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THE IMPACT
OF STUDENT-GENERATED ANALOGIES ON STUDENTS ACHIEVEMENT IN BIOLOGY
ABSTRACT
The purpose
of this research work was to investigate the impact of student-generated
analogies on student's achievement in biology. To achieve this two research
questions was raised the first one was, what is the impact of student-
generated analogy on student's achievement in Biology? The second question was
what is the difference in performance between male and female students taught
using student generated analogy. Two hypotheses were also formulated.
Hypothesis (1) states that there will be no significant difference in
performance between students taught using student-generated analogy and those
taught without student- generated analogy. Hypothesis 2 states that there will
be no significant difference in performance between male and female students
taught using student-generated analogy.
The sample
size for this study comprised of 76 (seventy six) respondents. 37 (thirty
seven) of the respondents were from Ipori Estate Senior High School and 39
(thirty nine) of the respondents were from Itolo Girls Senior High School
Surulere. The quasi experimental design was the research instruments used while
Biology achievement test involving a pretest and a posttest was used. The
pre-test were forty structured objective questions in biology which was
administered before the treatment period while the posttest consist of forty
structured questions which was administered after the treatment.
The response
from the achievement test was analyzed using ANOVA. The findings revealed that
there was significant difference in performance between students taught using
students generated analogy and those taught without students generated analogy.
Thus students taught using students- generated analogy performed better than
those taught without students-generated analogy, Males taught using
students-generated analogy performed better than females taught using
students-generated analogy.
Findings of
this study show without any doubt that there is need to use analogy during
classroom teaching. Teaching and learning will be effective when teacher and
student understand how to use analogy during explanation of biological
concepts. This will help the showed to understand the topic better. Educational
Implication of the findings is that Analogy is a powerful cognitive mechanism
that people use to make inference and learn new abstractions. It enhances human
cognition and it is applied in solving
real world problems. It helps and advises on educational philosophy,
educational practice and in the design of educational software.
CHAPTER ONE
INTRODUCTION
1.1
BACKGROUND TO THE STUDY
Scientific
research especially in the 21st century has greatly increased the understanding
of the world around us. This has brought a lot of changes in different areas of
human endeavor, like in the area of Education, Health, Power, Industry,
Environment etc. It has promoted better living and good practices. There has
been tremendous increase in research which led to a lot of discoveries in
science and technology. All these innovations and developments are interrelated
and dependent on each other. Natural science has witnessed a lot of improvement
recently and science in this century had displayed in the area of innovation
and technology and has shown a great potential in transforming human life and
the world around him. The development of science and technology is of paramount
importance to the society and the nation at large, that is why a lot of
emphasis is being placed on it recently in our schools.
Student’s
perception of science and their state of mind in the class shown in the type of
questions they ask shows there is alot of bias and misconceptions about
science. This could be a serious barrier in the teaching and learning of
science and it has hindered the student’s understanding of science. Biology in
particular is seriously affected by these misconceptions which led to
consistent poor performance in the subject. It is a pointer that biology has
not been properly handled in our schools. Result of external examinations like
WAEC, SSCE, NECO JAMB, and internal examinations is good example of this. The WEAC
result of 2011 shows there was 58.8% failure in biology (source WAEC Yaba)
There is need to examine some of the strategies and methods employed by
teachers in schools, this is because the teaching method and strategies used by
the teacher has a profound effect on the student’s performance in their
examinations. An efficient teacher uses different strategies and teaching
methods to buttress, emphasize and clarify his or her concept clearly.
There are
meta-cognitive strategies, which includes knowledge about when and how to use a
particular strategy for learning or for problem solving. The strategy can be
student’s thinking and their physical actions. Some meta-cognitive strategies
are student-generated concept mapping. This could be seen in reading comprehension.
According to (Kang 2004) research has shown that visual displays has the
potential for making content information more understandable to readers and
offers assistance in making connections between concepts. Visual displays, such
as diagrams, maps, graphics, organizers and pictures can be used as a type of
reading strategy by possibly converting difficult information into a simplified
layout.
Concept
mapping supports the visualization of such conceptual framework and stimulate
prior knowledge by making it explicit and requiring the learner to pay
attention to the relationship between concepts (Sohannsen 1996). Students
acquire new concept by both discovery and knowledge or by reception learning
according to (Novak 1983). Reception learning has a problem of making students
learn to memorize definitions instead of acquiring the meaning of the concept
in the definition.
Constructivism
is another meta-cognitive strategy. It is a theory about knowledge and
learning. It emphasizes the importance of knowledge, belief and skills an
individual brings in to the experience of learning. It sees and accepts
construction of new understanding as a combination of readiness to learn and
the application. Individuals make choices about what new ideas to accept and how
to fit it into their established views of the world (Brook and Brooks 1995).In
school, students are supposed to acquire certain skills that will help them
perform well in the laboratory and in the field. They are to acquire skills and
abilities to be able to apply scientific knowledge to everyday life in personal
matters, society and the environment in general. Students should be able to
have relevant and functional scientific attitudes especially in biology. Some
strategies has been verified by some researchers and found to be good for
effective teaching and learning in biology, they need to be improved upon. Such
viable technique for teaching that has been reported to record a good measure
of success is the use of analogy in teaching.
Analogy is
an agreement or similarity in some particulars between things otherwise
different eg, Photosynthesis and Respiration, Osmosis and Diffusion 'etc.
Thinking in terms of analogy involves the transfer of prior knowledge from a
familiar situation to a situation that should be elucidated (Gentner, 1983).
The identification and retrieval of a similarity between the potential
relations in a target and known relations in the source enables one to
understand the new situation on the basis of a familiar situation. Analogy may
motivate students because it points to some anomaly or cause some surprise. It
usually aids learning in specific areas of target domains. The use of analogy
as an effective pedagogical tool has been of interest tothe Biology Education
Research Community. Strategy that can be beneficial to students is to require
them to generate analogies. When students generate analogies, the learning
process becomes active. They must think about the topic enough to create an
analogy that makes sense. Not only will they learn more about the biological
concept, they will be using a creative type of thinking called Lateral
Thinking.
"Lateral
Thinking"(De Bono 1970) is the one which asks the mind to abandon the
normal sequential thinking patterns and make a lateral leaf to devise new
thought patterns. Making analogies sets the stage for devising new thought
patterns. Students start with analogies that make sense and later make
analogies that seemingly do not make sense until creativity and new thought
patterns have been devised. These new analogies help students to see the
concept in a new way which gets them thinking and help them in the areas of
critical thinking and problem-solving. Analogy is a comparison of one thing
with another which has similar features. Example, the teachers draws analogy on
the human heart and the pump, photosynthesis and respiration, Osmosis and
diffusion. Analogy involves the transfer of prior knowledge from a familiar
situation to a situation that should be elucidated. It is being able to identify
and retrieve a similarity between the potential relations in a target and known
relation in the source which enables one to understand the new situation on the
basis of a familiar situation. Analogy can be beneficial to students in a
number of ways. It makes learning process to become active. Students have to
understand the topic well enough before they can be able to create analogy.
This will enable them to learn more concepts and become more creative in
thinking. Making analogies sets the stage for devising new thought patterns.
Analogy help students to see the concepts in a new way that gets them thinking and help in the area of critical thinking and problem
solving, example of analogy for the concept of translation in protein
synthesis. It is based on four components namely “target”, “source”, “match”
and “mismatch’. The target is the unfamiliar, abstract material to be learnt.
It could be a concept, principle, procedure or a problem .The source concept is
a familiar visualizable material that is obtained from the surrounding or from
situation in the environment. “Match refers to the similarities shared between
the corresponding features of the source concept and the sub concepts of the
target concept. The definition of analogy is a concrete and visualizable
representation of the matches and mismatches between the “source” and target
concepts. The teaching method has a profound effect on the performance of the
students.
1.2
STATEMENT OF THE PROBLEM
Students are
prepared to acquire skills, knowledge, functional abilities in biology which
will help them to handle their academic and everyday life affairs, but it has
been observed from the past school results that students performance is
deteriorating each year in biology than any other basic science subject. The
statistics of WASSCE results for Biology in May /June examination 2011 has
about 58.8% failure rate ( Source: WASSEC Yaba). This gave rise to the quest
for the way to teach the student so that they can be deeply involved in the
topic being treated for better understanding and better performance. Hence the
need for research in other way of teaching like student-generated analogy.
1.3 PURPOSE
OF THE STUDY
The purpose
of this study was to investigate the impact of student-generated analogy on
student’s achievement in biology.
To find out
if there are differences in performance between the male and female students
taught using student-generated analogy.
1.4
SIGNIFICANCE OF THE STUDY
The study would make teaching and learning
more meaningful. It would encourage creative thinking and encourage active
participation of students. It would help to raise student’s interest in
generating analogy. It would also
encourage teachers to adopt the method of student- generated analogy so as to
plan ahead of the lesson and know the best analogy to drive home the points
intended in teaching .The study would be of immense value to authors and other
researcher in encouraging them to write more books on student - generated
analogy. Curriculum planners are given the opportunity to see the need to plan
the curriculum in a way to encourage the use of student generated analogy in
the teaching and learning of Biology so as to appeal to the learner’s senses and
to make sure it does not fall short of the needs of the society.
1.5 RESEARCH
QUESTIONS
1. What is the impact of student-generated
analogy on student’s achievement in biology?
2. There will be no significant difference
in performance between male and female students taught using student-generated
analogy.
1.6 RESEARCH
HYPOTHESES
1. There will be no significant differences
in achievement between students taught using student-generated
analogy(experimental group) and those taught without student- generated analogy
(control group).
2. What is the difference in performance
between male and female students taught using student-generated analogy?
1.7 SCOPE OF
THE STUDY
The scope of
the study was to examine the impact of student-generated analogy on student’s
achievement in biology in two selected secondary schools within Surulere local
government area of Lagos state. The two schools chosen are Iporin Estate Senior
High School and Itolo Girls Senior Secondary School Surulere, the reason for
the choice of the two schools was that maximum cooperation was received from
the teachers and the students within the schools.
1.8
DEFINITION OF TERMS
ANALOGY
Analogy can
be viewed as a type of reasoning where knowledge is transferred from one situation
(called source or base) to another one (called target) on the basis of some
kind of similarity between both situations i.e. on the basis of the judgment
that the two situations are essentially identical in respect of the task at
hand.
BIOLOGY
Biology is
the study of plant and animal in their natural environment
STUDENTS
This means a
person who is studying at a college, polytechnic or university; boy or girl
attending schools; anyone who studies or who is devoted to the acquisition of
knowledge.
STUDENT
GENERATED
It means
what students can create or produce. New ideas they can bring in that is
relevant to the topic under discussion.
ACADEMIC
PERFORMANCE:
This refers
to the level or rate at which students in school perform in their academic
career. It also shows the level at which students carry out their school works
at a given period of time and the result of it.
INSTRUCTIONAL
MATERIALS
It means
anything that assists teachers to teach well in the classroom and also those
things that help students to learn well in the classroom.
TEACHING
It means the art and practice of imparting to
a learner knowledge, skills, values and norms that will be useful to the total
development of the individual.
ELUCIDATE
To make
clear, explain, throw light on (a problem or difficulty)
CONCEPT
Idea
underlying a class of things, general notion.
CREATIVE
Having power
to create requiring intelligence and imagination, not merely mechanical skill.
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