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IMPACT OF PROBLEM SOLVING AND DISCOVERY METHOD ON STUDENTS ATTITUDE IN BIOLOGY

CHAPTER ONE

1.1 Introduction

Science education is an indispensable tool for national development because the economic and political strength of a nation is mostly assessed in terms of her performance in science and technology (Olarinoye 2001, Otuka 2006 & Wasagu 2007). In view of its importance to nation building, the Federal Government of Nigeria emphasized the teaching of science and technology at all levels of education in the country as stipulated in the National Policy on Education (FRN, 2013). This advocacy is sometimes inconsistent with various reform initiatives around the globe for both science and mathematics curricular and classroom practices. For instance, the need to develop students‟ understanding and scientific literacy by using inquiry and problem – solving experiences and skills acquisition, has been emphasized in the United States reform document of the American Association for Advancement of Science (AAAS, 2006) and National Research Council (NRC, 2006) which are also adopted in the teaching of basic science such as Chemistry, Physics and Biology.

Biology is a branch of science that deals with the systematic study of life. Biology as a science subject, has many branches notably Zoology, study of animals and Botany:the study of plants. Biology has other concepts under it such as ecology, microbiology, evolution, genetics and many others. Biology serves as a pre-requisite or a core subject to many science disciplines notably human medicine, food technology, agriculture, pharmacy, veterinary medicine and health education. It is reflected as a requirement for admission into science-based courses at Universities, Colleges of Education, Polytechnics and other tertiary institutions.

Lecture method, also known as traditional method of instruction, is a method of teaching that emphasizes “talk and chalk” in the teaching of science subjects. More than 80% of scientific information and principles are delivered to students‟ through lectures, (James, 2000). Teachers embrace the method for easy coverage of the school syllabus. It is characterized by one way flow of information and as such, it makes the teacher active, while students are passive. It is one way flow of information which some researchers believe does not promote meaningful learning (Usman & James, 2000). The lecture method will be used as a control teaching method in this study.

Statement of the Problem

The poor performance in Biology has been attributed to so many factors.For example Bichi (2002), Danjuma (2005), Adamu (2014) and Suleiman (2015) observed that activity based instructional strategy such as problem-solving, discovery, inquiry, demonstration could enhance academic performance of students.Since poor academic achievement in genetics according to Okebukola (2000) has been attributed to students‟ poor manipulative skills, insufficient materials, poor teaching strategies and difficult genetic concepts could be as a result of teaching strategy used by Biology teachers. It also record that 70% of the scientific information is passed to students via traditional method, (Bichi, 2002).Most teachers use lecture methods hence the low performance.Lack of problem solving ability. Students‟ perception of genetics concept as a difficult subject, lack of qualified teachers, lack ofteaching facilities, inadequate coverage of syllabus, persistent use of lecture strategy and the complex nature of genetics concepts may be among the factors leading to poor performance.

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Step 1: make payment of N2,000 to the below bank details


NAME:                       TITUS AYANI SOLA
BANK:                       FIRST BANK PLC
ACCT NO:                  3111741042
ACCOUNT TYPE:       SAVINGS
AMOUNT:                  N2000

NAME:                       TITUS AYANI SOLA


BANK:                       GTB BANK
ACCT NO:                  0262412831
ACCOUNT TYPE:       SAVINGS

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Updated: 31st January 2019 — 8:26 am

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