CHAPTER ONE

INTRODUCTION

This chapter is designed to cover background of the study,

statement of the problem, purpose of the study, research questions,

research hypothesis, significance of the study, scope of the study and

definition of terms.

1.1 Background of the Study

Science is the great business on which the country’s

technological progress depends. Therefore, science receives a lot of

attention in education because of its importance and relevance to life

and society.

Biology is a branch of science and an essential subject in many

fields of study, contributing significantly to the country’s technological

progress. These include medicine, forestry, agriculture,

biotechnology, and nursing. Studying biology in senior secondary

school equips students with useful concepts, principles, and theories

to solve problems before and after graduation. Biology labs give

students the opportunity to do science rather than study it.

 Nzewi (2018) argued that practice is not an abstract or

theoretical representation of the facts, principles and concepts of a

subject, but can be seen as a strategy that teachers can adopt to

make their tasks (teachings) more realistic to students. Nzewi argued

that hands-on activities should involve students in hands-on activities

as well as using a variety of materials/equipment to conduct lesson at

home.

Nwagbo (2018) stated that: ‘’using hands-on activities

(approaches) to teach biological concepts is a rule, not an option, for

biology teachers if we want to produce students who can acquire the

necessary knowledge. It should be.’’ It is necessary to meet the

scientific and technological needs of the country. The search for more

effective approaches to teaching and learning biology that facilitates

the development of the intellectual skills and attitudes necessary to

learn concepts has been ongoing for many years.

Okoli (2016) point out that many science educators avoid

student-centered, activity-oriented teaching in favor of traditional

expository-lecture teaching, in which one teacher presents an oral

conversation about a specific topic. Focus (e.g., research method,

discovery method, laboratory approach), etc.

 Nwagbo (2016) observed that a teacher-centered approach that

puts teachers as sole owners of knowledge and the students as

passive recipients of knowledge may not promote academic

achievement or promote positive attitudes toward biology.

Science learning is expected to produce individuals that are

capable of solving their problem as well as those of the society. Such

individuals are expected to be autonomous, confident and self reliant.

Science and technology constitute the basis of advancement in

nearly all fields of human endeavours. Obiekwe (2018) reported that

all is not well with science instruction in Nigerian secondary schools,

and noted that science teaching lays extreme emphasis on content

and the use of “Chalk and talk” method neglecting the practical

activity method which enhances teaching and learning. This

negligence and ‘shy-away’ attitude form activity oriented-method of

teaching has led to abstraction which makes the students less active

and more prone to rote memorization. A lot has been done to improve

science teaching in secondary schools in Nigeria. Inspite of that,

students continue to perform poorly in science subjects, of which

biology is one. This situation has created the need for more effective
 teaching method. The effectiveness of alternative methods of

correcting this situation should then be studied.

1.2 Statement of the Problem

The relevance of education in any society cannot be

understated. It is regarded as the single potent factor that leads to

the improvement of the individual as well as the society. The need to

provide basic formal education to all schools in Akwa Ibom State is

therefore a paramount social responsibility. The question of how

credible the students-teachers education programme is, in terms of

effectiveness and appropriateness of instructional materials has

remained a major issue of interest. The quality of instruction,

teachers, and equipment in Biology are usually considered sub-

standard, inadequate equipment and lack of teachers contribute to

the poor Biology education. For learning to be meaningful and

permanent, it is necessary that instructional materials be used.

Therefore, this study is concerned with establishing the comparative

effects of using optical filter and full light spectrum in demonstrating

the concept of the mechanism of phototropism and biology student’s

 academic performances in senior secondary schools in Urue Offong

Oruko Local Government Area.

1.3 Purpose of the Study

The purpose of this study is to determine the comparative

effects of using optical filter and full light spectrum in demonstrating

phototropism and Biology students’ academic

performances/achievements in senior secondary schools in Urue

Offong Oruko Local Government Area.

Specifically, the study intends to:

1. Compare the academic performances of biology students when

taught phototropism using Optical filter model and those taught

using Full light spectrum model.

2. Compare the academic performance of male students when

taught phototropism using Optical filter model and those taught

using Full light spectrum model.

3. Compare the academic performance of female students when

taught phototropism using Optical filter model and those taught

using Full light spectrum model.

1.4 Research Questions

The following research questions were put forward to guide this

study:

1. How does the use of optical filter model enhance the academic

performances of students on the concept of phototropism than

the full light spectrum model?

2. How does the academic performances of male students taught

phototropism using optical filter model different from those

taught using full light spectrum model?

3. How does the academic performances of female students

taught phototropism using optical filter model different from

those those taught using full light spectrum model?

1.5 Research Hypotheses

The following null hypotheses will be tested at 0.05 level of

significance.

1. There is no significant difference in the academic performances

of students on the concept of phototropism when taught using

optical filter model and those taught using Full light spectrum

model.
 2. There is no significant difference in the academic performance

of male students taught phototropism using optical filter model

and those taught using Full light spectrum model.

3. There is no significant difference in the academic performance

of female students taught phototropism using optical filter

model and those taught using Full light spectrum model.

1.6 Significance of the Study

Recent researchers in science have been geared towards

improving the method of teaching science so as to improve student’s

performance in science subjects. In view of the importance accorded

science teaching, this research work is done with the intention of:

(1) Searching for more effective methods of teaching and

enhancing meaningful learning.

(2) Improving learners understanding and academic performances

with regard to the concept of phototropism.

(3) Providing a teaching/learning strategy that teachers of Biology

could adopt for effective teaching and learning, thereby meeting

the needs of individual students in the class.

(4) Influencing the curriculum innovation programmes in Biology.

1.7 Scope of the Study

This study aims to analyze the comparative effects of using an optical filter

and full light spectrum in demonstrating phototropism and its potential

impact on biology students' academic performances in senior secondary

schools within Urue Offong Oruko Local Government Area.

1.8 Definition of Terms

Optical Filter: Devices that selectively transmit light of different

wavelengths (colours) while blocking the remainder.

Full-Light Spectrum: This is the light that covers the

electromagnetic spectrum from infrared to near ultraviolent, or all

wavelengths that are useful to plant or animal life; in particular,

sunlight is considered full spectrum. There are now dozens of electric

lighting products marketed as full-spectrum but the sunlight remains

the natural full-spectrum that is available for plant growth.

Phototropism: The growth of organism in response to light; most

often observed in plants.

Academic Performance/Academic Achievement: The outcome of

education – the extent to which students has achieved their

educational goals.