non-realistic simulation.
H03 There is no significant difference in students’ achievement between
students taught with realistic simulation and students taught with non-realistic
sim- ulation.
1.6 SIGNIFICANCE OF THE STUDY
The significance of the study, therefore is to identify the effect of
classroom environment on the teaching and learning of Biblogy in secondary
schools in Ofu local government area.
The findings will be of immense use in the counseling programme even for
brilliant students to improve on their standard.. Biology is as important to a
country as protein is to young ones. For better understanding and to keep them
in function of science and technology it works as a vital device, the
discipline acts as the vital role of an initiate to the much desired
technological development needed for the national development. It has become an
essential objective for the education of Biology to facilitate the students to
build up abilities to distinguish the relation between Biology and the facts of
life, and to recognize and realize the character of Biology performing in the
human life. The performances of female and male students in Biology are
different by inequalities in their physiological structures. Even though the
majority of the researchers have found the better performance of boys than
girls particularly in higher education, a small number of other researchers
found that girls performance better than boys and during early education, a
number of other researcher found no important difference. An analysis of some
gender based studies that were done in the decade between 1985 and 1995 showed
that there is a significant discrepancy in the literature in the disparity
performance between girls and boys in the subject of Biology. The researchers
noted that by means of the contradictory results and noteworthy procedural
flaws observed, further experimental researches are required to explore the
reality of gender bias in the classroom (Fennema and Sherman, 1978).
1.7 SCOPE OF THE STUDY
This study is centered on effect of classroom environment on the teaching
and learning of Biology in secondary schools in Ofu local government area.
.1.8 LIMITATION OF STUDY
Despite the limited scope
of this study certain constraints were encountered during the research of this
project. Some of the constraints
experienced by the researcher were given below:
i. TIME: This was a major constraint on the researcher during the
period of the work. Considering the limited time given for this study, there
was not much time to give this research the needed attention.
ii. FINANCE: Owing to the financial difficulty prevalent in the country
and it’s resultant prices of commodities, transportation fares, research
materials etc. The researcher did not find it easy meeting all his financial
obligations.
iii. INFORMATION CONSTRAINTS: Nigerian researchers have
never had it easy when it comes to obtaining necessary information relevant to
their area of study from private business organization and even government
agencies. Teachers and students in Ofu
local government area find it difficult to reveal their internal operations.
The primary information was collected through face-to-face interview getting
the published materials on this topic meant going from one library to other
which was not easy.
Although these
problems placed limitations on the study,
but it did not prevent the researcher from carrying out a detailed and
comprehensive research work on the subject matter.
1.9 DEFINITION OF TERMS
Attitudes: Attitudes are defined as
"a learned predisposition to respond in a consistently favorable or
unfavorable manner with respect to a given object" (Fishbein & Ajzen,
1975, p. 6). Lutz (1981, p. 234) defined attitudes as representing covert
feelings of favorability or unfavorability toward an object, person, issue, or
behavior. People learn attitudes over time by being in contact with the object
directly (experience) or through receiving information about the object.
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