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AN
INVESTIGATION INTO THE AVAILABILITY AND UTILIZATION OF NEW TECHNOLOGY IN
PRACTICAL BIOLOGY ACTIVITIES IN YABA LOCAL GOVERNMENT AREA OF LAGOS STATE
ABSTRACT
Information and
communication technology (ICT) is now playing a major role to support teaching
and dissemination of knowledge. Nobody can deny that the deployment of
Information technology has profoundly altered not only the way we live and walk
today but also our teaching and learning experiences. The potential of these
technologies in teaching Biology is enormous. Biology is a practical science.
Thus, high quality, appropriate biology experiments and investigations are the
key to enhanced learning, and clarification and consolidation of theory. The
quest for greater efficiency in practical biology has promoted a huge reliance
on ICT as opposed the mundane methods of conducting practical biology. This
study therefore is designed to investigate the availability and utilization of
new technologies for practical biology activities in Lagos State, Nigeria; ascertain
the availability of new technological devices in public and private secondary
schools in Lagos State; determine the extent of utilization of new
technological devices in public and private secondary schools in Lagos State,
among others. A descriptive survey design was
adopted. Simple and stratified random sampling techniques were employed to
select ten schools and twenty nine teachers. Four research questions and four
hypotheses were also raised in the study. A structured questionnaire titled
“Availability and Utilization of new Technology for Practical Biology
Activities Questionnaire (AUNTPBAQ) was designed. The result collated was
analyzed using simple percentage and t-test method of statistical analysis at
0.05 level of significance. The results showed that the new technological
devices are not adequately available in public and private secondary schools
for practical biology activities; the private schools have more technological
devices than the public schools. The result also portrayed that lack of
financial capacity, irregular power supply, lack of teachers’ competency, etc.
are some of the factors that hinder the effective utilization of the new
technologies; students’ readiness to learning is greatly influenced by this new
technology among others. Given these, some recommendations were made which
include: biology teachers should be trained and retrained on the use of new
technological devices and materials for teaching and learning; Lagos state
ministry of education should ensure that all senior secondary schools in the
state are adequately equipped with the necessary new technological devices and
materials; biology teachers should use available resources during lessons;
available resources should be maintained properly, among others.
TABLE OF CONTENTS
Title page i
Certification ii
Dedication iii
Acknowledgement iv
Table of
Content v
List of
Tables viii
List of
Figures ix
Abstract x
CHAPTER ONE: INTRODUCTION
1.1 Background
to the
study 1
1.2 Statement
of the
Problem 5
1.3 Purpose
of the
Study 5
1.4 Research
Questions 6
1.5 Hypothesis 6
1.6 Scope
of the
Study 7
1.7 Significance
of the
Study 7
1.8 Operational
Definition of
Terms 8
CHAPTER TWO: REVIEW OF
RELATED
2.1 Theoretical
Framework 9
2.1.1 The
Technology Acceptance
Model 9
2.2 General
Framework (ICT in Teaching
Biology) 12
2.3 The
Role of Practical
Biology 13
2.4 Review
on Technologies used in Practical
Biology 16
2.4.1 Virtual
or
e-Laboratory 16
2.4.2 Computer-Assisted
Instruction
(CAI) 19
2.4.3 Videos
and DVDs 22
2.4.4 Projectors
and CD
ROMs 26
2.5 Factors
Militating Against the Use of Information Technology
Communication 28
2.6 Positive
Influence of Using ICT
Technology 32
CHAPTER THREE: RESEARCH
METHODOLOGY
3.1 Research
Design 34
3.2 Area
of the
Study 34
3.3 Population
of the Study (Target and
Accessible) 35
3.4 Sample
and Sampling
Technique 35
3.5 Research
Instrument 36
3.6 Validity
of the
Instrument 36
3.7 Reliability
of the
Instrument 37
3.8 Method
of Data
Collection 37
3.9 Method
of Data
Analysis 37
CHAPTER FOUR: DATA
ANALYSIS
4.1 Introduction 38
4.2 Analysis
of Students' Personal
Data 38
4.3 Analysis
of Teachers' Personal
Data 40
4.4 Analysis
of Research
Questions 43
4.5 Testing
of
Hypotheses 48
4.6 Findings
of the
Study 50
CHAPTER
FIVE: DISCUSSION, CONCLUSION AND RECOMMENDATION
5.1 Discussion
of
Findings 52
5.2 Conclusions 56
5.3 Educational
Findings 57
5.4 Recommendations 57
5.5 Limitations
of the
study 58
5.6 Suggestions
for Further
Studies 58
References 59
Appendices 70
CHAPTER ONE
1.1 Background
to the study
Science has made the whole world to
be technologically complex. The panacea for achieving the great millennium
goals is embedded in science through which information and communication
technology materials are developed. In other words, ICT is an indispensable
part of the contemporary world. According to Chiadika (2012) and Oriseyi
1977.), ICT can enhance teaching and learning through its dynamic, interactive,
and engaging content.
Information technology
communication is seen as an umbrella that includes any communication device
encompassing radio, television, cellular phones, computer and network hardware
and software satellite system as well as the various services associated with
them. (Mohammed, 2013). National Open University of Nigeria (2009)
viewed ICT as forms of technologies that are used to record, store, process
retrieve and transmit information across the globe.
Teaching profession requires
teachers who have skill and competencies in Information and Communication
Technology (ICT) to impart adequate knowledge for creativity, skills, new ideas
and high level productivity and to bring about transformational changes in
their learners. There is need for secondary school science teachers to see ICT
learning resources as a priority area of need for integration in classroom
teaching and learning. A Shift in pedagogy with adequate understanding of ICT
learning resources for classroom management skills will provide needed
solutions to emerging societal needs for global competitiveness. World Bank
(2008) acknowledges that ICT holds the opportunity to revolutionize pedagogical
methods, expand access to quality education and improve the management of the
education systems.
Science education is a veritable
tool for scientific and technological advancement of any nation. This fact is
enshrined in the National Policy on Education (Federal Republic Of Nigeria
(FRN), 2004), which states that science education should among other things
equip students to live effectively in the modern age of science and technology.
To achieve this, resources for science and technology in teaching and learning
must be adequately provided for and judiciously utilized in educational
institutions whether primary, secondary or tertiary education respectively.
Biology as a branch of science and
the prerequisite subject for many fields of learning contributes immensely to
the technological growth of the nation. This includes medicine, forestry,
agriculture, biotechnology and nursing.
Practical activities in biology
provide opportunities for students to actually do science as opposed to
learning about science. Nzewi (2008) asserted that practical activities can be
regarded as a strategy that could be adopted to make the task of a teacher
(teaching) more real to the students as opposed to abstract theoretical
presentation of facts, principles and concepts of subject matter. A
practical work is such an integral part of secondary school science; those who
can’t access it are missing out on a major element of their science education.
New technological devices as
resources in biology laboratory activities are redefining biology education by
making it possible for emerging disciplinary knowledge and understanding of
biological processes previously too small, large, slow or fast to be
taught. ICT plays a major role in the teaching and learning of
biology and other related sciences. Knowing what and how to use these devices
is vital on the part of the teachers and students respectively. These new
technologies can be applied in various ways by teachers to store information
such as planned lessons, diagrams and pictures of objects relevant to their
teaching for retrieval when needed. The internet can be used to explore,
investigate, solve problems, interact, reason, communicate and learn many
concepts in the school curriculum. The use of these technologies facilitate the
use of various methods of teaching and balances the teaching and learning
materials thus de- emphasized the situation that is teacher centered and
theoretical. As a result, learners can no longer be viewed as empty vessels
waiting to be filled but rather as active organisms seeking meaning, the
teacher is that of a guide.
The strength of these new
technological devices has been recognized as they are found to provide students
with huge quantities of up-to-date information available for practical
activities in the laboratory. Furthermore, the utilization of these new
technological resources in science instructions makes learning of science
concepts clearer to the students and also enable them engage students in
critical thinking, problem solving and acquisition of new scientific knowledge
and skills (Adeosun, O. 2010).
These new technologies available for
practical biology among others include the use of data logging, data base, the
internet, world wide web, simulations, animations, interactive
board,2D and 3D graphics, flowchart, Computer Aided Instructions, spreadsheets,
digital photographs, video players, computers, television, multimedia
projector, CD;ROMS, overhead projectors etc.
Despite the importance of biology
highlighted above to the scientific development of our nation, there has been
consistent failure in biology and other science related subjects by students
undertaking West African Senior Secondary Certificate Examination (WASSCE) (Solomon,
Onyemaechi and Ogbenyealu, 2011).
Survey from previous research work
has shown teachers’ incompetence as one of the reasons behind poor performance
of students (chiadika, Awili, and Nwabudike, 2012: Solomon I., 2011; and
Osagiede, 2012). Poor performance of students in biology is greatly influenced
by their performance in practical.
The traditional resources for
teaching biology and especially practical activities are mainly textbooks,
chemicals, charts, microscope, chalkboard, flask, models, regalia etc. This
method can no longer produce skills, knowledge and competencies required to be
exhibited in a 21st century biology student. The major challenge facing
secondary school biology teachers is possessing adequate knowledge and having
access to the new technological devices and being able to utilize them in a
practical biology class (Onyegebu 2011). Other barriers that has lead to the
persistence of the traditional methods according to Ayelaagbe (2012) include:
resistance to change and negative attitude, ICT infrastructure and funding,
poor maintenance culture, low internet connectivity and Tele- density, poor
power supply and low technical expertise.
Modern technologies are not easy to
grasp as conventional ones. Teachers therefore need the opportunities to
effectively use these tools to keep abreast with technological innovations and
changes. To have a meaningful understanding of rapid growth of
biological knowledge, interact and meet the demands of and challenges of the
fast technology changing world, it is imperative to try out new methods,
exchange ideas with experts and peers and refine skills that will quickly
respond to new development in the science and technology.
This study seeks to find out if
these technological devices are available and their extent of utilization.
1.2 Statement
of the Problem
Nigerian students both primary and
secondary have trailed behind other African countries in scientific assessment
as reported by Akpan, B.B. (2008). Poor academic performance of science students
in Biology is worrisome. A lot has been done to improve science teaching in
secondary schools in Nigeria especially practical activities. In spite of all
these, students still perform poorly. This situation has driven researchers to
embark on a search for better methods of teaching.
Furthermore, in developing countries
like Nigeria, there are problems specific to teaching practical biology which
has accounted for failure in Biology at external examinations. Most
laboratories are underfunded with outdated equipment (Onyegebu, 2011), large
class sizes, adopting lecture style of teaching, insufficient knowledge on the
part of teacher, negative predispositions of students towards practical
activities are among difficulties experienced.
Considering these challenges, it’s
imperative that biology teachers must shift focus from the traditional methods
which has produced little or no effect to embrace opportunities presented by
technological development to enhance teaching and learning in order to
eradicate the menace of poor academic performance of students.
1.3 Purpose
of the Study
The purpose of this study is to
investigate the availability and utilization of new technologies being used in
practical biology in Senior Secondary Schools in Yaba Local Government Area of
Lagos State. Specifically, the study is set to:
Ascertain the
availability of new technological devices in public and private secondary
schools in Lagos State.
Determine the extent of
utilization of new technological devices in public and private secondary
schools in Lagos State.
Determine the
hindrances to the utilization of new technological devices in teaching
Ascertain the influence
of new technology on students’ readiness to learning practical biology.
1.4 Research
Questions
1. To
what extent are new technological devices available in public and private
schools for practical biology activities?
2. To
what extent are the new technological devices utilized in public and private
school for practical biology activities?
3. What
are the hindrances to the utilization of new technological devices in public
and private schools for practical biology activities?
4. What
is the influence of new technologies on students’ readiness to learning
practical biology?
1.5 Research
Hypothesis
Ho
1: There is no significant difference between the mean
responses of biology teachers/ students in public and private schools on
availability of new technology for practical biology activities.
Ho
2: There is no significant difference between the mean
responses of biology teachers/students in public and private school on the
extent of utilization of new technological resources for practical biology.
Ho
3: There is no significant difference between the mean
responses of biology teachers in public and private school on the hindrances to
the utilization of new technological resources.
Ho
4: The new technology will not significantly influence
student’s readiness to learning practical biology.
1.6 Scope
of the Study
This research work focused on
availability and utilization of new technology for biology practical activities
in Yaba Local Government Development Area of Lagos State. This research work
covered all public and private school teachers and students in Yaba Local
Government Area of Lagos State.
1.7 Significance
of the Study
The rapid growth of biological
knowledge is placing it prominence among the sciences. For this reason,
biologists are realizing that their responsibilities have changed, as new
technological devices are redefining biology. The new direction now in the
biology laboratory, is to make use of these new technological devices in
enriching teaching and learning experiences for the students. This new
direction has taken a wave more in secondary schools in developed countries,
where decisive and remarkable changes have occurred in how students learn .The
advent of new technology is of extremely importance not only to scientists and
their counterparts in developing countries, but also, a society like ours
facing difficult choices about health care, biotechnology, the environment and
others involving biological issues.
The utilization of these new
technological resources will not only help in changing the ambience in the
biology laboratory classroom, but will also make concepts clearer to the
students as these devices have both visual and aural appeal; stimulate students
to learn; develop reasoning skills needed to acquire and apply new
information throughout their lives. It will also foster new ways of teaching,
thereby making teaching more interesting and educative for teachers as well as
students. This study will form the bedrock for further research in this subject
area. In other words, this study will serve as an impetus for other researchers
to venture into further research in related areas.
1.8 Operational
Definition of Terms
1. Public
schools: public school in this context refers to schools owned by the
Government.
2. Private
schools: in this context, private schools refer to schools owned by
private individuals, churches or organizations.
3. Virtual
laboratory and E-laboratory are used interchangeably in this study to
denote the new equipment and tools being used to aid students in their
learning.
TOPIC: AN INVESTIGATION INTO THE AVAILABILITY AND UTILIZATION OF NEW TECHNOLOGY IN PRACTICAL BIOLOGY ACTIVITIES
Format: MS Word
Chapters: 1 - 5
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