EFFECTS OF INSTRUCTIONAL MATERIALS ON ACHIEVEMENT AND RETENTION OF BIOLOGY CONCEPTS AMONG SECONDARY SCHOOL STUDENTS

EFFECTS OF INSTRUCTIONAL MATERIALS ON ACHIEVEMENT AND RETENTION OF BIOLOGY CONCEPTS AMONG SECONDARY SCHOOL STUDENTS

Background Of The Study

Science explains the natural existence of man and his activities. Science could be seen as problem solving in order to improve the living standard of man. There are different definitions of science by different schools of thought; Onche (2014) defines science as an integrated part of human activities. It is seen as a dynamic human activity concerned with manipulating spherical world. It is seen as “knowledge covering general truths and laws, obtained and tested through scientific methods as concerned laws with the physical world”. Science can be seen as the bedrock of national development. A nation that is not scientifically advanced is termed a backward nation. Science is used by humans to solve daily problems and control the environment. The usefulness of science cannot be under-rated. There are many areas of life that science has contributed such as in medicine, geophysics, hydrology, agriculture, communication, technology, education, transportation, healthcare to mention a few. Agriculture has improved greatly through the introduction of high yield improved agricultural seeds. Science has led to breakthrough in medical care. Diagnostic machine for checking different ailments and diseases are now controlled and diseases cured through science. The usefulness of science to humanity cannot be over emphasized. 

1.2 Statement of the Problem
One of the main problems facing most secondary schools in the Nigerian society today is the relative decline in the academic achievements of the students especially in the sciences. The secondary schools in Delta State are no exception. The academic achievements of students in the sciences have been on the decline (Elman, 1994) and being able to reach the desired goal can be termed achievement. Most research findings in academic achievement in sciences are applicable to Biology as a science subject. The poor achievements in biology could be attributed to some factors such as: – lack of use of apparatus Ogunbi (1986), lack of fund to purchase material Olayinka (2016). From experience as a teacher, there are other factors that contribute to poor achievement in biology which include: –
Lack of facility for imparting knowledge.
Inadequate equipment in laboratories where they exist.
Lack of teacher’s zeal to make use of instructional materials or improvise in the absence of standard materials.
Lack of students’ exposure to practical lessons and insufficient time for practical activities.
Lack of interest in creativity in the part of teachers and poor teaching strategies.
Large size of the classes, leading to inadequate or poor management of classes.
Unqualified or inexperience teachers handling biology classes.
Analysis of students’ poor achievements in recent WAEC examination and result poses a great concern to the nation. James and Pemida(2000) in a paper termed “biology education through the biological garden” is of the view that biology stands out distinctly to be taught and learnt among other science subjects by making use of available materials. According to James et al (2000) mere collection of specimens taken to the laboratory do not give room for active participation of students and thus, does not contribute to scientific attitude of students. The transfer of knowledge from school to life situations, to the development of decision making skills and values, cannot be nurtured through the conventional chalk and board nor can it be effective through traditional laboratory experiments but the use of more interactive strategies that can facilitate participatory learning and independent enquiry (UNESCO 1987 –2006). Biology is developing more rapidly today than in past and so in Connell (2000), the skill and techniques of imparting useful biological knowledge, lecture and text book as a sole source of knowledge should give way to newer educational techniques that require the use of instructional materials. Available literature shows that much of biology teaching is carried out through chalk and board with little or no emphasis on the use of instructional materials. This study therefore investigated effect of the use of instructional materials on academic achievements and retention of Biology concept among SS2 student in Ika North East area of Delta State.
1.3 Objectives of the Study 

The general objective of the study is effects of instructional materials on achievement and retention of biology concepts among secondary school students.  The specific objective is as follows :
1. Investigate effects of the use of instructional materials on the academic achievements of SS2 Biology student’s in Delta State.
2. Investigate effect of the use of instructional materials on the retention ability of SS2 Biology students in Delta State.
3. Examine the gender-related effect of instructional materials and academic achievements of biology students.
4. Examine the gender-related effect of instructional materials and retention ability among SS2 Biology students.
1.4 Research Questions 

The following questions have been prepared for the study
1. What is the effect of the use of instructional material on the academic achievement in biology among SS2 students in Ika North East Local Government Area of Delta State?
2. What is the effect of the use of instructional materials on the academic achievement of boys and girls among SS2 biology students?
3. Is there any difference in the mean retention scores of SS2 biology students taught biology concepts using instructional materials and that of their counterparts taught same concepts without the use of instructional materials?
4. What is the effect of the use of instructional materials on retention ability of male and female SS2 biology students in Ika North East Local Government Area of Delta State?
1.5 Null Hypothesis
The following null hypotheses were formulated for the study and were tested at 0.5 level of
significance.
H01: There is no significant difference in the mean achievement scores of students taught biology concepts using instructional materials and those taught without instructional materials.
H02: There is no significant difference in the mean achievement scores of male and female students taught biology concepts using instructional materials e.g chart and specimens.
H03: There is no significant difference in the mean retention scores of SS2 students taught Biology concepts using instructional materials and those taught same concepts without instructional materials
H04: There is no significant difference in the mean retention scores of male and female students taught biology concepts with the use of instructional materials.
1.6 Significance of the Study
This study is significant to Biology teachers in Delta State in particular and in Nigeria in general. Teachers and would find this study relevant and useful in teaching and learning procedures.
The use of instructional materials would help curriculum planners in the area of practical works.It will be helpful to examination bodies such as WAEC and NECO in setting examination questions with emphasis on area of practical works.
Science equipment manufacturers and science book publishers etc. will find this study relevant in areas of science instructional materials production to schools.
This study will be helpful for further research on retention.
1.7 Scope and Delimitation of the Study
This study will  investigate effects of the use of instructional materials on the academic achievements of SS2 Biology student’s in Delta State. The study will also investigate effect of the use of instructional materials on the retention ability of SS2 Biology students in Delta State. The study will further examine the gender-related effect of instructional materials and academic achievements of biology students. Lastly, the study will  examine the gender-related effect of instructional materials and retention ability among SS2 Biology students. Hence this study will be delimited to Delta state.

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