EFFECTS OF INQUIRY-BASED INSTRUCTION ON ACQUISITION OF

PROCESS-SKILLS, INTEREST AND PERFORMANCE IN ECOLOGY AMONG

SECONDARY SCHOOL STUDENTS, IN LERE, KADUNA, NIGERIA

BY

Sunday DANJUMA

DEPARTMENT OF SCIENCE EDUCATION,

FACULTY OF EDUCATION
AHMADUI BELLO UNIVERSITY,
ZARIA, NIGERIA

OCTOBER, 2017
 EFFECTS OF INQUIRY-BASED INSTRUCTION ON ACQUISITION OF
PROCESS-SKILLS, INTERESTAND PERFORMANCE IN ECOLOGY AMONG
SECONDARY SCHOOL STUDENTS, IN LERE, KADUNA, NIGERIA

BY

Sunday DANJUMA

P13EDSC8039

A DISSERTATION SUBMITTEDTO THE SCHOOL OF

POSTGRADUATE STUDIES, AHMADU BELLO UNIVERSITY,
ZARIA

IN PARTIAL FULFULLMENT OF THE REQUIREMENTS FOR

THE AWARD OF MASTER DEGREE IN SCIENCE EDUCATION

DEPARTMENT OF SCIENCE EDUCATION,

FACULTY OF EDUCATION
AHMADUI BELLO UNIVERSITY,
ZARIA

OCTOBER, 2017

2
 DECLARATION

I hereby declare that this Dissertation entitled “Effects of Inquiry-Based Instruction on

Acquisition of Process Skills, Interest and Performance in Ecology among Secondary

School Students, in Lere Educational Zone, Kaduna, Nigeria” has been written by me,

under the supervision of Dr. J.O. Olajide and Dr. S.S. Obeka (Very Rev)in the

Department of Science Education. It is a record of my own work and it has not been

presented in any previous application for a higher degree. All quotations and sources of

information are fully acknowledge by means of references.

Danjuma Sunday ___________________ _______________

P13EDSC8039 (Signature) (Date)

3
 CERTIFICATION

This Dissertation entitled “Effects of Inquiry-Based Instruction on Acquisition of Process

Skills, Interest and Performance in Ecology among Secondary School Students in Lere

Educational Zone, Kaduna, Nigeria.” by Sunday DANJUMA with registration number

P13EDSC8039 meets the regulation governing the award of masters degree in Science

Education of the Ahmadu Bello University, Zaria, Nigeria and is approved for its

contribution to knowledge and literacy presentation.

___________________________ _______________
____________
Dr. J.O. Olajide Signature Date
Chairperson, Supervisory Committee

___________________________ _______________
____________
Dr. S.S. Obeka (Very Rev) Signature Date
Member, Supervisory Committee

___________________________ _______________
____________
Prof. Mamman Musa Signature Date
Head of Department

___________________________ _______________
____________
Prof. S.Z. AbubakarSignature Date
Dean School of Postgraduate Studies

4
 DEDICATION

This Dissertation is dedicated to Almighty God and to the memory of my beloved mother

and wife. Late Mrs. Ladi Danjuma and Late Mrs. Juliet D. Sunday.

5
 ACKNOWLEDGEMENTS

First and foremost, I must express my special appreciation and thanks to the Lord

Almighty for his abundant love, mercy and grace that made it possible for me to

accomplish this work. I acknowledge the tireless and encouraging efforts of the

supervisory team Dr. J.O. Olajide and Dr. S.S. Obeka (Very Rev) who were there for me

both during and after office hours. May God shower such kindness to your children. The

researcher will not forget the assistance, encouragement, guidance and motivation given

by Prof. J.S. Mari, Prof. I. A. Usman, Prof. M.M. Atadoga, Prof. A.A.M. Shaibu, Prof.

M.A. Lakpini, Prof. S.S. Bichi, Dr. Binta Abdulkarim, Dr. F.K. Lawal, Dr. T.E. Lawal,

Dr. S.B. Olorukooba, Dr. M.K. Falalu, the PG Coordinator; Dr. M.O. Ibrahim and finally

the Head of Department Prof. Mamman Musa for their valuable contributions towards

making this study a success.

I will like to acknowledge the co-operation and assistance given to me by the Director

and staff of Lere Educational Zone particularly Mr. John Bala Mavisky. The principals

and Biology teachers of the study schools contributed to the success of this study. Thank

you for your kind gesture. I appreciate my late wife Mrs. Juliet D. Sunday for her prayers,

patience and encouraging words during my course work. I also appreciate the patience

and co-operation of my son Johnson D. Sunday for his patient and co-operation during

my research work.

My acknowledgement will not be complete without mentioning the family of Mr. and

Mrs. Charles Isuwa and my good friends Mr. Simon John, Abubakar Auwal Kassim and

Andrew Theresa for standing by me under the sun and in the rain to make this study a

6
success.I sincerely thank all others too numerous to mention who have made one input or

another in this study. Thank you all.

7
 TABLE OF CONTENTS

Contents Page

Title Page i

Declarationii

Certificationiii

Dedication iv

Acknowledgements v

Table of Contents vi

List of Figures vii

List of Tables viii

List of Appendices ix

Abbreviations x

Abstract xii

CHAPTER ONE: THE PROBLEM

1.1 Introduction 1

1.1.1 Theoretical Framework 9

1.2 Statement of the Problem 11

1.3 Objectives of the Study 13

1.4 Research Question 14

1.5 Null Hypotheses 14

1.6 Significance of the Study 15

1.7Scope of the Study 16

1.8Basic Assumptions 16

8
CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.1 Introduction 17

2.2 Teaching and Learning of Science 18

2.3Biology as a Science Subject 19

2.3.1Teaching Ecology at Senior Secondary Level 21

2.4 Science Teaching Methods 22

2.4.1 Inquiry-Based Teaching Strategy in Science 27

2.4.2 Importance of Teaching Science 30

2.4.3 General Problems in the Teaching of Science 31

2.5 The Process Skills and Academic Performance 32

2.6 Interest as a Factor and Academic Performance in Science Education 42

2.6.1 Relevance of Interest in Teaching and Learning Science 48

2.7 Gender and Academic Performance in Science 49

2.8 Overview of Similar Studies 51

2.9 Implications of Literature Reviewed on the Present Study 54

CHAPTER THREE: METHODOLOGY

3.1 Introduction 57

3.2 Research Design 58

3.3 Population of the Study 59

3.4 Sample and Sampling Techniques 60

3.5 Instrumentation 60

3.5.1 Validity of the Instruments 62

3.6 Pilot Test 63

9
3.6.1 Reliability of the Instruments 64

3.7 Administration of Treatment 65

3.7.1 Teaching the Control Group 67

3.8 Procedure for Data Collection 67

3.9Procedure for Data Analysis 67

CHAPTER FOUR:DATA PRESENTATION AND ANALYSIS

4.1 Introduction69

4.2 Research Questions 69

4.3 Hypotheses Testing 73

4.4 Summary of Major Findings 76

4.5 Discussion of Results 77

CHAPTER FIVE:SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Introduction 81

5.2 Summary 81

5.2.1 Summary of findings 83

5.3 Conclusions 84
5.4 Contributions to Knowledge 84
5.5 Recommendations 85

5.6 Limitation of the Study 85

5.7 Suggestions for further studies85

References 86

Appendices 100

10
 LIST OF FIGURES

Fig 3.1 Flow Chart for Inquiry-based Instruction and Lecture method 65

11
 LIST OF TABLES

Table
Page
1.1 Students‟ performances in Biology in Kaduna State WAEC May/June, 2012-201612

3.1 The Population of the Study

59

3.2 Sample for the Study

60

3.3 Table of specification for SPSAT instrument

61

3.4 Table of Specification for EPT instrument 61

4.1 Summary of Posttest Mean Score for the acquisition of process skills in

Experimental and Control Group

70

4.2 Mean Rank Test Differences in Interest Shown in Acquisition of Process Skills by

SSS Students in Experimental and Control Group 71

4.3 Summary of Posttest Mean Scores of Academic Performance of Students in

Experimental and Control Group. 72

4.4 Difference in the Acquisition of Process Skills Between Male and Female

Students 72

4.5 Independent t-test Statistics on the Difference in the Acquisition of Process Skills
In Experimental and Control Group 73
4.6 Kruskal- walis Non parametric Rank Test Difference in the Interest Shown by
SSS

Students in Experimental and Control Group 74

12
4.7 Independent t test Statistics on Differences in The Mean Academic Performance

of Students inExperimental and Control Group 75

4.8 Independent t-test Statistics on Difference in the Acquisition of Science Process

SkillsBetween Male and Female Students. 76

13
 LIST OF APPENDICES

Appendix page

A: Science Process Skills Acquisition Test

100

B: Marking Guide for Science Process Skills Acquisition Test 105

C: Student Ecology Concept Interest Questionnaire (SECIQ) 110

D: Ecology Performance Test (EPT) 113

E: Marking Guide for Ecology Performance Test (EPT) 121

F: Request Letter122

G: SECIQ reliability 123

H: Scores for the Three Instruments in Control School 127

I: Scores for the Three Instruments in Experimental School 129

J: Lesson Plan for Experimental Group 131

K: Lesson Plan for Control Group 147

14
 LIST OF ABBREVIATIONS

AAAS: America Association for Advancement of Science

FME: Federal Ministry of Education

GALT: Group Assessment of Logical Thinking

MAN: Mathematical Association of Nigeria

NECO: National Examination council

NRC: National Research Council

NTI: National Teachers Institute

SAPA: Science A Process Approach

SECIQ: Student Ecology Concept Interest Questionnaire

SPSAT: Science Process Skills Acquisition Test

STAN: Science Teachers Association of Nigeria

TOPS: Test of Practical Skills

WAEC: West Africa Examination Council

WASSCE: West Africa Senior School Certificate Examination

15
 ABSTRACT

The objective of the research was to investigate Effects of Inquiry-Based Instruction on

Acquisition of Process Skills, Interest and Performance in Ecology among Secondary
School Students. Four objectives, research Questions and Hypotheses guided the
research. The hypothesis were tested at p≤0.05 level of significance. Pretest and posttest,
experimental and control group design was used for the study. The population comprised
all 1908 senior secondary school Biology students in Lere zone. A sample consisting of
118 students randomly selected from two coeducational schools in Lere Education Zone
was used for the study. The experimental group was taught Ecology concepts using
Inquiry-based method while the control group was exposed to lecture method. Three
validated instruments called Student Process Skills Acquisition Test (SPSAT), with
r=0.74,Ecology Performance Test (EPT) with r=0.76and Students Ecology Concept
Interest Questionnaire (SECIQ) with r=0.84 were used to gather data. Data collected were
analyzed using t-test and Kruskal-wallis statistics. The results of the study revealed that
differences exist on acquisition of process skills when students are exposed to inquiry and
lecture teaching method in favour of experimental group.Statistics revealed that
significant difference exist in the interest shown by SSS Students when they are exposed
to inquiry and lecture teaching method in favor of experimental group. Based on the
findings the following recommendations were made; the use of inquiry-based instruction
should be encourage among teachers of ecology to improve student‟s acquisition of
process skills and Inquiry-based instruction should also be encouraged to promote the
learning of Biology by both male and female students.

16
 CHAPTER ONE
THE PROBLEM
1.1 Introduction

The desire to enhanceacquisition of science process skills through the use of more

effective instructional strategies and the increasing awareness in recent years of the

teaching-learning process has directed a lot of attention to understanding of how learners

learn. Bichi (2002) defined science as intellectual activities carried out by scientists

designed to discover information about the natural world in which we live and to discover

ways in which this information can be organized to benefit human race. In this respect,

the primary focus of science is to collect data and the ultimate purpose is to discern order

that exist in natural phenomena and happenings around us.Shaibu (2014) observed that

science is a complex human activity that leads to the production of a body of universal

statements called laws, theories or hypotheses which served to explain the observable

behavior of the universe or part of it and which in themselves have predictive

characteristics. Hornbly, (2006) defined scienceas an intellectual and practical activity

encompassing the systematic study of the structure and behavior of the physical and

natural world through observation and experiment.

Science is a particular way of investigating the world and of forming general rules

about why things happen by observing particular situation. (Raven & Johnson, 1996;

Johnson & Raven 1998; Mader, 2000;Ajaja, 2007).Science is the foundation upon which

the bulk of present day technological breakthrough is built. These days, nations all over

the world including Nigeria are striving hard to develop scientifically, since the world is

becoming scientific and all proper functioning of lives depends greatly on science(Mader,

17
2000). According to Alebiosu, (2003) science aimed at searching for causes and

providing reasons for solution to phenomena or experiences in life.Oyewole, (2003)

explained that some people view science as a means or instrument for technical and

economic development of a nation.

Obioma, (2008) declared that every learner who has gone through nine years of

basic education should have acquired appropriate levels of literacy, numeracy,

manipulative, communicative and life skill, as ethical, moral and civic values needed for

laying solid foundation for life-long learning as a basis for scientific and reflective

thinking. From the definitions, science can be seen as not just mere acquisition of facts

but rather the active involvement of students through activity-based methods such as,

discussion method, project method, field trip, discovery, co-operative learning and

inquiry instruction. Therefore, effects of inquiry-based instruction on acquisition of

process skills, interest and performance in ecologyamong secondary school students in

lere educational zone will be investigated.

The term “Biology” is derived from two Greek words: Bios and logos which

simply mean life and study respectively. Biology according toSarojini, (2006) can simply

be defined as a branch of science which deals with the study of living and non-living

organism. Biology is a practical based subject, which equips students with concepts and

skills that are useful in solving the day-to-day problems of life. Biology is central to

many science related courses such as Medicine, Pharmacy, Agriculture, Nursing,

Biochemistry, and so on. It is obvious that no student intending to study these disciplines

can do without Biology.

18
 The National Policy on Education, (FRN, 2013) stated that the aim of education is

to inculcate in the child, thespirit of inquiry and creativity through the exploration of

nature. According to James, (2000) the objectives of the National Policy on Education

will not be achievedas desired, if appropriate teaching techniques and the principle of

individual differences which exist among others are not closely monitored. In line with

these objectives, the three major science subjects that are taught in Senior Secondary

Schools level in Nigeria are Biology, Chemistry and Physics. Biology is considered as

one of the core science subject made compulsory for all science students at Senior

Secondary School of the Nigerian Education system

A cursory look at the secondary schools in Nigeria has shown that many teachers

in the system still rely much on the traditional “chalk and talk” method of teaching rather

than embracing the use of inquiry-based teaching strategy.Okebukola, (2008) identified

some weakness exhibited by tertiary institution graduating teachers that lack practical

skills, shallow knowledge of Biology and poor knowledge of teaching

methodologies.Gilbert, (1998) observed that the difficulty perceived by science students

is their inability to make reasonable connection between concept areas and its application

in solving problems in Biology. In related studies, Yilwa, (1999), Jibril and Nura, (2007),

independently identified poor methods of teaching and improper use of instructional

materials as some of the deficiencies of science teachers. Okebukola (2009) also

attributed the poor performance in Biology to the use of ineffective teaching and learning

strategies and lack of appropriate learning environment under which Biology teaching

takes place. This study therefore investigatesthe effects of inquiry-based instruction on

19
acquisition of process skills, interestand performance in ecology among secondary school

Biology students. .

One of the most common methods of teaching science at the Senior Secondary

level is lecture method. According to Bichi (2002) this is a method of teaching that

emphasizes “talk and chalk” in the teaching of science subject. More than 80% of the

scientific information and principles are delivered as lectures. Teachers embrace this

method for easy coverage of the school syllabus. It is characterized by one way flow of

information from the teacher who is always active, to the students who are always

passive. In its true nature, lecture method is not effective for science teaching. James

(2000), Usman (2000) and Bichi (2002) all argued against it because it does not promote

meaningful learning. They further explained that the use of lecture method of teaching in

science leads to rote learning. Achilles and Pate (1992) reported a decrees in skills

acquisition when lecture method is used. However, lecture method of teaching should not

be totally discouraged, but there is need to improve on it for effective teaching and

learning of Biology. This can be done by use of inquiry-based instruction.

The National Research Council (NRC) reports (1996; &2000) called for inquiry-

based methods that led to current reforms and an increased emphasis on inquiry in

science curricula. Inquiry has been identified as a teaching and learning method that

provides learners with motivation to learn and develop skills to be successful throughout

life (Dewey, 1910; Lederman, 1998). NRC explained that students benefit by learning

science through authentic investigations similar to those conducted by professional

scientists. In theory, with the placement of science in a context through inquiry-based

instruction, teachers and students begin to develop their approach to science, and this

20
investigative learning leads to better understanding (NRC, 2000). In this study, effects of

inquiry-based instruction on acquisition of process skills, interest and performance in

ecology will be investigated.

Inquiry method of teaching is a teaching method where the learner, with

minimum guidance from the teacher seeks to discover and create answers to a recognized

problem through procedure of making a diligent search (Callahan & Clark, 1977;

Adedoyin, 1990). Inquiry is a term used in science teaching that refers to a way of

questioning, seeking knowledge or information or finding out about phenomenon. Using

this method students learn not only concepts and principles but self-direction,

responsibility and social communication. It is a highly interactive step by step approach

which involves student at all levels of discussion (Obeka, 2010). It is also the way people

learn when they are left alone.

Some of the inquiry based instruction are guided discovery and self-learning

strategies.Guided discovery is one of those teaching methods that employ exploration,

manipulation and experimentation to find out new ideas (Akuma, 2008). The instructor

devises a series of statements or questions that guide the learner, step by logical step,

making a series of discoveries that leads to a single predetermined goal. The guided

discovery strategy is activity oriented and involves practical demonstration, discussion

and experimentation. During such instruction the students employ the processes of

science like observation, classification, investigation, and critical interpretation of

findings. In Biology, it is possible for guided discovery strategy of teaching to be

enhancing student‟s performance. This is because of the activity oriented nature of the

guided discovery strategy (Okoye, Momoh,Aigbomain, &Okecha, 2008).

21
 The search for a more effective approach for the teaching and learning of Biology

that will enhance the acquisition of process skills has persisted over the years. This is

because the acquisition of science process skillsand the bases for science inquiry and

development of intellectual skills and attitudes that are needed to learn conceptsare not

utilized by Biology teachers. Nwosu in Ibe,(2004)asserted that science process skills are

abilities which can be developed by experience and used in carrying out mental and

physical operations.Hedges and Woodworth (1999) claim that by allowing students to

learn science the way scientists practice science they will be able to gain an

understanding of science content and develop science process skills. These process skills

are fundamental to science due to the fact that it allows students to conduct investigations

and from it conclusions are drawn.Bruner,(1961) suggested that learning can be

meaningful by activity-based instructional strategy such as discovery method, problem-

solving and inquiry method. Bichi,(2002) also observed that as students engage in solving

problems; they acquire skills and confidence which aid their capacity to tackle future

problem.

From the above definitions, inquiry-based teaching can also be seen as a

pedagogical approach that invites students to explore academic content by posing,

investigating and answering questions to the discovered problem or problems. Also

known as problem-based teaching or simply as “inquiry,” this approach puts students

questions at the center of the curriculum, and places just as much value on the component

skills of research as it does on knowledge and understanding of content.

Nwosu (1994) opined that, science process skills development requires direct

involvement in scientific activities and procedures in the laboratories and in the field.

22
 Reading and activity oriented science emphasized the same intellectual skills and are both

concerned with thinking processes. Ibe,(2004) report that, the American Association for

the Advancement of Science (AAAS) developed a programme known as "Science A

Process Approach" (SAPA). Thisprogramme sees science processes as true essence of

science. The programme was designed to improve children‟s skills in the process of

science. Ajunwa, (2000) reported that science educators and curriculum experts modified

them by their expanding or condensing them to suit their special needs or expectations.

Some of these science process skills include; Observation, measuring, classifying,

operational definition, experimentation, communicating, among others. In this study,

effects of inquiry-based instruction on acquisition of process skills, interest

andperformance in ecology among secondary school students will be investigated.

Performance means accomplishment or proficiency of achievement in a given

skill or body of knowledge. Ricarda (2015) academic performance is the outcome of

educational output, the extent to which a person has accomplished specific goals that

were the focus of activities specifically in school, college and university.

Popoola (2010), defined academic performance as an expression used to present

students scholastic standing and which is a function of a various factors such as method of

teaching, teacher qualification, child‟s home background, school environment, attitude, and

interest among others. Adediwura and Taiwo (2007), opined that academic performance is

the display of knowledge attained or skills developed in school subjects designated by test

and examination scores assigned by the subject teacher. The researcher therefore, intends to

23
investigate the effects of inquiry-based instruction on acquisition of process-skills, interest

and performance in ecology.

Apart from poor teaching strategy, another factor of concern that led to poor

acquisition of process skills is lack of interest in science subjects (Biology inclusive) as

observed by (Nweke, 2010). As a psychological variable, interest has a history. Walter and

Hart (2009) defined interest as an individual‟s desire, power and tendency to act in a

particular way.The development of interest has been the focus of the conceptualizations

of(Hidi & Renninger (2006) & Krapp 2002 & 2007). They have each described interest as

being a psychological state and predisposition to reengage particular disciplinary content

over time that develops through the interaction of the person and his or her environment.

Krapp (2007) opined that once interest is maintained, repeated engagement can be

either self-initiated or promoted by the environment, leading to the development of first an

emerging and then a well-developed individual interest, while Renninger (2006) added that

if interest of a student could be generated during learning process, academic performance is

certain to be enhanced. In senior secondary school, students select a major field of study

(Biology, Physics, and Chemistry are the science subjects that can be chosen).

Another important issue is that of the influence of students‟ gender and teaching

strategies in science. Some studies, (Ogunleye, 2001, Adesoji 2008, and Bunkure, 2008) on

the effects of instructional strategies on students‟ performance in science suggest that there is

a relationship between gender and teaching approaches.Differences in the performance of

both male and female students in science subjects when exposed to various instructional

strategies are reported by Okeke (2001) to be insignificant. However, some research findings

such as Mari (2001) revealed consistent differences between the performances of male and

24
female learners in achievement tasks in science. Mari (2001) for instance, reported that

students‟ achievement in science was significantly high when taught by teachers of opposite

sex. It is also on record however, that other researchers revealed conflicting results of no

difference in performance, (Eya and Mbo, 1997; and Ogunleye 2001). The reasons

researchers attribute to gender-related differences in achievement between male and female

learners includes the innovative nature of the instructional strategy used, students cognitive

ability levels, psychological and socio-cultural factors, (Okeke, 2001). It will therefore be

interesting to find out if there may be a link between inquiry-based instruction and gender-

related differences in achievement between male and female learners; because the activities

involve in the inquiry instruction may be too cumbersome to the girls since they do not like

practical work. That, notwithstanding, issues regarding gender and science still remain a

controversy. One such controversy is that girls do not like practical work and can‟t handle

the inquiry instruction (Adesoji, 2008). Therefore, the researcher seeks to investigate the

effects of inquiry-based instruction on acquisition of process skills, interest and performance

in ecology among Secondary School Students in Lere Education Zone.

1.1.1 Theoretical Framework

The theoretical framework that guided this study is the constructivist theory proposed

byPiaget (1961) which is based on the active nature of learning. The constructivists‟ school

of thought view learning as an active process in which students create their own maps and

theories of the world. The constructivists‟ school of thought view learning as an active

process in which students actively construct their own knowledge of the situation at hand

based on the existing previous knowledge. Constructivism argues that students are not

25
passive absorbers, but active constructors of knowledge. According to this theory, students

engage their minds very actively in constructing meaning out of their interactions with the

environment. They make their own connections between experiences and the words other

people are teaching them and they create their own network of relationship and patterns of

thinking (Stanley, 2008). According to Piaget (1961)the child‟s mental process is limited to

thinking. The child‟s concepts of quantity, time, space, conservation and reversibility

develop when they are young. The learner can classify things at this stage and he acquires

logical process of observation, describing, classifying, and measuring real objects. Learning

should go from simple to complex and importantly the learner should deal with concrete

materials first before going to complex and he can learn abstract concept and

generalizations.This implies that when the learners are engage in an activity-based

instruction the level at which they acquire process skill will be enhance.

Schwab (1966) opined that students should view science as a series of conceptual

structures that should be continually revised when new information or evidence is

discovered. Schwab considered that science should be taught in a way that was to be

consistent with the way modern science operates. He also encouraged science teachers to use

the laboratory to assist students in their study of science concepts. He recommended that

science be taught in an inquiry format. Besides using laboratory investigation to study

science concepts, students could use and read reports or books about research and have

discussions about problems, data, the role of technology, the interpretation of data, and any

conclusions reached by scientists.

Ausbel (1968) claimed that for improvement and academic performance of students,

teachers ought not to only provide both a conducive learning environment but also employ

26
good teaching techniques and strategies. He also found out that the interactive methodology

teachers employ is a critical factor for student higher levels of achievement in both cognitive

and affective areas. Hefurther reported that a significant improvement in science

achievement is a result of instructional strategies that gives students the opportunity to

explore, argue and discuss events and phenomena at first hand and be able to make

generalizations or arrive at principles for themselves. When science teachers employ good

teaching strategy the learners academic performance is enhance.

Therefore, the study seeks to investigate the effects of inquiry-based instruction on

acquisition of process skills, interest and performance in ecology among secondary school

studentsin Lere, Kaduna State.

1.2Statementofthe Problem

The curricular developmental aspect of Biology has focused more on rote learning

over years which makes instruction teacher-centered. According to Gyuse (2009), vital

abstract contents in Biology (like Ecology concept) can hardly be effectively communicated

to the learners theoretically. Students‟ needs to be taught using innovative strategies like

inquiry-basedinstruction and field trip method. Achilles and Pate (1992) reported poor skills

acquisition when lecture method is used to teach Biology concepts and other science related

subjects. Most teachers still prefer using the „chalk and talk‟ method in instructing learners

(the lecture method approach). But Swan et al (2008) observed that the problem associated

with teaching of Biology can be effectively handle by teaching with inquiry instruction.

The need to find solution to students‟poor acquisition of science process skills is

therefore an obvious factor as Zayun (2008) opined that several factors have been

responsible for low acquisition of science process skills. This include: Teaching methods,

27
learning materials, teaching factor, societal factors and strategies employed by teachers

among others.Shehu, (2006) discovered that the major problem of science subjects is rooted

in the difficult nature of the science subject as a result of using poor teaching method to

teach science concepts. Yusuf, (2012) added that the difficulty perceived by science students

is their inability to make reasonable connection between concept areas and its application in

solving problem in Biology as a result of poor methods used by many science teachers. The

need to use appropriate method that will boost the acquisition of process skills, interest and

performance in Biology is a point of concern.

A critical look at students‟ academic performance in Biology in Secondary School

Certificate Examination over the years showed that as the enrolment increases, the number

of passes is not encouraging, the teachers‟ method of teaching may have been a major source

of student‟s poor academic performance in Biology. Therefore something needs to be done

to improve the performance (Gyuse, 2009). The performance of students can be seen from

the statistical table of Biology results in May/June West African Examination S.S.C.E

Table 1.1 Students’ Performances in Biology in Kaduna State WAEC May/June, 2012-

2016

Year Total Sat No with A1-C6 % with A1-C6No with D7-F9 % with D7-F9

2012 126,821 59657 47.04 67161 52.96

2013134,852 5657041.95 78282 58.05

2014130,653 5615542.98 74498 57.02

2015 150,92572204 47.85 78722 52.17

2016143,936 6200843.08 81928 56.92

28
Source: West African Examination Office, Kaduna Office (2017).

In spite of the relevance of Biology as one of the major science subjects whose pass

at credit level determines to a large whether students will be admitted or not to read a

number of major professional science based course at the university, yet its failure rate is

more alarming compared to Chemistry and Physics (Calderon & Gonzales, 2013).An attempt

to improve on the academic performance of students in these science subjects, several factors

have been identified to be responsible for the poor performance of the students. Ganal,

Andaya and Guiab (2016) advanced some problems including lack of practical skills and

shallow knowledge of the subject matter.Olayinka, (2016) identify poor method of teaching

and improper use of instructional materials as being the cause. Gyuse (2009) observed that

many students experience difficulty in science courses as a result of the lecture method used

by their teachers.

This situation has created the need for more effective teaching method that will

enable the students acquire the skills that will help them know the areas of strength and

weaknesses to be able to acquire process skills, perform very well and have more interest in

Biology.The researcher therefore, investigated the effectiveness of inquiry-based instruction

on acquisition of process skills, interestand performance in ecology among SSS students in

Lere, Kaduna, Nigeria.

1.3Objectives of the Study

The main objective of this study is to determine the effects of inquiry-based

instruction onacquisition of process skills, interest and performance in ecology.

Specifically, the study intends to ascertain:

29
 1. if using inquiry-based instruction will enhancestudentsacquisition of science process

skills.

2. the difference in the interest shown in ecology by SSS students when exposed to

inquiry-based instruction and lecture method.

3. the differences in the mean academic performance when SSS students are taught

using inquiry-based instruction and lecture method.

4. determine whether there is gender related differences in the acquisition of science

process skills when exposed to inquiry-based instruction.

1.4Research Questions

Based on the objectives of this study the following research questions were raised.

1. Does any difference exist in process skills acquisition between subjects taught using

inquiry-based instruction and those taught using lecture method?

2. Is there any difference in the interest shown in ecology by SSS students when they

are taught using inquiry-based instruction and lecture methods?

3. Is there difference in mean academic performance between subjects taught using

inquiry-based instruction and those taught using lecture method?

4. Is there any gender related difference in the acquisition of science process skills

between male and female subjects when exposed to Inquiry Instruction?

1.5 NullHypotheses

The following null hypotheses were formulated and tested at 0.05 level of

significance

HO1: There is no significant difference in the process skills acquisition between subjects

30
 Exposed to inquiryinstruction and those exposed to lecture method.

HO2 There is no significant difference in the interest shown in ecology by SSS Students

When exposed to inquiry-based instruction and lecture method.

HO3: There is no significant difference in the mean academic performance when SSS

Students are taught Biology using inquiry-based instruction and lecture method.

HO4: There is no significant difference in gender when male and female subjects are

exposed

Toinquiry-based instructionin the acquisition of science process skills.

1.6Significance of the study

The findings will hopefully be useful to teachers, students; curriculum planners,

existing literature,professional bodies such as STAN,WAEC,NECO and other researchers,

etc. in the following ways;

1. Biology teachers would know the value of using the inquiry method of teaching

Biology concepts apart from the numerous methods or approaches of teaching

Biology to enhance acquisition of science process skills. It would also be made clear

to teachers that different methods could be used in teaching different concept in

Biology instead of the traditional methods

2. The findings would improve student‟s inquiry skills on some scientific concepts.

3. These findings would assist educators and curriculum planners to understand and

appreciate the way Biology would be taught using other strategies.

31
 4. Professional bodies such as STAN and MAN will benefit by organizing workshops

on the use of activity-based strategies for effective teaching of science subjects.

5. It would also prepare ground for interested researcher who might wish to conduct

further research in related areas and could contribute to the existing literature.

1.7 Scope of the Study

The focal point of the study is to determine the effects of inquiry-based instruction in

acquisition of science process skills, interest and performance in ecology among secondary

school students in Lere Educational Zone. The schools covered for the study comprise of

government senior secondary schools in Lere Educational Zone, the sample were randomly

selected from the schools. The instruments used for data collection are Science Process

Skills Acquisition Test (SPSAT), Ecology Performance Test (EPT) and Student Ecology

Concept Interest Questionnaire (SECIQ). The concepts of this study are: ecology,

ecosystem, habitat, environment and community. Teaching ecology as a concept using

inquiry-based instruction allow the learners to actively participate and these promote

acquisition of science process skills, enhances student performance and interest in the

subject matter. The research study is restricted to test only eight process skills that the

students are expected to acquire and this are; ability to observe, measure, classify,inferring,

operational definition, identification, communication and designing experiment.

1.8Basic Assumptions

For the purpose of research work, the following assumptions are made:

i. The sample of the study is representative of the population to whom inference

will be made.

32
 ii. The Biology students are taught by qualified/experienced teachers as

recommended in the National Policy on Education

iii. The curriculum used is the same for all Biology senior secondary school students

in LereEducational Zone.

CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 Introduction

The review of related literature is focused on the past studies that have been

conducted on the effects of inquiry-based instruction on acquisition of process skills,

performance and interest in ecology. In this chapter, the review therefore concentrates on the

following sub headings:

2.2Teaching and Learning of Science

2.3 Biology as aScience subject

2.3.1Teaching Ecology at Senior Secondary Schools

2.4 Science Teaching Methods

2.4.1 Inquiry-Based Teaching Strategy in Science

2.4.2 Importance of Teaching Science

2.4.3 General Problems in the Teaching of Science

2.5Process skills acquisition and academic performance in science

2.6 Interest as a factor and performance in Science Education

2.6.1 Relevance of Interest in Teaching and Learning Science

33
 2.7 Gender and Academic Performancein Science

2.8 Overview of Related Studies

2.9 Implications of Literature Reviewed for the Present Study

2.2 Teaching and Learning of Science

Inquiry method is one of the strategies of teaching Science. According to National

Research Council (NRC) (1996) scientific inquiry involves many different ways that

Scientist investigates the natural world and findings from their research. According to the

science education reform documents, improving students understanding of science and

scientific inquiry is critical for developing a scientifically literate society (American

Association for the Advancement of Science) (AAAS) (2006) and National Research

Council (NRC) (1996 & 2000). Teaching and learning of science as inquiries not only grasp

scientific information but also develop fundamental understanding and abilities to conduct

scientific inquiry (NRC 1996 & 2000). The Publication inquiry and the National Science

Education Standards (NRC. 2000) identified the following five essential features of

classroom inquiry:

• Learners are engaged by scientifically oriented questions;

• Learners give priority to evidence in responding to question;

• Learners formulate explanations from evidence to address scientifically

orientedquestions;

• Learners evaluate their explanations in light of alternative explanations particularly

thosereflecting scientific understanding; and

34
 • Learners communicate and justify their proposed explanations.

It has been reported that students who enrolled in inquiry-based science classes with

meta-cognitive facilitation or a reflective assessment component outperformed their

counterparts in similar classes without meta-cognitive facilitation (NRC, 1999 & 2005) in

Liang and Richardson (2009).

2.3 Biology as a Science Subject

Biology as a separate science was developed in the nineteenth century as scientists

discovered that organisms shared fundamental characteristics. Biology is now a standard

subject of instruction at schools and universities around the world and over a million papers

are published annually in wide array of Biology and medicine journals, (crystyl 2011). Also,

Ambuno, Egunyomi and Osakwe, (2008) stated that Biology forms the basis of disciplines

like human medicine, veterinary medicine, nursing, Agriculture, forestry, pharmacy, food

technology, laboratory science technology, biological weapons and human nutrition to

mention just a few.

Most Biological sciences are specialized disciplines. Traditionally, they are grouped

by the type of organism being studied: Botany (the study of plants); Zoology (the study of

animals); Microbiology (the study of microorganisms). The fields within Biology are further

divided based on the scale at which organisms are studied and the methods used to study

them (Adeniyi, 2004).

1. Biochemistry examines the fundamental chemistry of life;

2. Molecular biology studies the complex interactions of system of biological

molecules;

35
 3. Cellular biology examines the basic building block of all life, the cell;

4. Physiology examines the physical and chemical functions of the tissues and organ

systems of an organism; and

5. Ecology examines how various organisms and their environment interrelate.

Biology is a very important part of everyday life. Any advances in medicine, dealing

with environmental issues, or Biotechnology depend on an understanding of living

organisms, great, medium, and small (Bichi, 2003; Kalu&Ndokwo 2006). Even if our main

goal is simply ensuring the survival of the human race, we still must be able to understand

and sustain the biosphere. We poison our land, air and water. The greenhouse effect and

global warming are both threats that concern our biosphere (crystyl, 2011). According to

Okeke, (2007), it would be utterly hopeless to try to sustain the diversity of life on earth in

the future without a decent knowledge of Biology. In order to maintain the delicate balance

of life on earth, we first must understand that we are not alone on this planate. We need to

learn about the effect wehave on our environment and other living things. Also, the

extinction of any specie can disturb the equilibrium of an ecosystem. Therefore, there is the

need to understand that all of our actions have effects on other organisms and the

environment (Crystyl, 2011).

Biological concepts (Physiology, Ecology, molecular Biology, Biochemistry,

Chemical Biology among others) require more than one method or strategy to teach for

effectiveness. For example, lecture method can be used alongside indoor laboratory teaching

strategy in the teaching of Physiology which examines the physical and chemical functions

of the issue and organ systems of an organism. This concept ecology deals with the science

of the interrelationship between organisms and their environment. The teaching and learning

36
of this concept (Ecology) needs strategy that require direct measurement, identifying,

communicating, predicting, observation of organisms in their natural surroundings, this

strategy is called inquiry-based teaching strategy. This inquiry teaching strategy may help

the students to use the process skills and study things in their natural environment.

Therefore, the present study investigated the effects of inquiry-based instruction in

acquisition of process skills,interest and performance in ecology among secondary school

students.

2.3.1Teaching Ecology at Senior Secondary Schools

Ecology literary means study of living things in their natural surrounding or habitat.

Usman, (2000) describe ecology as the study of the relationship of organisms with one

another and their environment. And as such view ecology as being concerned with

population of organisms with each other and their non-living or physical surroundings. With

these definitions, all are pointing to the physical environment in which the organisms live

and their biotic environment. It denotes that no organism can live in isolation instead it must

interact with its environment which is simply referred to us “Ecology”.

The undoubted interest which youngsters have in living things is at once and

advantage and a trap to the teacher of Biology (Jean, 2001). The teacher must make sure that

the learners understand the ecology of the specimens under study and that they have some

appreciation of its fellow species and possibly its place in the food chain.

37
 Since ecology has to do with interactions of living organisms and the non–living

components of the environment, it is necessary to create the awareness of ecology as a

subject early in the life of the students (Nzewi, 2008). Certain aspects of basic ecological

concepts like population density, habitat etc are expected to be taught in secondary schools

require some basic measurements and calculations. Student and teachers have a natural

phobia for anything that has to do with calculations. Such teachers and students would prefer

a theoretical aspect require weighing and measuring. This trend has contributed to the

general poor performance of candidates in question that deal with ecological concepts in the

West African Senior Certificate Examinations (WASSCE) (Oyedokun, 2002). The senior

secondary school Biology curriculum places the basic ecological concepts to be studied

under year one. And some include the ecological system, environment, biosphere, habitat,

biome, food web, food chain, measuring instruments etc. The curriculum specified the

performance objectives to be achieved as well as the activities to be carried out in the course

of teaching and learning to facilitate understanding of the concepts being taught

(Nzewi,2008).

Student Ecology Concept Interest Questionnaire (SECIQ) adapted from Muoneme

(2015), the instrument consist of twenty five (25) items was used in this study, therefore, an

investigation was made on the effects of inquiry-based instruction in acquisition of process

skills, interest and performance among secondary schoolBiology students‟ This may help the

students to remember and understand what they have seen in its natural environment, thus

improving the acquisition of process kills, interest and performance.

2.4 Science Teaching Methods

38
 In education the word „method‟ means the mode by which the material is

communicated from the teacher to the student. It is the way teachers impart knowledge and

skills while teaching and students comprehend knowledge and acquire the skills in the

process of teaching (Rao, 2003). According to Gbamanja (1991) there is no one method of

good teaching. The method to be employed will depend on the subject matter, the students,

the teacher and the environmental variables. Therefore, it is very important to know the

prevailing conditions regarding time, place and human nature in the shape of the learners,

teachers, parents, and society generally.

Ogunneye (1992) mentioned that science teachers are to vary their teaching methods

on the demands of the situation they may find themselves. A combination of two or more

method may better achieve the desired effect than a single method. Rao (2003) observed that

there are many methods of teaching but science selects a particular method based on the

needs of the content, teaching facilities available, and ability of the students and the

philosophy of the teacher. Rao (2003) categorized teaching into three; namely Oral methods

which include: Narration, recitation, lecture and discussion method. Secondly, activity

methods which include: demonstration method, activity method, project method, laboratory

method, heuristic method, discovery learning/inquiry approach, problem solving method and

supervised study. Thirdly, special methods which include: Programmed learning, team

teaching, computer assisted learning and personalized system of instruction. Some of the

teaching methods are as follows.

Field trip involves taking the students out of the classroom so that they can learn

some science concept and themes as they occur in real - life situations. A possible site for

field trip or excursion is school farm/garden. Playground and related science concept that

39
could be learn include insects, living organisms, seeds and plant, growth and types, food

chain. Gbamanja (1991) sees field trips to include visits to various exciting places which can

enrich learning. Field trips are meant to broaden student‟s general knowledge. Students are

supposed to observe the application of certain scientific concepts learnt in class or to

examine some process or special material in its natural environment. Such observations

provide primary experience to the learner and this is very crucial in science. During this

process of first experience or primary experience the learner is kept observing, collection,

classifying, studying relationship and manipulating objects. This leads to the acquisition of

science process skills and also to the scientific method of inquiry which form the basis for

science teaching.

According to Ogunneye (1992) project method involves every member of the class, a

learning task in science is sub–divided into some units and each unit is assigned to a group

of learners to study and to report. Each group is expected to complete the unit of the project

within a specified time. As each group is working on the unit assigned to it; teacher goes

round to offer assistance where necessary. Aina (2007) stated that children are encouraged to

investigate, collect specimens and analyze on their own. Each group later presents its report;

all reports are collected by the teacher for an exhaustive discussion by the class. Discussion

is another method of teaching in which teachers employ to teach science.

Discussion according to Gbamanja (1991) occurs when two or more people interact

verbally with each other. A discussion becomes more meaningful if the persons involved in a

particular discussion see each other‟s point of view and they are able to harmonize their

ideas to arrive at a consensus. Gbamanja (1991) further stated that in teaching science

therefore, the discussion method could be adopted deliberately in a learning situation. But

40
sometimes, it may occur spontaneously as a teacher uses one method of teaching or another.

In fact, the discussion approach to teaching of science can enrich various types of teaching

methods. Discussion at brief intervals to clarify certain points must be adopted during

lecture, demonstration, inquiry, discovery, or even before and after excursion or laboratory

exercises.

Discussion could be considered as a technique within a method. It is therefore more

of a technique in teaching used to enhance effectiveness of various methods. Effective

discussion s involves questioning and developing interaction between the teacher and the

learners. A good discussion allows the students to pursue the idea being discussed so that

they are made to arrive at the objective being sort. For effective discussion to take place the

teacher should seek maximum participation from the learners. Students should be made to

give their various points of view and the teacher should not communicate or dispense

knowledge but act as a moderator. The teacher should not dictate or influence the view

points of the students as lie, but moderates the discussion. Rather he should guide the

students as they present their various viewpoints which should be harmonized and identified

vividly with the teachers reference frame. In this way, the discussion technique is regarded

as a student‟s centered approach to teaching science. In the teaching and learning of science,

teachers employ inquiry method.

Abdullahi (1982) sees inquiry or discovery method as one of the strategies of

teaching science. Many science educators have consistently advocated for this method as

they believe that science should not be taught to a child but that he should be left to discover

it. Rao (2003) defined discovery or inquiry method as a process of self-learning whereby

learners generate concept and ideas with very little teacher intervention. The approach are

41
used to discover new knowledge through experimentation, problem solving or project work.

There are two types of inquiry approach according to Ain (2007), namely guided and

unguided. The guided inquiry approach is recommended for science teaching. In a guided

inquiry class, the student tends to act more like adult by originating problems, formulating

hypotheses, designing investigative approaches, testing ideas by experimenting, synthesizing

the knowledge gained and developing certain attitudes. These according to Aina (2007) are

possible if provisions for a science room with special conference area and a discovery

corner. Another method of interest in science teaching is lecture method.

This method according to NTI (2006) involved a none-way flow of information from

the teacher to the students. The teacher does most of the activities which the student are

expected to listen with little or no involvement; it is otherwise referred to as teacher-centered

type of instruction. Atadoga and Anaolapo (2008) mentioned that lecture is used for

elaborating; simplifying, classifying and discussing new materials to learners, the material

include facts or views on issues and problems related to the learners, which provide an

aesthetically stimulating experience. Effectiveness of lecture method depends on the type of

students, educational purposes and teachers own characteristics and skills. FME (2004)

stated that lecture method have two merits:

i. It is a cheap method to use as no apparatus is required

ii. It does not consume time therefore a lot can be covered in a short time.

And the following demerits are:

i. it encourages memorization of facts

ii. It gives a wrong picture of science

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 iii. It stifles creativity and development of scientific process skills by students.

Demonstration is a process or means of showing how something works or is used. It

is an act to display working of some experiment. The demonstration method is natural

method of teaching and provides foundation for the initiative behavior through example.

Similarly, demonstration provides foundation for apprenticeship training. When a chemistry

teacher is showing the presence of carbohydrate in food materials, he is demonstrating.

Thus, demonstration is one of the most common methods used by science teachers. Science

is based on sensory experience and in learning by observation and experimentation a student

uses his sensory organs. Demonstration can contribute to both. When properly utilized,

demonstration method can be effective as well as useful. In science demonstration is

significant method where students learn to do practical after the demonstrations are given by

the teacher Rao (2003). Aina (2007) stated that demonstration involves carrying out science

activities, and that demonstration can be carried out by the teacher alone, the teacher with a

child, the child who is knowledgeable in the activity and an invited quest.

2.4.1 Inquiry-Based Teaching Strategy in Science

The teaching of science as inquiry is a process which encourages students to solve

problems in a logical and systematic manner, using the process of science, Akinbobola and

Afolabi (2010). These processes of science are characterized by various skills, such as

Observing, Comparing, Inferring, Hypothesizing, Experimenting, Data collection, and

interpretation of data; these are inquiry skills. Richard and Francis (2013) defined inquiry

thus: “the total configuration of behaviours involved in the struggled of human beings for

reasonable explanations of phenomenal about which they are curious”. In a similar report,

43
Richard and Francis (2013) defined inquiry as “the act of creating individual knowledge by

gathering and processing information”. Akinbobola and Afolabi (2010) were reported by

Richard and Francis (2013) to have defined inquiry as a set of activities characterized by a

problem-solving approach in which each newly encountered phenomenon becomes a

challenge for thinking”. They believed that the essence of the inquiry process lies in the

questions asked. He defined inquiry as “the approach to an idea by students and teacher

through questions asked of each other at various level of difficulty.” He listed the kinds and

level of questions to be asked as follows:

i. Those which can be answered readily from the experience and materials at hand,

together with general knowledge.

ii. Those which can be answered but only after considerable investigation and thinking.

iii. Those which cannot be answered by either students or teacher.

iv. Those which probably cannot be answered at all with the present state of knowledge.

According to him, “it is the unanswered and sometimes unanswerable questions that

form the heart of inquiry process”.

He concluded by asserting that “at this point, the teachers can say I don‟t know the

answer, and I doubt if anyone does. We can look for the answer, collect evidence and

possibly make a judgment as to what the answer might be, but we cannot be sure. This is

inquiry”. Other authors like Stanovich and West (2010) pointed out that “in true inquiry, the

individual tends to act more like a maturing adult. He formulates hypothesis about a

problem, designs investigative approaches, carryout experiments, synthesis knowledge and

develop certain scientific attitudes”.

44
 Schwab (1962) capped the inquiry process in science thus: “the product of scientific

inquiry is the accumulation and systematized tested body of knowledge which includes

concepts and principles. These form the basis which scientists use in their construction of

broad conceptual strategy which Schwab called theories and laws”.

Richard and Francis (2013) also reported Stanovich and West (2010) to have

distinguished between “inquiry as content” and “using the method of scientific inquiry to

learn science” which he called “inquiry a techniques”. He said: “if all that is intended by the

inquiry strategy is that we should encourage students to be inquisitive, curious, ask questions

and try to find answer by himself then we are advocating no more than what good teachers

have long believed in and practiced”. Inquiry instruction attempts to help students and

discover answers to their questions. In inquiry, the emphasis is on learning principles,

concepts and problem-solving skills rather than on mere memorization of factual

information.

A variety of studies have investigated the effectiveness of inquiry teaching strategy

as it enhances the academic performance of students, particularly in science subjects.

Although, a few researchers have argued to the contrary; Stanovich and West (2010). The

overwhelming evidence in the literature shows that the inquiry strategy is the most effective

method of teaching science.

Richard and Francis (2013) in their research titled “A re-assessment of the

effectiveness of inquiry-based science curricular of the 60s on students‟ performance”.

Arrived at three major conclusions:

45
 a. That the new science curricular of the 60s and 70s (inquiry-based) were more

effective in enhancing students‟ performance than the traditional textbook based

progammes.

b. That inquiry-based science curricular of the 60s and 70s had significant positive

effects on males but not on females at the composite performance level.

c. That at the criterion level, achievement and perception in inquiry-based science

curricular were significantly positive but the female performance on corresponding

criteria were not.

Tornquist, (2006) pointed out that the inquiry approach which they called the new

science curricular enhanced the performance of students more than the conventional teacher

centered approach (expository strategy). Nurshamshida, Abdullah and Yaamat(2013) in a

research titled “Guided inquiry approach to science instruction versus lecture laboratory

approach”, found that the inquiry approach has proved to be a successful teaching

methodology for high school science instruction. Nurshamshida, Abdullah and Yaamat

(2012) concluded that, “the conventionally taught science courses are typically instructor-

centered, in the sense that they provide the subjects with very little opportunity for self-

initiated and self-directed study. Stanovich and West (2010) examines the relative

effectiveness of a verbal approach (expository strategy) and a guided discovery approach

(similar to inquiry) to the teaching of science principles at the seventh and ninth grades.

They found out that the guided discovery approach was more effective than the verbal

approach.

Here in Nigeria, James (2000) showed that the inquiry approach to the teaching of

science was more effective than the traditional lecture method. In a related finding, Shuaibu

46
(1997) surveyed all the methods of teaching science in the secondary schools in Kaduna

State. His findings revealed that the inquiry method of teaching was the most effective

method of teaching science.

2.4.2 Importance of Teaching Science

A number of reasons have stated for the teaching of science, some of the reasons are
as follows:

i. Biology as a school subject helps to prepare students for useful living in the
society.

ii. It helps students learn what science is and how scientist work

iii. It makes the students scientifically literate.

v. Prepares the students for higher education at both polytechnics, Colleges of

education and University level, as stipulated by the National Policy on Education

(FRN 2005) and National Teachers Institute (NTI. 1990).

vi. Biology if properly taught is aimed at developing the learners all round abilities

foster citizen who are potential leaders of tomorrow.

2.4.3 General Problems in the Teaching of Science

The teaching of science as an innovation in the country‟s educational system is

expected to face one problem or another. There are series of problems that beset the teaching

of science. In his presidential address at the 24th Annual Conference of science Teachers

Association of Nigeria (STAN) in Jos, Bajah (1981) as cited in Gbamanja (1991) mentioned

that most of the problems arise as a result of the inappropriate training background of the

47
science teachers which is not adequate for teaching science. Some of the problems are as

follows:

i. Lack of Understanding the Philosophy and Methodology: Most science teachers

today do not fully understand the philosophy and methodology of science. Science

project is students centered, activity-oriented. But most teachers do not have the

requisite skills to put these characteristics into practice.

ii. Large Class Size: science been a student‟s centered because is best taught in small

class size. But most classes in our schools today are overcrowded. This makes

classroom control and management difficult thereby affecting the teaching and

learning of science.

iii. Insufficient Qualified Teachers: There is inadequate supply of teachers to teach

science in all schools. In some schools, where there are no teachers, students are left

without learning science subjects for one or two terms.

The effect is that students are denied the knowledge, skills and attitudes that they are

expected to acquire.

iv. Lack of equipment and materials: Inadequate equipment and materials required for

the activities is another problem facing the teaching and learning of science in

Nigeria. Although this problem can be solved or minimized through improvisation,

most of the teachers do not have the skills needed for improvisation

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v. Inadequate Qualified Teachers: Most of the teachers lead ling science subjects in our

schools do not have the necessary training in teaching science (Gbamanja, 1991 &

National Teachers Institute (NTI) (1990).

2.5 Process Skills Acquisition and Academic Performance

The history of science process skill approach can be traced back to the successful

launching of sputnik 1 in 1957 by the former U.S.S.R prompted the United State of America

(U.S.A) to rapidly reform its science education policy and came up with programs such as

Science A process Approach (SAPA), which was an experimental program in elementary

school science, sponsored by the American Association for the Advancement of Science (A

AA S).

There are several basic assumptions underlying the SAPA program. One of the

assumptions is that science is best learned by doing science. Hands-on learning should be

emphasized. Another assumption is that, the lesson must take into account the empirical

findings of the developmental psychology of the learner (Lawlor 2008).

Science process skills are defined by Esomonu and Onunkwo (2004) as the

processing strategies which scientists bring to bear in solving problems. They are the

fundamental capabilities or intellectual skills utilized in sciencing. The (AAAS) identified 14

process skills. The study seeks to investigate the effects of inquiry-based instruction on

acquisition of process skills, interest and performance in ecology.

Scientists engage in procedure of investigation to gain knowledge of natural

phenomena. These tactics and strategies, the skills scientists use in their pursuit of

49
understanding are called science process (Karen 1998). There is however a general belief

among science educators that the development of science process from part of attainment of

the general objectives of education. This is because the acquisition of science processes

plays a vital role in scientific activities (Akinmode 1992). They are often seen as the

foundation of scientific inquiry since they can be generalized and are required for learning

the facts, concepts and principles necessary for making valid inferences. Gagne (1968) a

known Psychologist believed that a pre-requisite knowledge of concepts and principles can

be obtained only if the student has certain underlying capabilities, such as the science

processes which are needed to practice and understand science.

Hence process skills are acquired capabilities which can be learned through

experience and applied for the understanding of nature and problem-solving. Observation is

considered to be the fundamental skill by virtue of its position at the foundation of the skills

needed to discover the broad knowledge required for inquiry. Shaibu and Mari (1997) share

a similar view that the acquisition of science skills ought to be the search for scientific

knowledge is process-oriented.

Some of the major features of the processes of science as identified by Aktamis and

Ergin (2008) include the following:

• Each process is generalized across the content domains and contributes to rational
thinking in every affair.

• Each process is an identifiable behavior of scientist that can be learned by students.

• Each process is specific intellectual skill used by all scientists and applicable to
understand any phenomena.

50
 The processes are hierarchically organized with the ability to use each upper level

process depending on the ability to use the simpler underlying process (Ndukwe 1986).

These science process skills have been identified as having the enduring quality of enabling

the individual acquire and process information and solve problems even when the

information base changes (Bybee 1989). This view apparently supports Wuyep (1996).

Notion that concepts and contents of science will undoubtedly change, but the mental skills

of the scientists or the students which are very vital in science and technology do not.

The significance of the science process skills maintained Nwosu (1994) has led to the

expansion of the goal of science education to include and understanding and development of

skills in all areas of curriculum, although the types and level of skills acquisition will depend

on learner‟s stage of development.

Akinmade (1992) and Mari (2001) noted that, these process skills are categorized

thus:

• Basic Process Skills i.e Observation, measuring, inferring, predicting, classifying,

collecting and recording.

• Integrated process skills i.e integration of data, controlling variables, defining

operationally, formulating hypotheses, experimenting and communicating.

According to Gagne (1971) the process skills are hierarchically organized with the

ability to use each upper level process being dependent on the ability to use the simpler

underlying process.

Abdullahi (1982) states that observation is the first process in scientific inquiry. It is

made up of particular event and general principles are developed form a number of specific

51
and consistent cases. It is considered to be the fundamental skill by virtue of its position at

the foundation of the hierarchy of skills needed to discover knowledge required conducting

inquiry. Eniayeju (1994) describes it as the skills of looking and seeing which may be made

directly. Thus, the active use of the sense organs during the process of observation according

to Ogunleye (1996) enables one to determine the quantity and quality of things and events.

Observations are influenced by post experiences often involving instruments (Microscope,

hand lens, telescope, etc) and requiring careful recording and description (Karen, 1998).

Abdullahi (2007) identifies three broad proficiencies that are logically necessary for

achieving observational competence to include:

- Making observation well

- Reporting observation well

- Assessing report of observation

(Karen, 1998) maintains that, measuring involves assigning numbers to objects or

events that may be arranged in a continuum according to set of values and expression of

observation in quantitative terms adds precision and permits more accurate description.

According to Eniayeju (1994) measuring employs the use of counting skills to man – made

units of length, area, volume, weight and time. The units are initially those developed and

applied by the pupil themselves. It is a process which involves the use of an instrument to

determine the quantitative value associated with the properties of an object or event

(Akinmade 1992, Ogunleye, 1996). Mari (1994), identifies seven (7) sub- process involved

during the process of measuring, thus:

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 - Ordering objects by inspection in terms of magnitude of selected common properties
such as a linear dimension area or volume.

- Comparing quantities such as length area, volume and weight to arbitrary unit, taking
measurement using standard units.

- Taking measurement of quantities which depend upon more than one variable.

- Converting from one system of unit to another

- Using and division indirect means of measure quantities

To be proficient in the use of process of measurement according to Akinmade

(1992), student should be able to measure time, rate of change and property of an object,

represent an object by scale diagram, draw an accurate map and be aware of the limitations

of the various measuring devices in use. In addition, students should be able to determine the

area and value of one, two or three dimensional objects.

Inferring as perceived by Ogunleye (1996) is a skill of basing judgment on observed

and measured event. Smith and Welliver (2005) see it as an interpretation of one‟s direct

observing, past experiences are generally used as a basis for interpretation. According to

Eniayeju (1994) inference implies the causes and effect relationship which may be based on

preliminary or sketch data or very well founded data from experiment.

The following sub – processes are involved in the process of inferring as identified

by Mari (1994) are:

- Distinguishing pertinent observation upon which given inferences are based and are
extraneous

- Drawing an inference from a set of related observation

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 - Stating cause and effect relationship from observation of related events.

- Identifying and extending inference to include discrepant event.

- Developing plans to test the validity of inferences

- Using inferences from one set of observations to suggest forth observation.

According to Smith and Welliver (2005) interpreting is a process of using various

forms of data to determine the validity of a hypothesis, to organize information derived

from an experiment, or revise interpretation of data based on new information. When using

the process of interpreting, students are required to determine the pattern or put meaning into

it or as well as take meaning out of their experience. They are also expected to provide a

justification for the measuring put into their experience and to generalize to other situations

on the basis of sufficient evidence (Akinmade 1992). Mari (1994) views interpreting data as

a process which involve identifying changes in size, shape, position ad judgment of validity

and usefulness of data. However, Akinmade (1992) identifies what a student should be able

to do to determine competence in the use of skill as follows:

- Make sound generalization from a set of data

- Identify cause and effect relationship

- Provide reasonable justification for any generalization made

- Draw us many plausible inferences as are permitted by a given data set

- Test an inference by collecting more data and

- Recognize which data lend support to an inference.

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 Eniayeju (1994) explains that, these skills help the students to collect data identify

cause and effect, provide reasons for justifying generalization and draw inference from a

data set.

Classifying objects according to Mari (1994), involves sorting and arranging objects

according to their similarities and differences. During this process things or events are

organized, categorized and grouped, based on observed or measured property to form an

easily recognized pattern. Akinmade (1992) identifies six (6) characteristics of a child who

attain certain level of competence in using the process of classifying thus the child is able to:

- Categorize object or system of objects using a given property

- Determine with reason an appropriate property and categorize objects or systems of

objects according to that property

- Classify object or system of objects according to two or more given simultaneous

properties

- Select and justify two or more appropriate simultaneous properties and group object
or system of objects basis of those properties

- Identify the properties on which a given set of objects has been grouped and

- Regroup a given set of objects or systems using a rational procedure

Eniayeju (1994), see classification as a process of sorting, grouping and ordering

objects by both their quality and quantity. The desired goal in this scientific process is for

children/students to develop sensible reasons as bases of their grouping, sorting and

ordering.

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 Making prediction according to Akinmade (1992), involve figuring what future

observation will be on the basis of available previous information, identifying some

proficiency associated to a person who achieves competence in using the process prediction.

Akinmade (1992) suggested that such a person should be able to;

• Find out and explain trends in a given set of data

• Device appropriate procedures for checking the correctness of the prediction are
made

• Present plausible argument and evidence to justify his prediction and

• Exercise restraint in making predictions in the absence of reliable and valid multiple
observations.

Smith and Welliver (2005), see the skills of predicting as the process of determining

or anticipating future events based on past observations and experience. To Eniayeju (1994),

predicting is a scientific process which arises from a well-founded base of hypothesis, theory

or even law. With regularly consistent data at hand, one can predict. According to Ogunleye

(1996) and Mari (1994) predicting involves forecasting or extrapolating on the basis of past

observations.

Communication is the process skill of transmitting acquired information from one

person or group to another which may result in change in behavior. Scientific experiences in

observation, data collection, discovery etc. according to Eniayeju (1994), need to be

communicated to other people through the means of communication. This will give growth

to knowledge and it could be in written word, diagrams, graphs or models. However, Mari,

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(1994) identifies the following sub-process involved during the process of communicating

thus.

• describing observation verbally

• Describing condition under which observation are made.

• Recording observation in a systematic way.

• Using table and graphs to communicate date

• Planning for communication procedures and result as an essential part of an

experiment.

• Reporting experimenting procedure in a form so that other person can replicate the
experiment.

• Using mathematical analysis to descried interpretation of data.

Experimenting is the testing of hypothesis to confirms our guess or disproves it.

Initially, it might be in form of trial and error. According to Eniayeju (1994), experimenting

involve chasing after answer along a path that appears faithful. Abdullahi, (2007) states that,

designing experiment involve planning a serial of data gathering operation which will

eventually provide the bases for testing hypothesis or answering a research question. The

achievement of competence in the use of this process skill according to Akinmade (1992),

implies that students are able to.

• Chose, clarify and state the primary variable being investigated in a way that could
be tested.

• Confine the number of variable to a manageable.

• Competently control variables.

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 • Differentiate between independent and variables.

• Select or design data gathering procedures that are appropriate to the investigation.

• Use the process of observing, classifying comparing and measuring to gather relevant
data.

• Ensure the reliability and validity of data gathering procedures employed.

• Record and organize data using tables, graphics representations and models.

• Use the process of inferring and predicting to interpret the collected.

• Find a rational answer to the research question posed.

• Raise new relevant question and

• Design new experiments to find a rational answers or the new research question rose.

Experimenting according to Mari (2001) involves designing an investigation to find

out the effect of independent variable in dependent variables. Failure to identify significant

variable and control them will affect the result.

In designing experiments, limitations of the method and apparatus must be

considered.

Question is formed on the basis of an attempt to evaluate situation. They point to the specific

problems to be solved. Hypothesis on the other hand, is based on questions under

investigation. Okebukola (1985) defines hypothesis as making wise guesses as tentative and

unproven answer to questions rose. It is usually statement that can be tested through

experiment. In this study subjects led to how to use their hands and senses to manipulate the

available materials to do as scientist do in the laboratory set up. Students should be involved

58
in science process oriented activities in the laboratory like; hands and minds on activities.

Students should learn to use science process skills by engaging them in daily activities, while

the teachers supervise their work.

2.6 Interest as a factor and Academic Performance in Science Education

The role of interest is usually not included in empirical applications as a consequence

of the information availability. Interest could positively affect educational attainment by at

least two different channels. On one hand, greater motivation/interest is directly related to

students‟ effort (attendance, discipline, time devoted to homework, among others) (Bishop et

al., 2003). On the other hand, interest could increase the perceived utility of learning. Several

Studies, carried out at personal level, showed that the outcomes of cognitive skill tests are

good indicators of pupil‟s future income (Bishop et al., 2003). All normally functioning

persons have a neurological predisposition to seek information and develop interest (Hidi,

2006). Even if they initially have low self-efficacy, lack academic goals for learning, and/or

are not able to self-regulate, their interest can develop (Palmer, 2009; Renninger, 2010).

Hidi, (2006) declared, “One of our greatest defects is our lack of consistent or adequate

theory of interest”. This situation has not yet changed, but could.

Findings from the emerging field of neuroscience allow us for the first time to

consider how interest as a theoretical construction could be related to the physiological

functioning of humans and may eventually yield a new dimension for theory building. As a

psychological variable, interest has a long history. In the late 19th and early 20th centuries,

interest was referenced in the work of (James 1890; Baldwin 1897; Dewey 1913; Piaget

1940; and Thorndike 1935, among others).There have been multiple approaches to

59
describing interest; there are five characteristics of interest as a motivational variable on

which many researchers agree.

First, interest is content or object specific (e.g., Chen, Darst, & Pangrazi, 1999;

Holland, 1985/1997; Krapp, Hidi & Renninger, 1992; Silva, 2006). It refers to an

individual‟s focused attention and/or engagement with particular events and objects. Second,

interest involves a particular relation between a person and the environment and is sustained

through interaction. The potential for interest is in the genetic makeup of the person, and the

content and the environment determine the direction of interest development (Barron, 2006;

Sansone & Thoman, 2005; Schiefel, Krapp, Prenzel, Heiland, & Kasten, 1983).Third,

interest has both cognitive and affective components, although the relative amount of each

may vary depending on the phase of interest (Ainley, Hidi, & Berndorff, 2002, Harp &

Mayer, 1997; Renninge & Woznaik, 1985).

Fourth, a person is not always aware of his or her interest during engagement; the

learner may not be aware of his or her interest being triggered, and in later phases of interest

the leaner may be so absorbed that he or she is not metacognitively aware during

engagement (Krapp, 2005; Renninger & Hidi 2002). Fifth, interest has a

physiological/neurological basis; brain activations differ when a learner is and is not

engaged with interest (e.g., Hidi, 2006; Kang et al., 2009; Palmer, 2009; Panksepp, 1998). In

fact, Hidi (2011) specially argued that interest is related to the reward circuitry, and thus

interest functions as a reward.

Interest is now recognized to be a critical cognitive and affective motivational

variable that guides attention (Hidi, 2001; McDaniel, Waddill, Finstad, & Bourg, 2000;

60
Renninger & Woznaik, 1985; Silvia, 2005; Schaffner & Shiefele, 2007). Facilitates learning

in different content areas (Ainley et al., 2002; Denissen, Zarrett, & Eccles, 2007; Renninger,

Ewen, & Lasher, 2002) and for learners of all ages (e.g., Harackiewicz, Barron, Tauer, &

Elliot, 2002; Johnson, Alexander, Spencer. Leibham, & Neitzel, 2004; Nolen, 2007; Palmer,

2009), and develops through experience (Azevedo, 2006; Krapp & Lewalter. 2001;

Renninger & Hidi, 2002).

The way in which interest is generated and/or affects learning has been found to vary

depending on whether a person is in an earlier or later phase of interest development

(Harackiewicz, Durik, Barron, Linnenbrink, & Tauer, 2008; Hidi & Renninger, 2006; Krapp,

2007; Sansone &Thoman, 2005; Schiefele, 2009). The development of interest has been the

focus of the conceptualizations of both Hidi and Renninger (2006) and Krapp (2002, 2007).

They have each described interest as being a psychological state and a predisposition to

reengage particular disciplinary content over time that develops through the interaction of

the person and his or her environment. Hidi and Renninger have focused on the role of

interest in learning and development, Whereas Krapp has been concerned with the relation

between interest and the developing self over time.Given the importance of the role of

interest in learning, understanding how interest unfolds and can be supported to develop in

and out of school is critical (Barron, 2006, Hofer, 2010).

Renninger and Hidi, (2002) opined that as interest develops and deepens, knowledge

and value develop. Consequently, from this perspective the measurement of interest in later

phases of interest development needs to account for knowledge and value as well as for

feelings.Based on findings from existing empirical studies, the four phases of interest (as

developed by Hidi and Renninger (2006) in the description of their Four-Phase Model of

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Interest Development) are triggered situational, maintained situational, emerging individual,

and well-developed individual interest. They described the development of either a new or

an existing interest as initiated when something catches the attention of a learner, a process

called triggering (Dewey, 1913; Hidi & barid, 1986). The triggering process may be fleeting

but can also allow interest to develop and yield maintained situational interest. Once interest

is maintained, repeated engagement can be either self-initiated or promoted by the

environment, leading to the development of first an emerging and then a well-developed

individual interest.

Student have an interest in their own performance, when they weigh this objective

against others such as the amount of leisure time or increasing social networks through

studying less or more.The role of motivating student‟s interest and effort has not received the

same attention in the economic literature as other aspects, due to the information availability

of variables that reflect that conditions. Interest through self-motivation and effort can be

induced by parent and teachers. Parents affect children‟s performance through many

channels. First, they provide a set of resources available to them (books, computers,

educative software and complementary classes, among others). Parent‟s educative

background help to assist their homework‟s and it could foster their learning. They also have

a clear interest in schooling resources being used efficiently when they assume that

education is an investment and nor a consumption activity.

Interest is a complex concept with several distinct definitions associated. Walter and

hart (2009) defined interest as an individual‟s desire, power and tendency to act in a

particular way.Koaler et al, (2001) treat interest equally as motivation. In this sense, interest,

preferences or positive attitudes could be synonyms. In a general approach, interest is

62
understood as an intrinsic and extrinsic process where individuals respond to internal as well

as external stimuli which are sometimes associated with display of concepts through audio

visuals, rewards, teacher‟s praise, and positive feedback, among others.

Chiu and Xinhua (2008) pointed out that students with more educational resources

available at home could have more opportunities to learn and to have more intrinsic

motivations which consequently arouse interest. Learning is an activity that requires, among

other things, time and active engagement of students and this arouse the interest of the

researcher toinvestigate the effects of inquiry-based instruction in acquisition of process

skills, performance and interest in ecology among secondary school students.

Academic assets available at home, may have a positive impact on school

achievement through the increase in the productivity of other resources used during the

educational process (such as teachers and school‟s resources). Pupils with access to the

internet at home are more likely to complement the lessons received at school, therefore are

more likely to perform better. It is expected that the role of academic assets will be a

complement and not a substitute of other „inputs‟ such as parent‟s time or school resources.

Stinebricker and Stinebricker (2007) examine the causal effect of the time used studying on

academic performance by using video games as an instrument and they find that effort

measured by time studying is positively related to the academic achievements.

The effect of interest and effort on the quality of education could be from different

perspective:

1. When interest is aroused in students, it helps the student to see in learning an activity
with a higher utility than leisure;

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 2. Interest increases in the number of questions the student may ask and this induces
him/her further to look for answers;

3. Interest generates positive externality, for students evaluate the subjects they are
studying and

4. The existence of central examinations changes the students‟ incentives (Bishop,

2006).

5. When the student only has his course as a reference point, his performance could be
limited to the course level.

In specific area such as math and sciences the role of interest and effort is especially

important as a consequence of the „special pleasure for learning‟ because in these areas

discipline and perseverance are associated with success. In many cases, effort is measured by

the number of minutes or the amount of time dedicated to study. Both in mathematics and in

science, homework frequency is negatively related to student performance, while homework

length is actually positively related to student performance. In any event, there is clearly no

direct positive relationship between minutes per week a student spends on homework and

her test score performance. Student‟s interest motivation is crucial for better academic

results when it is complemented with basic resources or assets. The relationship between

student‟s test scores and school‟s capital stock is neither unique nor statistically significant.

Altinok and Bennaghmouch (2008) using a database of international tests show that an

increase in school resources do not imply an improvement in the quality of educational

systems.

Fuchs and Woessman (2008) had the following analysis on academic achievement

and interest: viz: that

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 • Boys outperform girls in math and science but not in reading

• There is a positive relationship between the Country‟s educational expenditure per

student ad the final score in math and science.

• Having better equipment/modern instructional materials and well trained teachers

increase student performance in science.

• Students in public schools perform worse than those in private schools. (Fuchs and
Woessman, 2008). The study seeks to investigate the effect of inquiry-based instruction in
acquisition of process skills, interest and performance in ecology among secondary school
students.

2.6.1 Relevance of Interest in Teaching and Learning Science

People are bound to develop more interest and put more effort and energy to the

activities they like or perceive most thus, when children are interested in an activity they

persevere, spend more time and embark on venture to attain their desired objective.

According to Obeka (2009) „interest is more than a discipline, is the key to education

successes‟. For this submission, he further observed that, at any level of graduation, learners

will learn better in subjects or courses if they have some degrees of likeness for such subject

or the courses. This implies that learners will fail to learn little if they do not like the

subjects. Interests therefore at a higher stage become subjective feeling of value which is

experienced when striving. This feeling implies an end-point object, reward, purpose, or

situation in which one is interested and for which an individual strives at (Johnson, 1972).

This means that when one is interested in a thing one is ready to devote attention.

Okafor (2000), interest can be described as the attraction which forces or compels a

child to respond to a particular stimulus. Osuafor (2001) in his opinion maintained that

effective domain is primarily concerned with beliefs, attitudes, interest, motives, needs and

65
satisfaction, feeling and emotions. Thus it is generally believed that the effective disposition

of the student has direct consequences on his acquisition of science process skills and

academic achievement. Therefore the interest of the child has direct bearing to the quality of

work and educational attainment.

Alao in Obeka (2009) opined that interest is indispensable for learning. He further

opined that there can be no real education without interest. Alio (1997) was of the view that

test of interest cannot be used with children below nine years to achieve any useful result.

Similarly, Mehrens and Hehman in Obeka (2009) stated that interests tend to be relatively

unstable for young children but become progressively more stable with age after

adolescences.

In spite of student interest, Zeal, determination and ability can be dampened by the

use of ineffective teaching method such as the traditional lectures. The researcher therefore

deemed it feet to try out other instructional strategy towards improving teaching and

learning.

2.7Gender and Academic Performancein Science

Gender issues in the context of education refer to the differences, both real and

perceived, between boys and girls and their relative academic performanceand opportunities

(Westminster Institution of Education, 2006). Gender in science is the classification of the

roles males and females play in science. This is the consequences of genders stereotyped

which have classified different roles for male and female in the society.

Gender differences may exist in many different areas of education from performance

to attitudes, from classroom activities and course enrolment to perceptions about careers.

66
Ogunleyein Obeka (2009) stated that girls and women over the years have tended not to

study science when compared to boys and men. Shaibu and Ameh (1982) Mari and

Ajagun(1998), in Mari (2001) revealed superiority in performance of female students over

their male counterpart in task involving science process skills.

Academic performance is affected by many factors such as interest, motivation,

student‟s ability and the equality of secondary education received, etc. Educational

achievement according to Raji (1994) can be considered to mean the successful outcome of

accomplished activities to tasks in educational measurement in relation to accepted

standards. Ditch and Scott in Bichi (2002) stated that one such controversy is that girls do

not like practical work and can‟t handle the inquiry method.

Different instructional strategies have relative different effectiveness on

student‟sperformance. Olubunmi (1991) compared the effectiveness of laboratory approach

and the traditional method of instruction on acquisition of process skills and found

significant differences in favor of laboratory method. Bichi (2002) compared the

effectiveness of problem solving instructional method and traditional method in promoting

students‟ academic performance in evolution concepts and found the former to be more

effective than the later.

Oraifa (1990) explained the patterns of performance among male and female students

in science. The result showed that there is significant difference in the performance of male

and female students in school science in favor of males. Njoku in Nworgu (2005) in a study

of trends in student performance in science observed that male students perform significantly

better than female students. Researchers such as Eriba and Sesugh (2006) and

67
Onekutu(2002) have reported that boys outperformed girls in science and mathematics

performance.

Other researchers have report differently on this issue. For example Freedman (2002)

Sungur and Tekkaya (2003), Oludipe (2008) have provided reports that there are no longer

distinguishing difference in the cognitive, affective and psychomotor skill performance of

students in respect of gender. According to Levi (2000) teacher plays a vital role in

addressing the problem of gender equity in science education. To him, there are three main

roles teachers most play, namely;

i. ensure provision of equal opportunities and respect for differences in the classroom.

ii. Ensure that boys and girls have the same expedience, that is treat boys and girls
equally and

iii. Compensate for gender differences in society

In this study therefore sought to investigate effects of inquiry-based instruction on

acquisition of process skills, interest and performance in ecology among secondary school

students.

2.8 Overview of Similar Studies

This section looked at similar study in the area of Inquiry-based Instruction in

Acquisition of Process Skills, Interest and Performance in ecology among secondary

school students. Chukwuemeka (2008), worked on “the effect of practical activities on

academic achievement and acquisition of science process skills among Biology students in

Delta State Capital Territory (DSCT) Nigeria. The research design of the study was quasi

experimental and the population of the study was 3,252 Senior Secondary three (SS3)

Biology students‟ from twelve (12) secondary schools in Delta State Capital Territory

68
(DSCT). A sample of four hundred and five (405) was randomly drawn from the

population.Three research question and two null hypotheses guided the study. Biology

Assessment Test (BAT) was used for data collection. The data collected was analyzed

using Z-test.

It was observed that the experimental group had a higher mean academic score

(MAS) than the control group. Thus, the Z-test showed a significant difference in favour of

the experimental group.The current study differs from the aforementioned study in that the

experimental group in the just mentioned study already had pre-practical experience while

in the current study none of the groups has pre-practical experience.

Chinwe and Chukelu (2012), investigated “Effects of discovery method on Secondary

School Students‟ Process Skill Acquisition in Abuja Municipal Area Council, Nigeria. The

research design of the study was quasi-experimental and the population of the study was

3245 Senior Secondary one (SS1) Biology students‟. A sample of one hundred and eleven

(111) was randomly drawn from the population. Three research question and three null

hypotheses guided the study. Science Process Skills Acquisition Test (SPSAT) was used

for data collection. The data collected were analyzed using mean, standard deviation and

Analysis of Covariance (ANCOVA) at 0.05 level of significance. The results revealed that

practical activity method was more effective in fostering students‟ acquisition of science

process skills and not gender related. The study used SPSAT to measure the acquisition

level of SSI Biology students and was carried out in Abuja while this present study will

use three instruments SPSAT, EPT and SECIQ to measure the acquisition level of SSII

Biology students in Lere educational zone, Kaduna, Nigeria.

69
 Nnamonu and Joel (2009), investigated „Effects of Biology Practical on the

Secondary Students Academic Performance in Biology in Enugu State Nigeria. (a case

study of Enugu North Local Government Area of Enugu State)The design was quasi

experimental. The population of the study was 2,745 senior secondary two (SSII) students.

A sample of 160 students was randomly drawn. Three research questions and three null

hypotheses guided the study. ANOVA and Post hoc Scheffe‟s test was used to analyze the

result. The result revealed that there is high academic performance in the group exposed to

practical activities than those exposed to lecture. Also male students performed significantly

better than female when taught with practical activities. The study was carried out among

SS2 Biology students in Enugu state. ANOVA and Post hoc Scheffe‟s statistical tool was

used for result analysis. Hence this present study used SSII Biology students to investigate

effects of inquiry-based instruction in acquisition of process skills, interest and

performancein ecology among senior secondary students in Lere, Kaduna, Nigeria. T test

and Kruskal wallis statistical tool was used to analyze the results which differ from the

formal.

Internationally, Cephas and Seoi-Sekgethelo (2009), investigated “Acquisition of

Scientific Process Skills in Botswana General Certificate of Secondary Education. The

population of the study was 12,342 students. Sample of 860 students was randomly drawn

from the population. Ex-post facto design was adopted. Two research questions and two

null hypotheses guided the study. ANCOVA and t-test was used to analyze the result. The

result indicated that basic process skills are significantly higher than the integrated process

skills in senior secondary school science curriculum in Botswana. Also students perform

better in the basic process skills than the integrated skills in Botswana General Certificate

70
Examination. The study was carried out in Botswana. The investigation was done on

Physic, Chemistry and Biology among final year students while this present study was

carried out in Biology among SS II students in Lere educational zone, Kaduna State,

Nigeria.

Muoneme (2015), investigated the „Impact of Enriched-Lecture Method with

Interactive Multimedia Board on Academic Achievement and Interest of Students in

Evolution Concepts in Rijau Educational Zone, Niger State. The design was quasi

experimental with a population of 498 senior secondary school (SSII) students. A sample of

89 students was randomly drawn. Three objectives, three research questions and three null

hypotheses guided the study. ANOVA was used to analyze the result. The results revealed

that there was significant interest change towards Biology for the students exposed to

enriched lecture method with interactive multimedia board.

Chukwuemeka and Nwosu (2008), investigated the „Effects of inquiry method on

Academic Achievement of Senior Secondary School Students in Enugu east local

Government Area, Nigeria. The design was quasi experimental with a population of 2,974

senior secondary two (SSII) students. A sample of 180 students was randomly drawn. Two

research questions and two null hypotheses guided the study. ANOVA was used to analyze

the result. The result revealed that practical activities method was more effective in

fostering students understanding of Biology concepts than the lecture method. The study

was carried out in Enugu state, Nigeria. Hence this present study will be in Lere

Educational zone, Kaduna State Nigeria and the study investigated the effectsof inquiry-

based instruction in acquisition of process skills, interest and performance in ecology

which differ from the aforementioned.

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2.9Implications of Literature Reviewed on the Present Study

The review of the related literature indicated that science teaching in Nigeria (in spite

of efforts by researchers to suggest better methods of science teaching) has been dominated

by emphasis on factual knowledge. This is reflected on examinations, which depends almost

exclusively on factual recall, recollection of formula and precise definitions as well as

description of routine experiments. The process of science which requires the students to

look for evidence is often neglected by most teachers; instead, they continue to pump factual

information to the students which they memorized in order to pass their examinations. When

scientific facts are memorized, they are easily forgotten and any examination question

requiring application and synthesis of knowledge proves difficult to the students. The

practical aspects of science are also neglected and the consequence of the neglect is shown in

very poor performance of students in science examination.

In some of the studies reviewed, researchers who used Inquiry-based Strategy in

correcting some of the concepts of Biology among students reported better, gain in academic

performance of the subjects used as a result of improving of inquiry strategy. However, the

use of the lecture method of teaching has been shown to be of little help to student‟s

academic performance or alter inquiry strategy, and reports in literature have also indicated

poor academic performance among learners Usman (2000) and Ahmed (2004). In the light of

this literature reports, the researcher deemed it necessary to help students acquire the science

process skills using Inquiry-based teaching strategy. It is hoped that, the lecture method

students used, which make them achieve poorly in Biology will be enhanced.

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 Poor academic achievement and interest towards science has been reported in the

literature by Adeniyi (1997). As earlier stated, it is as a result of ineffective teaching. Some

of the factors identified as opposing teaching in Nigeria secondary schools include: Learning

by rote Ajewole(1990:1991). Lack of conducive learning environment under which science

is being taught lead to lack of opportunity for the child to have direct experience with

learning materials, (Bajah, 1995). But science involves active participation of the learner in

the learning process; consequently; science is about doing things; that is, activity-oriented

and teaching method renders “empty” knowledge.

From all the studies however, the researchers were trying to find out or compare

inquiry method and lecture method on student‟s performance. The aspect of inquiry-based

instruction in acquisition of process skills, interest and performance in ecology as a concept

especially in Nigeria was not addressed in the literatures cited. Therefore this study is

conceived to fill this gap. As a result of these, this study is carried out to investigate the

effects of inquiry-based instruction in acquisition of process skills, interest and performance

in ecology among secondary school students.

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 CHAPTER THREE

METHODOLOGY

3.1Introduction

The purpose of this study isto investigatethe effects of inquiry-basedinstruction

onacquisition of process skills, interest and performance in ecologyamong secondary school

students in Lere Educational Zone. In this chapter the focus is to discuss the methodology

that will be used for data collection. The chapter is presented under the following sub-

headings;

3.2Research Design

3.3 Population of the Study

3.4 Sample and Sampling Techniques

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 3.5 Instrumentation

3.5.1Validity of the Instruments

3.6 Pilot Test

3.6.1Reliability of the Instruments

3.7 Administration of Treatment

3.8 Data Collection Procedure

3.9 Procedure for Data Analysis

3.2 Research Design

This study is a quasi-experimental design which adopts the pretest, posttest,and

experimental and control groups designed (Kerlinger, 1973; &Adamu, 2014). The study is

quasi-experimental because the researcher has no total control over the study subjects. The

sample were grouped into two; the experimental and control group. The control group was

taught using lecture method only while the experimentalgroup was taught using inquiry-

based method. Science Process Skills Acquisition Test (SPSAT), Ecology Performance Test

(EPT)and Student Ecology Concept Interest Questionnaire (SECIQ) were administered to

the sample as pre-test, the test was administered to determine whether the treatment have any

effect on the subjects. The design for the study is presented below as adopted from Kerlinger

(1973).

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Group 1 ExperimentalO1X1O2

Group 2ControlO1X2O2

Figure 3.1 Research Design

Where:

O1= Pretest Administration

O2 = Posttest Administration

X1 =Use of Inquiry-based (Experiment group)

X2=Use of Lecture Method (Control group)

3.3 Population of the Study

The population of this study consists of all the coeducational Government Senior

Secondary School Biology Students inLereEducational Zone, with a total population of

1908. The schools involved are the same with similar conditions in terms of recruitment,

staff and staff training or workshop, provision of equipment/chemicals, instructional

materials, students‟ enrollment, uniformity in terms of curriculum, same academic calendar

among others.All the schools are co-educational except Government College

Saminakawhich is single sex. The detailed of the population is presented in Table 3.1

Table 3.1: ThePopulation of the Study

S/No Schools Boys Girls Total

1 G.C. Saminaka 25 - 25
2 GSS Saminaka 33 17 50
3 GSS Garun Kurama 72 40 112

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4 GSS Gure 99 106 205
5 GSS Lere 111 43 154
6 GSS Kahugu 34 19 53
7 GSS Ramin Kura 61 29 90
8 GSS Yarkasuwa 194 104 298
9 GSS Damakasuwa 61 21 82
10 GSS Geshere 33 23 56
11 GSS Kono 40 22 62
12 GSS Kayarda 71 25 96
13 GSS Ungwan Bawa 47 26 73
14 GSS Maigamo 53 29 82
15 GSS Bundu Kahugu 13 05 18
16 GSS Fadan Chawai 26 15 41
17 GSS Kusheka 20 05 25
18 GSS Kizakoro 17 18 35
19 GSS Federe 86 36 122
20 GSS Warsan Piti 08 03 11
21 GSS Dan Alhaji 38 06 44
22 GSS Gurzan Mariri 117 57 174
Total 1269 639 1908
Source :(Lere Educational Zone, 2017).

3.4 Sample and Sampling Techniques

The sample consists of two schools with118 Senior Secondary Students. The

schoolswereselected from the population of the study using simple random sampling

technique.This was done by putting the names of all schools in the population inside a

container and then picks the two schools. According to Williams (2005) random sampling is

a procedure which ensures that each element in a population has equal chance of being

selected. Table 3.2 gives the details of the sample of the study.

Table 3.2: Sample for the Study

S/No Type School Boys Girls Total

1 Experimental GSS Geshere 33 23 56

2 Control GSS Kono 40 22 62

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 Total 73 45 118

3.5 Instrumentation

The instruments that were used for this study were;

1. Science Process Skills Acquisition Test (SPSAT) adapted from Ajagun(1998),

SPSAT consisted of twenty (20) questions.

2. Student Ecology Concept Interest Questionnaire (SECIQ) adapted from Muoneme

(2015), the instrument consist of twenty five (25) items.

3. Ecology Performance Test (EPT) developed by the researcher using WAEC past

standardized questions. EPT consisted of forty (40) questions cutting across the

topics.

Table 3.3 Table of specification for SPSAT Instrument

Content Weight Knowledge Comprehension Application Total

% 27 33 40 100
Ecosystem 35 1 1 3 5
(7) (4) (9,10,14)
Habitat 20 1 2 3 6
(11) (8,14)(6,12,13)
Environment 25 1 1 2 4

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(15) (16) (1,2)
Community 20 1 1 3 5
(5) (17) (18,19,20)
Total 100 4 5 11 20
Source: Researcher‟s Field Work (2017)

Table 3.4 Table of Specification for EPT Instrument

Contents Weight Knowledge Comprehension Application Total

% 27 33 40 100
Ecosystem 35 3 4 7 14

(2,21,32) (6,11,12,24) (17,19,26,31,33,35,37)

Habitat 15 2 2 3 7
(10,23) (9,25)(3,7,18)

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Succession 203 2 3 8
(22,15,8) (13,27) (38,39,40)

Environment 15 1 2 3 6
(28) (34,36) (4,16,20,)

Community 15 2 1 2 5
(5,1) (30) (14,29)
Total 100 8 12 20 40

Source:Researcher‟s Field Work (2017)

Table 3.3and 3.4 shows the weight and percentages of the items distributed based on

the concepts and according to the three levels of knowledge common to the level of students

i.e knowledge, comprehension and application.

3.5.1 Validity of the Instruments

The Instruments were given to experts who are Ph.D holders with minimum rank of

senior lecturer intheDepartment of Science Education and Psychology Department,Ahmadu

Bello University, Zaria and a qualify Secondary School Biology teacher to validate the test

items. The validators was asked to critically examine and assess all the items of the

instrumentsby looking at:

1. Whether the questions are clear, precise and free from ambiguity.

2. Whether the questions match the ability level of the students.

3. Whether the test items conform with the subject matter.

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The experts correction, criticism, and recommendations were effected on the basis of content

and construct validity of the instrument to produce a new draft of the items.

3.6 Pilot Test

A pilot test was conducted using students of government secondaryschool Ungwan

Bawa which was part of the study population but not used as one of the sample. Thetwenty

(20) item instrument on Students Process Skill Acquisition Test, twenty five (25) item

instrument on Students Ecology Concept Interest Questionnaire and forty (40) item

instrument on Ecology Performance Testwere administered to the thirty (30) students with

the assistance of the Biology teachers of the school. The pilot testing was conducted to:

- determine the reliability of the Science Process Skills Achievement Test (SPSAT), Student

Ecology Concept Interest Questionnaire (SECIQ) and Ecology Performance Test (EPT)

before administration.

- determine the appropriateness of the length of time required to take the test.

- determine the correctness of the working of the instrument.

- identify problems or difficulties that the subjects may encounter with the view to

eliminating them in the final instrument.Then the data obtained from this pilot study were

analyzed to determine reliability of the instrument.

3.6.1 Reliability of the Instruments

Three reliability tests were conducted. The instruments includedScienceProcess Skill

Acquisition Test (SPSAT), Student Ecology Concept Interest Questionnaire (SECIQ) and

Ecology Performance Test (EPT). A total of 30 students were used duringthe pilot testing

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to establish the reliabilities. The first test was given to the subjects of the school which

were not part of the sample. After two weeks interval the second test was administered in

line with Tuckman (1975), recommendation of two weeks interval for test-retest

procedure.

The reliability coefficient of Student Ecology Concept Interest Questionnaire

(SECIQ) was found to be 0.84 using Split-half method. On the other hand, the reliabilities of

Student Process Skills Acquisition Test (SPSAT) and Ecology Performance Test (EPT) were

calculated usingPearson Product Moment Correlation Coefficient(PPMC) after test-retest

method applied, the reliabilities were found to be 0.74 and 0.76 respectively.Olayiwola,

(2010) asserted that an instrument is considered reliable if it lies between 0 and 1, and that

the closer the calculated reliability coefficient is to zero, the less reliable is the instrument,

and the closer the calculated reliability co-efficient is to 1, the more reliable is the

instrument. The fact that the reliability of the three instruments are closer to one than to zero

confirmed that all the instruments were reliable.

3.7 Administration of Treatment

The experimental group were taught by the researcher on: ecology, ecosystem,

habitat, environment and community, for six weeks using the steps of the activities involved

in the flow chart. The pretest was administered before the commencement of the teaching.

Start

The teacher introduces Control group

Experimental group the topic to the students
in both groups

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 The teacher allow the
Step 1
experimental group to
observe the environment

The teacher guide the

Step 2
students while they are
classifying the types of habitat

The teacher guide the students

Step 3 while they are identifying the
different organisms found in the
various habitats

The teacher summarizes the

Step 4 lesson and other areas of
difficulties to both the groups

The teacher administer test

Step 5
to the students in both
experimental and control
group
Flow Chart for Inquiry-based Instruction
Source: Adapted from Joel (2010)
Inquiry-based instruction is a teaching method where the learner, with minimum

guidance from the teacher seeks to discover and create answers to a recognized problem

through procedure of making a diligent search (Callahan & Clark, 1977; Adedoyin,

1990).The flow chart was used to prepare lessons use to teach the experimental group

because of the activities involved while the control group was taught using lecture

method.The experimental group was taught using inquiry-based instruction by the

researcher, this was done by engaging the subjects in activities that foster the acquisition of

process skills, interest and academic performance as stated in the experimental lesson plan.

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Science Process Skills Acquisition Test (SPSAT), Student Ecology Concept Interest

Questionnaire (SECIQ) and Ecology Performance Test (EPT) wereused for both pre-test and

post-test. The experimental group were taught ecology concept,involving the learners to

foster their interaction with theenvironment, and the teacher. Lesson plans for the

experimental and control group were the same in terms of contents, basic instructional

objectives, and length of time for teaching and mode of evaluation except for the activities in

the experimental group.

At the end of the six (6) weeks of six periods, the researcher administered the posttest

to the subjects in the experimental group using Science Process Skills Acquisition Test

(SPSAT), Student Ecology Concept Interest Questionnaire (SECIQ) and Ecology

Performance Test (EPT). The scripts from both pre-test and post-test of the experimental

group was marked and scored using the marking guide.

3.7.1 Teaching the Control Group

The control group was taught the same concepts by the researcher using lecture

method alone. The pretest was administered to the subjects before the commencement of the

teaching. The lesson was presented by defining the term or concept then followed by the

explanation and important points were writing on the chalk board. The subjects were referred

to relevant Biology textbooks for more information. After teaching the control group also

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like the experimental group, posttest was administered to the control group using SPSAT,

SECIQ and EPT. The subject scores was collected and the data was subjected for analysis.

3.8Procedure for Data Collection

After teaching the experimental and the control groups for period of six weeks, a post

test using Science Process Skills Achievement Test (SPSAT), Student Ecology Concept

Interest Questionnaire (SECIQ) and Ecology Performance Test (EPT) was administered by

the researcher. The SPSAT was marked and scored over 100 and each question carried five

marks, SECIQ response was marked over 125 according to ranks while the EPT was marked

and scored over 80 and each question carried two marks. After marking the scripts of the two

schools, and the questionnaire response collected, the scores were recorded accordingly

based on the experimental group as well as control group. After scoring, the data were

subjected to inferential and descriptive statistical analysis using SPSS.

3.9Procedure for Data Analysis

The null hypotheses are restated here along with the appropriate statistical tools to be

used in testing them. The statistical tools include descriptive statistics mainly mean, standard

deviation and frequency used to answer the research questions and inferential statistics

mainly t-test, Kruskal-wallis to test the null hypotheses at 0.05 level of significance

HO1:There is no significant difference in the acquisition of process skills when students

are exposed to inquiry-based teaching method.

t-test statistics was used to test this hypothesis. At P≥ 0.05 level of significance.

HO2: There is no significant difference in the interest shown in ecology by SSS Students

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 when exposed to inquiry-based instruction and lecture method.

This hypothesis was tested using Kruskal-wallis.

HO3: There is no significant difference in the mean academic performance when SSS

students

are taught using inquiry-based methods.

t-test statistics was used to test this hypothesis. At P≥ 0.05 level of significance was set

for retaining or rejecting the null hypothesis.

Ho4: There is no significant difference in gender when SSS students are exposed to inquiry

method on the acquisition of science process skills.

For this hypothesis, t-test statistical tool was used to test it. At P≥ 0.05 level of

significance was set for retaining or rejecting null hypothesis.

CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS

4.1 Introduction

This study is titled the Effects of Inquiry-based Instruction on Acquisition of Process

Skills, Interest and Performance in Ecology among Secondary School Students in Lere

Educational Zone, Kaduna Nigeria. The analysis essentially involved statistical testing of the

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hypotheses stated in chapter one and three. The level of significance adopted is P≤ 0.05 level

which form the basis for retaining or rejecting each of the null hypothesis stated. t test and

Kruskal-wallis statistical tools was used for the analysis. In this chapter, results and

discussion are presented in the following sub-headings;

4.2 Data Analysis and Result Presentation

4.3 Summary of findings

4.4 Discussion of Results

4.2 Data Analysis and Result Presentation

4.2.1 Answering Research Questions

Question One:does any difference exist in process skills acquisition between subjects taught

using inquiry-based instruction and those taught using lecture method?

In order to answer this research question, a descriptive statistics of mean scores and

standard deviation were used.

Table 4.1:Summary ofPosttest Mean Score for the Acquisition of Process Skills for
Experimental and Control Group.
Groups N Mean Std. Dev Std. Err Mean Diff

Experimental 56 52.650 7.2589 1.3253

11.167

Control 62 41.483 3.9072 .7133

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 In Table 4.1 the results of thestatistics showed that there was difference in acquisition

of process skills when students were exposed to inquiry-based and lecture teaching

methods.Their computed mean acquisition of process skills were52.650 and41.483 for the

experimental and control groups respectively indicating a mean difference of 11.167 in favor

of Experimental group. This showed that the group exposed to inquiry method have higher

mean score for the acquisition of process skills than their counterparts taught using lecture

teaching method and this answers the research question one.

Question Two: is there any difference in the interest shown in ecology by SSS students when

they are taught using inquiry-based instruction and lecture methods?

In order to answer this research question, Kruskal-wallis was used.

Table 4.2: Mean Rank Test Difference in the Interest Shown in Acquisition of Process
Skills by SSS Students in Experimental and Control Group.
Groups N Mean Rank Mean difference

Experimental 56 97.65
14.3
Control
62 83.35

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 Table 4.2 revealed that difference exist in the interest shown by SSS students when

they were exposed to inquiry method and lecture teaching method in Ecology. Their mean

interest Scores were 97.65 and 83.35 in posttest experimental and posttest control

respectively. When the difference between their interest rates was computed, it was found to

be 14.3 in favor of experimental group. This clearly indicated that students exposed to

inquiry method i.e. experimental group showed more interest in Biology than the control

group.

Question Three:is there difference in mean academic performance between subjects taught

using inquiry-based instruction and those taught using lecture method?

In order to answer this research question, a descriptive statistics of mean scores and

standard deviation mainly t-test were used.

Table 4.3: Summary of Posttest Mean Scores of Academic Performance of

StudentsIn Experimental and Control Group.
Groups N Mean Std Std Err Mean
difference
Experimental 56 57.400 3.922 .716
20.13
Control` 62 37.266 3.838 .700

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 Table 4.3 showed the results of the mean score of the academic performance of

students taught Ecology using inquiry-based method and those taught with lecture method.

Their mean academic performance were 57.400 and 37.266 by experimental and control

group, implying a mean difference of 20.13 in favor of the experimental group. This shows

that students who were taught with inquiry-based method performed academically higher

than those taught with lecture method.

Question Four:is there any gender related difference in the acquisition of science process

skills between male and female subjects are exposed to Inquiry Instruction?

Table 4.4: Difference in the Acquisition of Process Skills Between Male and Female
Students.
Groups N Mean Std. Dev Std. Err Mean

Difference

Male 73 45.300 8.6239 1.5745

0.466

Female 45 45.766 9.9807 1.8222

In Table 4.4, the outcome of the statistics showed that there was difference in gender

when SSS students were exposed to inquiry and lecture method on the acquisition of science

process skills. Their computed mean of skills acquiredwere 45.300 and 45.766 by male and

female respectively, indicating a mean difference of 0.466in favor of female. This mean that

female acquire process skills better than the males in the experimental group.

4.3 Hypotheses Testing

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 The hypotheses were tested using suitable statistical tools at p≥0.05 level of

significance for retaining or rejecting the null hypotheses.

Hypothesis one: The null hypothesis state thatthere is no significant difference in acquisition of

process skills when students are exposed to inquiry instruction and lecture method.

To answer the null hypothesis, t-test was used for the analysis at p≥0.05 level of

significance for retaining or rejecting the null hypothesis.

Table 4.5: Independent t test Statistics on The Difference in the Acquisition of Process
Skills in Experimental and Control Group.
Groups N Mean Std. Dev Std. Err Df p Remark

Experimental 56 52.650 7.2589 1.3253

116 0.001 S

Control 62 41.483 3.9072 .7133

p≤ 0.05

The result in Table 4.5 showed that the p-value of 0.001 was observedat df= 116.

Since the p-value is less than the alpha value of 0.05, it means therefore that the difference in

the acquisition of process skills when students are exposed to inquiry and lecture teaching

method was significant in favor of the experimental group. Therefore, the null hypothesis

which stated that there is no significant difference in the acquisition of process skills when

students are exposed to inquiry and lecture teaching method wasrejected.

Hypothesis Two:There is no significant difference in the interest shown in ecology by SSS

students when exposed to inquiry-based instruction and lecture method.

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 To answer the null hypothesis Kruskal-wallis Non Parametric statistical tool was

used for the analysis at p≥0.05 level of significance for retaining or rejection of the null

hypothesis.

Table 4.6: Kruskal-wallis Non Parametric Rank Test Difference in the Interest Shown
by SSS II Students in Experimental and Control Group.
Groups N Mean Rank Df P Remark

Experimental 56 97.85
116 0.001 S

Control 62 83.35

p ≤0.05

In Table 4.6, the p-value of 0.001 was observed at df= 116. Since the p-value was

less than the alpha value of 0.05, it means therefore that the difference in the interest shown

by SSS students when exposed to inquiry-based instruction and those taught with lecture

method was significant in favor of the experimental group. Therefore the null hypothesis

which stated that there is no significant difference in the interest shown by SSS II Students

when exposed to inquiry-based instruction and lecture teaching method in Ecology, is hereby

rejected.

Hypothesis Three:The null hypothesis state that there is no significant differences in the

mean academic performance of students taught ecology using inquiry-based and those taught

with lecture method.

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 To answer the research hypothesis, t-test was used for the analysis at p≥0.05 level of

significance for retaining or rejection of the null hypothesis.

Table 4.7: Independent t test Statistics on Differences in the Mean Academic Performance
of Students in Experimental and Control Group.
Groups N Mean Std Std Mean df P Remark
Err difference
Experimental 56 57.400 3.922 .716
20.13 116 0.003 S
Control ` 62 37.266 3.838 .700
P ≤ 0.05

The result in Table 4.7 showed that the p-value of 0.003 was observed at df= 116.

Since the p-value was less than the alpha value of 0.05, it means therefore that the difference

in the academic performance of students taught Ecology with inquiry-based instruction and

those taught with lecture method was significant in favor of the experimental group.

Therefore the null hypothesis which states that there is no significant differences in the mean

academic performance of students taught Ecology with inquiry-based instruction and those

taught with the lecture method was rejected.

Hypothesis Four:There is no significant difference in the acquisition of process skills

between male and female students when exposed to inquiry-based instruction.

To answer the null hypothesis, t-test was used for the analysis at p≥0.05 level of

significance for retaining or rejecting the null hypothesis.

Table 4.8: Independent t-test Statistics on the Difference in the Acquisition of Process
Skills Between Male and Female Students
Groups N Mean Std. Dev. Std. Err df P Remark

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Male 73 45.300 8.6239 1.5745

116 0.847 NS

Female 45 45.766 9.9807 1.8222

P ≤ 0.05

The result in table 4.8 showed that the p-value of 0.847 was observed at df= 116.

Since the p-value was greater than the alpha value of 0.05, it means therefore that the

difference in the acquisition of process skills between male and female students when

exposed to inquiry-based method was not significant. Hence the null hypothesis which stated

that there is no significant difference in the acquisition of process skills between male and

female students when exposed to inquiry-based instruction, wasretained.

4.4 Summary of Major Findings

From findings of the study it was observed that:

1. There was significant difference in acquisition of process skills when students are

exposed to inquiry-based instruction and lecture teaching method.Students have

significantly higher mean acquisition of process skills when exposed to inquiry.

2. There was significant difference in the interest shown by SSS students when exposed

to inquiry and lecture teaching method. There was a marked increased difference in

interest between experimental group and control group in favour of the

experimentalgroup. The group that was exposed to inquiry-based instruction showed

more interest than there counterpart taught using lecture method

3. There was significant difference in the mean academic performance of students

taught Ecology with inquiry-based instruction and those taught with lecture method

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 in favour of experimental group. Students exposed to inquiry-based instruction

performed academically higher than there counterpart taught using lecture method.

4. There was no significant difference in the acquisition of process skills between male

and female students when exposed to inquiry-based instruction. The male and female

had almost the same mean acquisition of science process skillswhen exposed to

inquiry-based instruction. The mean difference between male and female showed that

the female students acquire more skills than the male students.

4.5 Discussion of Results

This research work investigated the effects of inquiry-based instruction in acquisition

of process skills, interest and performance in ecology among secondary school students.

Four hypotheses were stated and tested based on the scores of the subjects obtained in

Science Process Skills Acquisition Test (SPSAT), Student Ecology Concept Interest

Questionnaire (SECIQ) and Ecology Performance Test (EPT).

Analysis of the data obtained are presented in Table 4.1 to 4.8 in accordance with the

stated hypotheses. The findings are discussed below:

From the test of hypothesis one, and the data relating to research question one, the

result of the findings showed that there was significant difference when students were

exposed to inquiry and lecture teaching method in favour of experimental group and this

could be as a result of used of inquiry-based instruction to teach the experimental group. The

null hypothesis was therefore rejected.This agreed with Lederman (1998) who stated that

Inquiry has been identified as a teaching and learning method that provided learners with

motivation to learn and develop skills to be successful throughout life. The findings agreed

with Chinwe and Chukelu (2012) who came out with similar finding on effects of discovery

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method on Secondary School Students‟ Process Skill Acquisition in Abuja Municipal Area

Council, Nigeria Chinwe and Chukelu found out that discovery method was more effective

in fostering students‟ acquisition of science process skills.

The research agreed with that ofBichi, (2002) who observed that as students engage

in activities; they acquire skills and confidence which aid their capacity to tackle future

problem. This is also in line with the work of Ajewole and Okebukola, (1990) who found out

that, science involves active participation of the learner in the learning process;

consequently, science is about doing things; that is, activity-oriented. Active participation of

the learner can help him acquire science process skills.

Hypothesis two tested significant difference in the interest shown in ecology by SSS

students when exposed to inquiry-based instruction and lecture methods? The research

question two was answered by testing the corresponding hypothesis which stated thatthere is

no significant difference in the interest shown by SSS students when they are exposed to

inquiry-based instruction and lecture method. It was observed that students taught using

inquiry-based instruction had more interest towards Biology than those taught Biology using

lecture method. This indicated that the use of inquiry-based instruction enhanced/boosted

students‟ interest towards learning of Biology. Increased interest towards learning of

Biology recorded could be due to use of inquiry-based instruction and the general fun

experienced during the lesson when inquiry-based instruction is used. This support to the

findings of Cogill, (2002) who observed that the use of inquiry-based instruction raises the

level of concentration and enhances learning because it is fun. Furthermore, other reasons

that could be adduced to be behind enhancement and boosting of students interest when

taught with inquiry-based instruction could be that students who learned with inquiry were

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more attentive and engaged in learning, participated more actively in the classroom,

interacted much more with the teacher, their peers. This is in line with Silva, (2006) who

found out that, an individual‟s attention and/or engagement with particular events and

objects determine the direction of interest development. Therefore, with the empirical

evidence in this study, it is shown that the use of inquiry-based instruction is necessary for

boosting students‟ interest towards learning of Biology.

Hypothesis three tested for significant difference in the mean academic performance

of students taught Ecology using inquiry-based instruction and those taught using lecture

method. Students have significantly higher academic performance when exposed to inquiry.

The results of the findings showed that there was significant difference in academic

performance when SSS students were exposed to inquiry-based instruction and lecture

method. It was observed that performances of students who were taught using inquiry-based

instruction outperformed others taught using lecture method in favour of the experimental

group. The null hypothesis was therefore rejected.

The findings conform to that of Chukwuemeka (2008) who came out with similar

finding on the effect of practical activities on academic achievement and acquisition of

science process skills among Biology students in Delta State Capital Territory (DSCT)

Nigeria. Chukwuemeka found out that the experimental group had a higher mean academic

performance score than there counterpart taught using lecture method; this could be as a

result of exposure to practical activities. This is in line with Nnamonu and Joel (2009),

revealed that there is high academic performance in the group exposed to practical

activities than those exposed to lecture method. While it disagrees with the findings of

Mari (1994), (whose work was on heterogeneous subject i.e mixed ability student, not the

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 slow learners). On academic achievement of the male and female students jointly exposed

to activity-based method.

Hypothesis four tested gender difference in the acquisition of science process skills

when SSS students are exposed to inquiry-based instruction and lecture methods? The

research question four was answered by testing the corresponding hypothesis which states

that there is no significant difference in gender when SSS students are exposed to inquiry-

based instruction and lecture method on the acquisition of science process skills. Their mean

acquisition of process skills were 45.300 and 45.766 by male and female respectively,

indicating a mean difference of 0.466 in favor of female. The null hypothesis is hereby

retained. This could be due to the fact that inquiry-based instruction method is gender

friendly.

This conforms to the findings of Mari (2001) who revealed superiority in

performance of female students over their male counterpart in task involving science process

skills. This disagreed with the work of Wallace (2007) who revealed in a study that both

males and females who were taught using inquiry-based instruction acquire same science

process skills. However, Ogunleye (1999) revealed that, gender differences may exist in

many different areas of education from performance to interest, from classroom activities

and course enrolment to perceptions about careers.

Therefore, with the empirical evidence in this study, it is shown that the use of

inquiry-based instruction is gender friendly in learning Biology.

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

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5.1 Introduction

This chapter summarizes the investigation on the Effects of Inquiry-based Instruction on

Acquisition of Process Skills, Interest and Performance in Ecology among Secondary School

Students, in Lere Educational Zone, kaduna, Nigeria.

The chapter is presented under the following headings:

5.2 Summary

5.2.1 Summary of Findings

5.3 Conclusions

5.4 Contributions to Knowledge

5.5 Recommendations

5.6 Limitation of the Study

5.7Suggestions for Further Studies

5.2 Summary

This study investigated the effects of inquiry-based instruction on acquisition of

process skills, interest and performance in ecology among secondary school students in Lere,

Kaduna, Nigeria. The research was presented in five chapters. Chapter one presented the

problem of this study which was prompted by poor acquisition of process skills, low interest

and poor academic performance of secondary school Biology students. The study was

guided by four research objectives, four research questions and four null hypotheses

corresponding to the research objectives were also stated. Other aspects of the chapter are

significant of the study, scope of the study and basic assumptions. The study was limited to

only SSS II students of public secondary schools offering Biology in Lere Educational Zone

of Kaduna State.

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 Chapter two of this study reviewed literatures that were relevant in areas such as

Teaching and learning of science, Biology as a Science Subject, Teaching Ecology at Senior

Secondary Schools, Science Teaching Methods, Inquiry-Based Instruction in Science,

Process skills acquisition and academic performance in science, Interest as a factor and

performance in Science Education, Relevance of Interest in Teaching and Learning Science,

Gender and Academic Performance in Science as well as Overview of Related Studies and

Implications of Literature Reviewed for the Present Study

The chapter three of this study presented the methodology employed in carrying out

this study and this includesResearch Design, Population of the Study, Sample and Sampling

Techniques, Instrumentation, Validity of the Instruments, Pilot test, Reliability of the

Instruments, Administration of Treatment as well as Data Collection Procedure and

Procedure for Data Analysis.

Chapter four of the study presented the results and discussions of the findings. Four

hypotheses were tested along the research objectives and questions. From the analysis of the

data and test of the study‟s hypotheses, the following major findings were outlined:There

was significant difference in acquisition of process skills when students are exposed to

inquiry-based instruction and lecture method, there was significant difference in the interest

shown by SSS students when exposed to inquiry-based instruction and lecture method,

Significant difference existed in the mean academic performance of students taught Ecology

with inquiry-based instruction and lecture method and there was no significant difference in

the acquisition of process skills between male and female students when exposed to inquiry-

basedinstruction and lecture method.

100
 Chapter five summarizes the investigation on the effects of inquiry-based instruction

on acquisition of process skills, interest and performance in ecology among secondary

school students in Lere Educational Zone, Kaduna, Nigeria. The chapter looked at the

following sub-headings: Summary of Major Findings, Conclusions, Contributions to

Knowledge, Recommendations, Limitations of the Study and Suggestions for further

Studies.

5.2.1 Summary of Findings

1. Significant difference exist in the acquisition of science process skills when students

are exposed to inquiry-based instruction and lecture method. Students have

significantly higher mean acquisition of process skills when students are exposed to

inquiry-based instruction.

2. Significant difference exist in the interest shown by SSS Students when exposed to

inquiry-based instruction and lecture method in Ecology. There is a marked increased

difference in interest between experimental group and control group in favour of the

experimental group.

3. Significant differences exist in the mean academic performance of students taught

Ecology with inquiry-based instruction lecture method. Students have significantly

higher academic performance when exposed to inquiry-based instruction.

4. There is no significant difference in gender when SSS students are exposed to

inquiry-based instruction and lecture method in the acquisition of science process

skills. The male and female had almost the same mean acquisition of science process

skills and in the same vein, male and female had almost the same mean acquisition of

science process skills when exposed to inquiry-based instruction.

101
5.3 Conclusions
On the basis of the findings from this study, the following general conclusions could

be deduced:

1. Students have higher mean acquisition of process skills when exposed to inquiry-

based instruction.

2. There is marked increased difference in interest shown between

experimentalgroup and control group in favor of the experimental group.

3. Students have higher academic performance when exposed to inquiry-based

instruction.

4. Inquiry-based instruction enhanced acquisition of process skills equally well in

both Male and female students.

5.4 Contributions to Knowledge

The concern of this study was to explore the Effects of Inquiry-based Instruction in

Acquisition of Process Skills, Interest and performance in Ecology among Secondary School

Students. The findings of the study have the following significant contributions to

knowledge;

1. The study established that inquiry-based instruction promote acquisition of science

process-skills among Secondary School Biology Students.

2. Participation in inquiry-based instruction enhances Senior Secondary Students‟

interest in learning of Biology

3. Inquiry-based instruction was established to be gender friendly as it promotes the

learning of Biology by both male and female students.

5.5 Recommendations.

102
 The following recommendations are suggested:

1. The use of inquiry-based instruction should be encouraged among teachers of

ecology to improve student‟s acquisition of process skills.

2. Both male and female senior secondary school students should be taught Biology

with inquiry-based instruction as both acquire science process skills when used.

3. Teachers of Biology should be sponsored by government/private school owners

to attend regular courses, workshops, seminars and in-house training on the use

of inquiry-based instruction for the maximum students‟ acquisition of process

skills.

5.6 Limitation of The Study

1. The students and research assistants were not too familiar with inquiry-based

instruction. A lot of explanations were done on it before commencement of the

exercise.

5.7Suggestions for Further Studies

1. It is suggested that further studies be carried out on effects of inquiry and fieldtrip

teaching methods in acquisition of process skills, interest and performance towards

ecology among secondary school students.

2. The study was carried out using senior secondary schools as the research population

and sample. Other researchers may replicate this study by using tertiary institutions.

3. This study covered only Lere Educational Zone in Kaduna state. The study could be

expanded to cover other Zones and the whole of Kaduna State.

103
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117
 APPENDIX A

SCIENCE PROCESS SKILLS ACQUISITION TEST (SPSAT)

Gender:_______________
Instruction: Answer all questions Time allowed: 1 hour
Below is a record of the number of flowers found on pride of Barbados plants growing in
two different sites, Aand B.

Site A Site B

Sunny and dry Shady and damp

Number of flowers Number of flowers

7 12 9 5 9 7 18 3 0 11 7 4 3 6

7 8 3 7 11 4 15 5 4 2 4 3 5 5

11 9 7 6 9 5 6 8 4 3 1 6 2 4

8 13 4 8 7 18 15 5 9 4 5 4 7 3

9 7 8 18 13 9 9 10 3 8 4 7 3

1. Complete the table below to show how the plant in the different sites flowered.

Number of flowers

118
 Site 0-3 4-7 8-11 12-15 16-18

2. The most frequent number of flowers on a plant in site B

is.............…………...…………………………………………………………………..

3. The percentage of plants with more than three flowers in site A

is………………………………………………………………………………………..

4. Define ecology

5. List the biotic component found in abandoned farmland habitat

Select a suitable area in your school, Observe the area at regular intervals over a period of

3-5 days. Use what you have observed and answer question 6-9 below

6. Record the plants and animals observed in the area

7. List the possible food sources

8. Collect any evidence of animal presence

9. Construct a possible food chain

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10. Identify the characteristics of hill habitat

Observe the school pond in biology garden and answer question 11-13 below

11. List the animals found in pond habitat

12. Construct a food chain of the animals identified in pond habitat

13. Differentiate between aquatic habitat and terrestrial habitat

14. List the characteristics of abandoned farmland

15. What are marshes?

16. List the adaptations of organisms in marshes habitat

120
 17. List the plants and animals that lives in marshes

Given two different lower jaws A and B of frog and toad respectively. Look at them

carefully.

18. State two differences between the teeth in jaw A and those in jaw B

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

………………………………………………………………………………………………Th

e animals in C were collected in a school garden. They are grouped into two groups as

shown below;

Group C1 Group C2

Housefly, Clothe month, Beetle Ant, Silver fish

19. List two differences you can see between these animal groups

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

……………...............................................................................................................................

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Snail is a mollusk. Johnson collected 50 snails and measured the length of their shells. The

results are shown below.

16 18 25 19 20 15 25 20 19 17 23 30 12 25

22 10 18 14 24 14 23 17 24 11 15 17 24 31

22 23 22 18 28 23 26 13 26 27 20 8 10 23

29 23 16 21 11 13 19 20

20. Complete the table below to show the number of snails with different shell lengths.

Shelllength 8-11 cm 12-15 cm 16-19 cm 20-23 cm 24-27 cm 28-31 cm

Number of

snails

122
 APPENDIX B

MARKING GUIDE

FOR SCIENCE PROCESS SKILLS ACQUISITION TEST (SPSAT)

1.

Site 0-3 4-7 8-11 12-15 16-18

A 1 13 13 6 3

B 11 18 5 0 0

Any five point 1 ═ 5 marks

Skills: experimenting, classifying.

2. The most frequent number of flowers on a plant in site B is = between 4-7 = 18

Good answer ═ 5 marks

Skills: observation, measuring.

3. The percentage of plants with more than three flowers in site A is =

35 100 ∕ 36 =97.2 %

Clear and good working ═ 5 marks

Skills: observation, classifying, inferring

4. Ecology is defined as the study of inter-relationship between organisms and their

external environment.

Any relevant definition ═ 5 marks

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Skill: operational definition.

5. Biotic components found in abandoned farmland habitat include; Lizard, grasses,

insect, rat, trees, worms, larvae, dormant seeds etc

Any relevant example 1 ═ 5 marks

Skills: observation, identification.

6. Plants and animals observed in the area: plants; iroko trees, palm tree, grasses;

animals: toad, earthworm, snail, bird etc

Any five example 1 ═ 5 marks

Skills: observation, identification, recording.

7. Food source in the area are: berries, flowers, leaves, insects, and water source.

Any five example 1 ═ 5 marks

Skills: observation, identification, classifying.

8. Evidence of animal presence in the area include: feathers, shell, birds dropping and

remains of animals etc.

Any five example 1 ═ 5 marks

Skills: observation, identification, classification, record.

9. The possible food chain: Grass → grasshopper → Toad

Any good example ═ 5 marks

Skills: observation, identification, classification, order.

10. Characteristics of the Hill habitat

- Presence of ant, toad, rat, snake, lizard, birds, chameleon

- Presence of grasses, shrubs

- Presence of iroko trees, palm tree, rainforest occur on the slopes of mountains

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 Any five example 1 ═ 5 marks

Skills: observation, classification, identification.

11. Animals found in pond habitat include:

Crabs, insect, tree frog, water snake, beetles etc

Any five example 1 ═ 5 marks

Skills: observation, identification, ordering.

12. Food chain of animals identified in pond habitat

Insect → tadpole → fish → water snake

Any good example ═ 5 marks

Skills: observation, identification, ordering.

13. Differences between aquatic and terrestrial habitat are:

AQUATIC HABITAT TERRESTRIAL HABITAT

Aquatic habitat is a water living place of Terrestrial habitat is a land living place of

organisms organisms

Examples of aquatic habitat include marine- Examples of terrestrial habitat include trees

salt water and fresh water (arboreal) surface of the soil and even holes.

Any good example ═ 5 marks

Skills: operational definition, communication, observation.

14. Characteristics of abandoned farmland;

i. Animals like insect‟s eggs, larvae, worms, dominant seeds and some rhizomes are

present from the outset.

ii. Grasses take over followed by hatched insects and herbs.

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 iii. Reptiles and herbivores emerge

i. Shrubs are seen, followed by trees.

ii. Higher animals like carnivores and some omnivores eg monkey are seen

iii. At a point, climax vegetation is reached.

Any five example 1 ═ 5 marks

Skills: observation, identification.

15. Marshes is a low, flat, land completely or partly covered by shallow water with

silt frequently deposited.

Any good definition ═ 5 marks

Skills: observation, operational definition, communication.

16. Animals eg worm, crabs and bivalves burrow into the soft mud to avoid high

temperature and drying up; Insect larvae, beetles and frogs come near the surface to

gulp atmospheric air to survive the low oxygen content in water.

Plants; the grasses grow large branches to avoid being wash away by water

movement; their leaves are long narrow and held above water for atmospheric

gaseous exchange to compensate for poor aeration of the logged soil.

Any good example ═ 5 marks

Skills: observation, identification, operational definition.

17. Animals in the marshes habitat are: Frogs, crabs, worm, beetles, and tadpole‟s

larvae

And the plants include water lettuce, water lily, azolla algae duckweed etc.

Any five example 1 ═ 5 marks

Skills: observation, identification, communication.

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 18. The two differences between the lower jaw of frog and toad are:

i. Frog has longer jaw while the toad has a shorter jaw compare to that of frog

ii. Lower jaw of frog is longer than the upper jaw while the lower jaw of toad is same

with upper jaw in terms of length.

Any good example ═ 5 marks

Skills: observation, identification, operational definition.

19. Differences between C1 and C2

C1- can fly

- Has wings

C2- Cannot fly

- Has no wings

Any good point that correspond ═ 5 marks

Skills: observation, classification.

20.

Shell 8-11 cm 12-15 cm 16-19 cm 20-23 cm 24-27 cm 28-31 cm

length

Number of

snails 5 7 11 14 9 4

Any five points 1 ═ 5 marks

Skills: experimenting, measuring, inferring.

127
 APPENDIX C
Student Ecology Concept Interest Questionnaire (SECIQ)
Gender:Male……………………., Female…………………..…
Instruction: Answer all questions Time allowed 40 minutes
S/no ITEMS Strongly Agree Undecided Disagree Strongly
Agree Disagree

1. I enjoy learning ecology

concept of biology

Studies are interesting when

2. ecology concept is taught

3. I understand better the

learning of ecology concept
in biology

4. I participate better in the

lessons of ecology concept

Learning ecology concept of

5. biology is difficult for me

6. I am not focus when ecology

concept of biology is taught
The teacher involves me
7. more in class discussion
when ecology concept of
biology is taught
Ecology concept of biology
8. should be removed in
biology curriculum from
secondary schools

128
9. I enjoy discussing ecology
concept of biology with my
colleagues
10.

Ecology concept of biology

is relevant to me
11.
There are less discipline
problems in the class when
ecology concept of biology
is taught
12.
Ecology concept of biology
distract me from the lesson

13.
Ecology concept of biology
is connected to my life

14.
I concentrate better in class
when ecology concept is
taught
15.
I am bored during the lesson
involving ecology concept of
biology

16.
I easily do my homework on
ecology concept of biology

17. Ecology concept of biology

is easily comprehended and
understood

18.
I invest less effort in
learning ecology concept of
biology

Less time is spent in

129
 19. explanation when ecology
concept of biology is taught

I feel like the lesson on

20. ecology concept of biology
shouldn‟t end quickly

I like receiving instruction

when the teacher teaches
21. ecology concept of biology

Learning ecology concept of

biology makes me nervous
22.

Learning ecology concept of

23. biology is very frustrating

I can learn many things

when my teacher teaches
24. ecology concept of biology

I will study ecology as a

course when I go to higher
25. institution
`

Scale: 5- Strongly agree, 4-agree, 3-undecided, 2-disagree, 1-Strongly disagree

Source: Adapted from Muoneme (2015)

130
 APPENDIX D
ECOLOGY PERFORMANCE TEST (EPT)
1. Ecology is best defined as the study of
a) The characteristics of an environment
b) The inter-relationship between living organism and the environment
c) Living organisms in a particular area
d) The habitats and wildlife
e) Man and the environment.

2. Which of the following is not classified as terrestrial habitat?

a) Forest
b) Guinea savannah
c) Alfro alphine
d) Litoral zone
e) Desert

3. Which of the does not contribute to the biomass in an ecosystem?

a) Producers
b) Food chain
c) Consumers
d) Micro-organism
e) Saprophytes

4. Which of the following is not a characteristics feature of tropical rainforest habitats?

a) Trees with longer boles than those in savannah
b) Fewer canopy strata than the savannah
c) Many more trees and climbers than savannah
d) Plenty of leaf litter on the ground
e) More diverse communities than the savannah

5. Which of the following is not associated with aquatic habitat?

a) Temperature
b) Light intensity
c) Humidity
d) Turbidity
e) Wave action

6. Which of the following statement is not true of a climax vegetation?

a) It is an ecological phenomenon
b) It is a stable community

131
 c) It eliminates competition
d) It result from succession
e) It involves the colonization of a habitat

7. Which of the following steps would not be taken to protect or conserve fishing
grounds from over-exploitation?
a) Use of nets with all sizes of mesh
b) Use of net with a particular mesh size
c) Ban on harvesting of some species
d) Regulating the size of ships allowed into fishing grounds
e) Limiting the period of fishing in the waters

8. Which of the following is not part of the objectives of conservation of natural

resources?
a) To eliminate wild animals in order to enable other plants and animals survive
b) To use our resources on sustain yield basis
c) To guard against indiscriminate killing of plants and animals
d) To guard against the extinction and exhaustion of natural resources
e) To protect the environment.

9. Which of the types of soil has the highest water retaining capacity?
a) Clay
b) Laterite
c) Loam
d) Gravel
e) Sand

10. Which of the following is not a way of conserving natural resources?

a) Controlling farming practice
b) Establishing forest reserve
c) Establishing of parks and gardens
d) Encouraging poaching in game reserves
e) Protecting the endangered species

11. Which of the following best describes a marine habitat?

a) A large body of water which has no distinctive colour or taste
b) A large body of water with high concentration of salt
c) A large body of water with little suspended materials
d) A large body of water with no water weeds
e) A large body of water which sustain no animal life.

132
12. The following are features of tropical rainforest except
a) Abundant water supply
b) Loose and moist soil
c) Short trees growing beneath tall trees
d) Scanty tree with small leaves
e) Presence of many animals.

13. The following are features of northern guinea savanna except

a) Presence of tall trees with thick bark
b) Bare soil with very resistant trees
c) Presence of fire resistant trees
d) Abundant herbivores
e) Predominance of woody trees

14. Which of the following explains the term pyramid of numbers?

a) The number of organism in a trophic level
b) The relationship between plant and different tropic level
c) The number of saprophyte and parasites in a habitat
d) The numbers of predators in a habitat
e) Progressive decrease in the number of individuals from lower to high tropic level.

15. Which of the following is not a characteristic of overcrowding I plant and animal
community?
a) Population outstripping available space
b) Population exceeding available food
c) Competition within the population
d) Increase in primary production
e) Population increasing at the same rate at the birth rate

16. A climax community is characterized by

a) A stable composition of plants and animals
b) Rapid changes in the composition of species
c) Constant changes in the appearance of the habitat
d) Different species occurring at different times
e) Gradual change in animal population.

17. The following agencies are responsible for conservation in Nigeria except
a) Forestry departments
b) Nigerian conservation society

133
 c) Game reserve authority
d) Nigerian red cross society
e) Ministry of agriculture and natural resource.

18. The largest game reserve in Nigeria is the

a) The kainji game reserve in Nigeria is the
b) Zamfara forest reserve in sokoto state
c) Yankari game reserve in Bauchi state
d) Borgu game reserve in Niger state
e) Kamuku game reserve in kaduna state.

19. All the following can illustrate the dynamic nature of the ecosystem except
a) Nitrogen cycle
b) Carbon cycle
c) Water cycle
d) Nutrient cycle
e) Locomotion in organism

20. In complex food relationships in a community, the primary, the secondary and the
tertiary consumers are referred to as
a) Symbiosis
b) Omnivores
c) Heterotrophs
d) Autotrophs
e) Carnivores

21. Which of these statements about food chain is not correct?

a) Animals in the chain are consumers
b) A food chain usually begins with a green plant
c) All organisms in the food chain are animals
d) Living things are dependent on one another
e) The food chain involves energy transfer in an ecosystem

22. The distribution of organisms in a fresh-water habitat like a stream or pond is

determined by the following except
a) Rainfall
b) Temperature
c) pH of soil
d) light penetration
e) tidal movements

134
23. Which of the following ecological factors causes food shortage?
a) Low rate of reproduction
b) Emigration
c) Drought
d) Topography
e) Wind direction

24. Density, mortality rate, birth rate are the factors that affect
a) Population
b) Dominance
c) Cover
d) Habitat
e) Abiotic community

25. Which of the following is not an aquatic habitat?

a) Estuaries
b) Ponds
c) Rainforest
d) Swamps
e) Salt lake

26. Which of the following is an abiotic factor which affects a population?

a) Predator
b) Parasite
c) Consumers
d) Producers
e) Temperature

27. Which of the following processes is not due to interaction between the biotic and
abiotic components of an ecosystem
a) Soil nutrient depletion
b) Condensation
c) Decomposition
d) Osmosis
e) Photosynthesis

28. In any food chain, the first member must be a

a) Carnivore
b) herbivore

135
 c) zooplankter
d) autotroph
e) consumers

29. The total amount of energy entering a food chain is that which is present in the
a) Consumer
b) Ecosystem
c) Producer
d) Decomposers
e) Heterotroph

30. The difference between community and population is

a) A community is made up of organism of the same species while a population is
made up of organisms of different specie
b) A community is made up of population of living organisms while a population is
made up of organisms of the same species
c) An ecological niche does not exist in the community but it does in a population
d) A community attract competitions but a population does not
e) Number of community out way the numbers of population

31. Which of the following component makes up an ecosystem

a) Decomposers, animals, and non-living factors
b) Living and non-living factors
c) Plants, and non-living factors
d) Plants, decomposers, and non-living factors
e) Animals and non-living factors

32. The total amount of energy entering a food chain is that which is present in the
a) Consumer
b) Ecosystem
c) Producer
d) Decomposer
e) Competition

136
33. Which of the following terms ensures the survival of an organisms in its
environment?
a) Hibernation
b) Succession
c) Adoption
d) Competition
e) Habitat

34. Which of the following would be the primary producer in a food chain?
a) Saprophytes
b) Herbivores
c) Carnivores
d) Green plants
e) Parasites

35. The adaptations for water conservation in organisms include the following except
a) Scales in fishes
b) Scales on leaves
c) Thick leaves
d) Spine in plants
e) Succulent stems

36. Which of the following best describes a marine habitat? A large body of water
a) Which has no distinctive colour or taste
b) With high concentration of salt
c) With little suspended materials
d) With no water weeds
e) Which sustains no animals

37. Which of the following represents the correct order in a possible food chain?
a) crustacea→diatom→fish→man
b) fish→crustacea→man→diatom
c) man→fish→crustacea→diatom
d) diatom→crustacea→fish→man
e) man→diatom→fish→crustacea

137
38. Which of the following is not a conservable natural resources/
a) water
b) sunlight
c) forest
d) soil
e) air

39. Which of these materials is not required for insect collection in an ecological field-
trip?
a) Pooter
b) Seechi disc
c) Spreading board
d) Jar containing alcohol
e) Sweep net

40. Which of the following is the correct sequence for energy transfer and nutrient
cycling among living things in an ecosystems?
a) consumers→producers→decomposers
b) producers→decomposers→consumers
c) decomposers→producers→consumers
d) producers→consumers→decomposers
e) consumers→decomposers→producers

138
 APPENDIX E

MARKING GUIDE FOR

ECOLOGY PERFORMANCE TEST (EPT)

1. C 21. C

2. D 22. C

3. C 23. C

4. B 24. A

5. C 25. C

6. C 26. E

7. A 27. D

8. A 28. D

9. C 29. C

10. D 30. B

11. B 31. B

12. A 32. C

13. A 33. D

14. E 34. D

15. D 35. A

16. A 36. B

17. D 37. D

18. C 38. D

19. E 39. B

20. C 40. D

139
 APPENDIX F

REQUEST LETTER
Department of Science Education,
Faculty of Education,
A.B.U Zaria.
15th Jan. 2016.

The Director,
Lere Educational Zone,
Ministry of Education, Science and Technology,
Kaduna State.
Sir,

REQUEST FOR PERMISSION TO VISIT SOME SCHOOLS TO GET DATA FOR

MY RESEARCH

I write to seek for permission to visit some Secondary Schools under your division in
order to get data for my research project.

Thanks for your usual co-operation.

Yours Faithfully

Danjuma Sunday
P13EDSC8039

140
 APPENDIXG

STUDENT ECOLOGY CONCEPT INTEREST QUESTIONNAIRE (SECIQ)

Reliability

Scale: ALL VARIABLES

Case Processing Summary

N %
Valid 20 100.0
Cases Excluded 0 .0
Total 20 100.0
a. Listwise deletion based on all variables in
the procedure.

Reliability Statistics
Cronbach's Cronbach's N of Items
Alpha Alpha Based
on
Standardized
Items
.836 .840 25

141
 Item Statistics
Mean Std. N
Deviation
I enjoy learning ecology concept of biology 3.2000 1.67332 20
Studies are interesting when ecology concept is taught 3.5500 1.46808 20
I understand better the learning of ecology concept in biology 3.3500 1.34849 20
I participate better in the lessons of ecology concept 4.8500 .48936 20
Learning ecology concept of biology is difficult for me 4.6000 .82078 20
I am not focus when ecology concept of biology is taught 4.5000 1.23544 20
The teacher involves me more in class discussion when ecology
4.3500 1.26803 20
concept of biology is taught
Ecology concept of biology should be removed in biology
4.4000 1.14248 20
curriculum from secondary schools
I enjoy discussing ecology concept of biology with my
4.3500 1.26803 20
colleagues
Ecology concept of biology is relevant to me 4.8000 .69585 20
There are less discipline problems in the class when ecology
4.3000 1.26074 20
concept of biology is taught
Ecology concept of biology distract me from the lesson 4.4500 .88704 20
Ecology concept of biology is connected to my life 4.2500 1.29269 20
I concentrate better in class when ecology concept is taught 4.4500 .99868 20
I am bored during the lesson involving ecology concept of
4.5500 .88704 20
biology
I easily do my homework on ecology concept of biology 4.2500 1.29269 20
Ecology concept of biology is easily comprehended and
4.6500 .98809 20
understood
I invest less effort in learning ecology concept of biology 4.1000 1.37267 20
Less time is spent in explanation when ecology concept of
4.5000 .88852 20
biology is taught
I feel like the lesson on ecology concept of biology shouldn‟t
4.2500 1.29269 20
end quickly
I like receiving instruction when the teacher teaches ecology
4.5500 .99868 20
concept of biology
Learning ecology concept of biology makes me nervous 4.3000 1.26074 20
Learning ecology concept of biology is very frustrating 4.4500 1.14593 20
I can learn many things when my teacher teaches ecology
4.1500 1.46089 20
concept of biology
I will study ecology as a course when I go to higher institution 4.8000 6.9585 20

142
 Summary Item Statistics
Mean Minimum Maximum Range Maximum / Variance N of Items
Minimum
Item Means 4.318 3.200 4.850 1.650 1.516 .168 25

Acquisition reliability using PPMC

Raw scores of the two sets of tests for determining the coefficient of reliability of the test
instrument
S/NO X Y X2 Y2 XY
34 37 1156 1369 1258
1
32 33 1024 1089 1056
2
30 33 900 1089 990
3
36 37 1296 1369 1332
4
38 37 1444 1369 1406
5
30 32 900 1024 960
6
29 31 841 961 899
7
29 29 841 841 841
8
30 28 900 784 840
9
32 35 1024 1225 1120
10
32 33 1024 1089 1056
11
33 32 1089 1024 1056
12
37 39 1369 1521 1443
13
32 33 1024 1089 1056
14
29 29 841 841 841
15
35 35 1225 1225 1225
16
37 37 1369 1369 1369
17
38 39 1444 1521 1482
18
39 35 1521 1225 1365
19
40 38 1600 1444 1520
20
∑X=672 ∑Y=682 ∑X2=22832 ∑Y2=23468 ∑XY=23115
N=20
Note: x and y are first and second tests scores for early child hood education pupils

143
 (Statistics for finding reliability)
Pearson Product Moment Correlation computed for the Reliability index for the instrument
used in the pilot study of the research.

The formula for Pearson Product Moment Correlation is given below:

R= N(∑xy) - (x) ∑Y
((N(X2) - (NY2)-(Y)2)
N=Number of respondents
X is test scores at pre test
Y is test scores at post test
∑x is scores at pretest is summed
∑y is scores at Post test is summed
∑x 2 is scores at pre test is squared and summed
∑Y 2 is scores at post test is squared and summed
(∑x )2is scores at pre test is summed and squared
(∑Y )2is scores at post test is summed and squared
Where:
∑X=672 ∑Y=682 ∑X2=22832 ∑Y2=23468 ∑XY=23115
N=20

Pearson Product Moment Correlation formula is:

r= N(∑xy) - ∑ (x) ∑Y
((N(∑X2) - (N*∑Y2)-( ∑Y )2
= 20*23115 - 672*682
20*(22832)2- 20*23468-(682)2
=.699
r=.70

144
 APPENDIX H

Scores for the Three Instruments in Experimental School

S/N Gender SPSAT SPSAT SECIQ EPT EPTpost-

pre-test post-test scores pre-test test scores
scores scores (125) scores (80)
(100) (100) (80)
1 Male 35 75 114 28 74
2 Male 30 75 102 32 58
3 Male 32 65 100 32 68
4 Male 35 80 111 34 68
5 Male 35 60 110 32 78
6 Male 25 70 108 16 74
7 Male 30 75 108 18 76
8 Male 25 55 102 28 72
9 Male 30 60 112 26 58
10 Male 32 52 104 30 68
11 Male 30 50 90 26 70
12 Male 30 70 88 28 68
13 Male 35 65 104 24 72
14 Male 25 75 104 38 72
15 Male 20 55 104 44 72
16 Male 30 60 102 38 70
17 Male 32 65 98 40 72
18 Male 32 70 100 36 68
19 Male 30 65 102 32 68
20 Male 32 60 106 34 64
21 Male 30 65 88 38 60
22 Male 30 65 98 32 68
23 Male 36 55 108 28 70
24 Male 25 75 100 32 64
25 Male 20 70 88 28 68
26 Male 35 55 80 16 80
27 Male 28 70 98 28 66
28 Male 24 75 104 26 78
29 Male 28 70 105 18 70
30 Male 25 78 100 32 76
31 Male 30 70 102 34 74
32 Male 35 75 118 30 70
33 Male 30 70 112 32 70

145
 Scores for the Three Instruments in Experimental School

S/N Gender SPSAT SPSAT SECIQ EPT EPT

pre-test post-test scores pre-test post-test
scores scores (125) scores scores
(100) (100) (80) (80)
1 Female 30 90 102 28 52
2 Female 30 85 112 32 68
3 Female 30 75 116 46 72
4 Female 20 85 106 36 70
5 Female 30 85 114 32 74
6 Female 35 85 110 26 68
7 Female 35 75 118 24 70
8 Female 20 70 116 18 62
9 Female 35 90 100 32 68
10 Female 35 95 112 34 70
11 Female 25 80 102 32 70
12 Female 25 65 101 18 58
13 Female 35 65 109 22 70
14 Female 25 80 100 26 58
15 Female 30 75 118 36 66
16 Female 35 85 116 28 68
17 Female 25 65 112 24 64
18 Female 25 65 112 28 76
19 Female 20 55 114 18 72
20 Female 35 85 110 22 78
21 Female 25 85 110 26 78
22 Female 30 75 112 38 82
23 Female 25 95 110 32 80

146
 APPENDIX I

Scores for the Three Instruments in Control School

S/N Gender SPSAT SPSAT SECIQ EPT EPTpost-

pre-test post-test scores pre-test test
scores scores (125) scores scores
(100) (100) (80) (80)
1 Female 35 55 112 34 48
2 Female 35 50 102 36 50
3 Female 30 45 98 34 60
4 Female 35 45 111 36 56
5 Female 35 45 110 32 48
6 Female 30 55 108 32 50
7 Female 25 45 106 36 52
8 Female 25 45 100 36 48
9 Female 30 60 118 26 52
10 Female 35 50 100 30 48
11 Female 35 55 99 26 52
12 Female 30 45 88 28 46
13 Female 38 45 104 24 42
14 Female 30 40 104 38 54
15 Female 30 45 108 44 48
16 Female 25 60 102 38 62
17 Female 31 55 98 40 72
18 Female 39 60 100 36 68
19 Female 32 65 102 32 64
20 Female 31 60 106 34 62
21 Female 30 55 88 38 60
22 Female 35 55 98 32 68

147
 Scores for the Three Instruments in Control School
S/N Gender SPSAT SPSAT SECIQ EPT EPTpost-
pre-test post-test scores pre-test test scores
scores scores (125) scores (80)
(100) (100) (80)
1 Male 30 61 114 28 60
2 Male 31 50 102 32 50
3 Male 32 58 100 32 64
4 Male 35 46 111 34 56
5 Male 38 49 110 32 50
6 Male 30 51 108 16 52
7 Male 30 44 108 18 50
8 Male 29 46 102 28 60
9 Male 30 60 112 26 54
10 Male 32 52 104 30 48
11 Male 34 50 90 26 52
12 Male 34 48 88 28 48
13 Male 36 54 104 24 52
14 Male 29 46 104 38 54
15 Male 27 58 104 44 52
16 Male 30 60 102 38 48
17 Male 32 56 98 40 70
18 Male 39 82 100 36 60
19 Male 30 62 102 32 62
20 Male 32 68 106 34 60
21 Male 35 60 88 38 56
22 Male 32 58 98 32 52
23 Male 36 58 108 28 58
24 Male 24 54 100 32 56
25 Male 22 56 88 28 48
26 Male 35 58 80 16 46
27 Male 28 70 98 28 62
28 Male 24 76 104 26 54
29 Male 28 70 105 18 68
30 Male 22 78 100 32 48
31 Male 30 76 102 34 60
32 Male 32 74 118 30 64
33 Male 36 70 112 32 52
34 Male 32 58 114 30 62
35 Male 30 68 108 32 60
36 Male 28 68 120 28 52
37 Male 22 78 114 24 68
38 Male 34 70 118 22 58
39 Male 32 80 100 28 60
40 Male 26 76 106 26 54

148
 APPENDIX J

LESSON PLAN FOR EXPERIMENTAL GROUP

Week 1:

Subject: Biology

Topic: Habitat (fresh water- pond)

Class: SSII

Time: 40 Minutes

Behavioral Objectives:At the end of the lesson, student should be able to

i. Observe and record the characteristics of ponds habitat,

ii. Identify and name the adaptation of the plants and animals in the pond habitat.

iii. Identify and arrange (order) the food chain in the pond habitat

iv. Observe, identify and name animals and plants that can be found in pond habitat

Previous Knowledge: The students already know the meaning of Ecology, biotic and

abiotic components

Introduction: The teacher introduces the lesson by asking question on the previous

knowledge e.g. what is ecology?

Presentation Step 1: The teacher takes the students to the pond and requires them to bring

and use the guided sheet. Also tell them to record what they observed in their K WL chart.

149
Step II: The teacher defines and explains pond while the students are looking at the pond e.g

pond is a small body of shallow water having no or feeble current. Ponds vary in size

depending upon age and location.

Step III: The teacher ask the students to identify and arrange/construct (order)food chain of

the biotic component observed e.g Insect Tree frog Water snake.

Step IV: The teacher asks students to observe the pattern of distribution of the biotic

components of the pond and their adaptive features. He then takes students to identify and

take sample where possible of (plants and Animals) component in the pond habitat e.g tad

pole, water lettuce, tree frog, water lily, waterSnake, arrow head e.t.c

Step VI: The teacher guide students to take reading of temperature, relative humidity and

estimate light intensity of the pond.

Evaluation: The teacher evaluates the lesson by asking questions based on the lesson

presented e.g

1. What are the characteristic of pond habitat?

2. What are the examples of plants and animals that can be found in pond habitat?

3. Observe, identify and construct a food chain of the biotic components observed

Conclusion: The teacher concludes lesson by summarizing a topic learnt e.g define pond,

some characteristics of pond habitat, naming some of plants and animals that can be found in

pond habitat.

Students Activities: The student would use the possible sample collected and what they

have observed and write report.

150
Week2: Experimental Group

Subject - Biology

Topic - Hill (Terrestrial Habitat)

Class - SS II

Time - 1½ hours

Behavioral objectives: It is expected that at the end of the lesson, students should be able to:

I. Observe and name the characteristics of Hill habitat

II. Classify the adaptation of plants and Animals in the Hill habitat.

III. Identify the food chain in the hill habitat.

IV. Identify and name some biotic component in the hill.

Previous knowledge: The students observe pond, characteristics and the types of plants and

animals found in the pond habitats.

Introduction: The teacher introduces the lesson by questions on the previous knowledge

e.g. what is pond? What are the characteristics of pond what are the biotic component found

in the pond habitat. What is aquatic habitat?

Presentation

STEP I: The teacher take the students to Kono Hill and requires them to bring and use the

guided sheet and also advise them to record what they would observe in their KWL chart.

151
STEP II: The teacher defines Hills e.g. Hills are regarded as small high land areas exposed

out due to agent of denudation.

STEP Ill: The teacher, name and explain characteristics of Hill e.g hill is social mass of

intrusive Igneous rock which are undergoing modification due to weathering process in the

area. Because of humid, climate condition of savanna (guinea savanna) both physical,

chemical and biological weathering are active in the environment. Which consequently lead

to fragmentation of rock materials to form soil at based and hill top.

STEP IV: The teacher explains and asks students to observe pattern of distribution of biotic

components of the Hills and their adaptive features.

STEP V: He then takes the students round to observe and sample where possible of the

biotic component of the hill habitat e.g. Rat, insect, Birds, frogs, snake, chameleon, lizard,

grasses, shrubs free etc.

STEP VI: The teacher ask students to construct food chain of the biotic component that can

be found in Hill habitat. e.g Grasses Rat Snake

STEP VII: The teacher guides students to take reading of temperature, relative humidity and

estimate light intensity of the Hill.

Evaluation: The teacher evaluates the lesson by asking question base on the lesson

presented e.g.

1. What is Hill?

2. What are the characteristics of hill habitat?

3. What are the biotic of components found in the hill habitat?

152
 4. What are the adaptive features observed on the biotic component in the hill?

Conclusion: The teacher concludes the lesson by summarizing the lesson by defining Hill,

list some characteristics of hill habitat and naming some of the biotic component found in

the hill.

Students Activities: The students would use the possible Sample Collected and what they

have observed and write report.

153
Week 3: Experimental Group

Subject - Biology

Topic - Abandoned farm land (terrestrial) habitat

Class - SSII

Time - 1½ hours

Behavioral objectives: It is expected that at the end of the lesson the students should be able

to:

i. Observe, Identify and name the characteristics of abandoned farm land habitat

ii. Identify the adaptive feature of biotic component of the abandoned farm land

habitat,

iii. Identify and name some of the biotic component found or observed in the

abandoned farm land habitat.

Previous knowledge: The students know Hill habitat, they know the meaning of Hill,

characteristics of hill, the adaptive features of Hill and biotic component of the hill.

Introduction: The teacher introduces the lesson by asking questions on the previous

knowledge e.g what is Hill? What are the characteristics of Hill habitat? What are the

adaptive features of the biotic component of the hill habitat? What are the biotic components

found in the Hill habitat?

154
Presentation Step I: The teacher defines abandoned farm land while students are observing

e.g this is the type of farm land that is left unfarmed or no crops planted for some years (2

and above years).

STEP I: The teacher name and explain while students are observing the characteristics of

abandoned farm land e.g. in the abandoned farm land, the pioneers are weeds and

underground stems, seeds of plant, eggs and Larvae of insect and worms. These pioneers

derived their food from the left over nutrients of the old farm. Animal such as mice, rats and

cane rats lizard are also found.

STEP III: He then takes the students round to observe and collect sample where possible of

the biotic component of the abandoned farm land e.g. grasses, insect rat, lizard, trees etc.

STEP IV: The teacher explain food chain and guide to construct food chain of the biotic

component observed in the abandoned farm land. E.g . Grass Grasshopper Snake

Evaluation: He evaluates the lesson base on what the student has been observed on the

abandoned farm land habitat e.g.

1. What are characteristics of abandoned farm land?

2. What are the adaptive features of the biotic component that can be found in the

abandoned farm land?

3. What are the biotin components found in the abandoned farm land habitat?

Student’s activities: The students would use what they have observed and the possible

sample collected to write report

155
Week 4: Experimental Group

Subject - Biology

Topic - Marshes Habitat

Class - SS II

Time - 1 ½ hours

Behavioral objectives: the students should be able to:

1. Classify the types of marshes

2. Observe and identify the adaptations of organisms in habitat.

3. Identify the plants and animals that live in marshes.

Previous Knowledge: - The students know the meaning of pound; the characteristics of

pond, the adaptive features of plants and animals in the pond.

Introduction: - The teacher introduces the lesson by asking some questions on the previous

knowledge e.g.

1. What are the adaptive features of plants in the pond?

2. What are the general characteristics of pond habitat?

Presentation;

Step I:- The teacher would take the students to the marsh habitat he then defines and explain

marsh habitat while the students are observing e.g Marsh is a low, flat, land completely or

partly covered by shallow water with silt frequently, deposited. The water is about knee deep

in most parts while is less in many other places.

156
Step II :- He then name and explains while students are observing the types of marshes:

temporary marshes are seasonal occurring during the rainy season drying up in the dry

season, while permanent marshes: contains water throughout the year. They are close to the

rivers or seas which serve permanent water source.

Step III :- He identify and explains the characteristics of marsh habitat e.g low and habitat

covered with water (if permanent) but dry up during the dry season ( if temporary). Soils is

soft making difficult for big animal vegetation is normally dominated by grasses, the

contents of mineral salts is high and dissolved oxygen content is low.

Step IV :- The teacher also classify and show adaptive features of plants and animals e.g

animals; warm, crabs and bivalves burrow into the soft mud to avoid high temperature and

drying up, insect larvae, beetles and frogs come near the surface to gulp atmospheric air to

survive the low oxygen content in the water. Plants. The grasses grow large branches or

tussocks to avoid being washed away by water movement. Their leaves are long narrow and

held high above water for atmospheric gaseous exchange to compensate for poor aeration of

the logged soil.

Step V :- He also name and show plants and animals that lives in marsh habitat. Plants:

vossia cuspidate, duckweed, water lily, water lettuce, salvina, azolla algae etc. animals:

water snake, tad pole, frogs, larvae, insects‟e.t.c.

Step VI :- The teacher explains how to take reading of temperature, relative humidity and

estimate light intensity the marsh.

Evaluations:- The teacher evaluation by asking questions on lesson presented e.g. what are

the plants and animals found in marsh habitat?

157
Conclusion: The teacher concludes the lesson by summarizing the whole lesson e.g by

defining marsh. Naming the characteristic of marsh adaptive features e.t.c.

158
Week 5: Experimental Group

Subject: Biology

Topic: Community

Class: SSII

Time: 40 Minutes

Behavioral Objectives: At the end of the lesson, student should be able to

Observe and record the number of flowers found on pride of Barbados plant growing in

two different sites, A and B.

Site A Site B

Sunny and dry Shady and damp

Number of flowers Number of flowers

7 12 9 5 9 7 18 3 0 11 7 4 3 6

7 8 3 7 11 4 15 5 4 2 4 3 5

11 9 7 6 9 5 6 5

8 13 4 8 7 18 15 8 4 3 1 6 2

9 7 8 18 13 9 9 4

5 9 4 5 4 7

11 3 8 4 7 3

159
 1. Complete the table below to show how the plant in the different sites flowered.

Number of flowers
Site 0-3 4-7 8-11 12-15 16-18

2. Identify and name the adaptation of the plants and animals in the pond habitat.

3. Identify and arrange (order) the food chain in the pond habitat

4. Observe, identify and name animals and plants that can be found in pond habitat

Previous Knowledge: The students already know the meaning of Ecology, biotic and

abiotic components

Introduction: The teacher introduces the lesson by asking question on the previous

knowledge e.g. what is ecology?

Presentation Step 1: The teacher takes the students to the field and direct them on

how to fill table.

Site 0-3 4-7 8-11 12-15 16-18

160
 A 1 13 13 6 3

B 11 18 5 0 0

Step II: The teacher defines and explains pond while the students are looking at the pond e.g

pond is a small body of shallow water having no or feeble current. Ponds vary in size

depending upon age and location.

Step III: The teacher ask the students to identify and arrange/construct (order) food chain of

the biotic component observed e.g Insect Tree frog Water snake.

Step IV: The teacher asks students to observe the pattern of distribution of the biotic

components of the pond and their adaptive features. He then takes students to identify and

take sample where possible of (plants and Animals) component in the pond habitat e.g tad

pole, water lettuce, tree frog, water lily, water Snake, arrow head e.t.c

Step VI: The teacher guide students to take reading of temperature, relative humidity and

estimate light intensity of the pond.

Evaluation: The teacher evaluates the lesson by asking questions based on the lesson

presented e.g

1. What are the characteristic of pond habitat?

2. What are the examples of plants and animals that can be found in pond habitat?

3. Observe, identify and construct a food chain of the biotic components observed

161
Conclusion: The teacher concludes lesson by summarizing a topic learnt e.g define pond,

some characteristics of pond habitat, naming some of plants and animals that can be found in

pond habitat.

Students Activities: The student would use the possible sample collected and what they

have

Observed and write report.

Week 6: Experimental Group

Subject - Biology

Topic - Hill (Terrestrial Habitat)

Class - SS II

Time - 1½ hours

Behavioral objectives: It is expected that at the end of the lesson, students should be able to:

Snail is a mollusk. Johnson collected 50 snails and measured the length of their shells. The

results are shown below.

1. Observe carefully

16 18 25 19 20 15 25 20 19 17 23 30 12 25

22 10 18 14 24 14 23 17 24 11 15 17 24 31

22 23 22 18 28 23 26 13 26 27 20 8 10 23

29 23 16 21 11 13 19 20

162
Complete the table below to show the number of snails with different shell lengths.

Shell 8-11 cm 12-15 cm 16-19 cm 20-23 cm 24-27 cm 28-31 cm

length

Number of

snails

2. Classify the adaptation of plants and Animals in the Hill habitat.

3. Identify the food chain in the hill habitat.

4. Identify and name some biotic component in the hill.

Previous knowledge: The students observe pond, characteristics and the types of plants and

animals found in the pond habitats.

Introduction: The teacher introduces the lesson by questions on the previous knowledge

e.g. what is pond? What are the characteristics of pond what are the biotic component found

in the pond habitat. What is aquatic habitat?

Presentation

STEP I: The teacher take the students to Kono Hill and requires them to bring and use the

guided sheet and also advise them to record what they would observe as follow;

Shell 8-11 cm 12-15 cm 16-19 cm 20-23 cm 24-27 cm 28-31 cm

length

Number of

163
 snails 5 7 11 14 9 4

STEP II: The teacher defines Hills e.g. Hills are regarded as small high land areas exposed

out due to agent of denudation.

STEP Ill: The teacher, name and explain characteristics of Hill e.g hill is social mass of

intrusive Igneous rock which are undergoing modification due to weathering process in the

area. Because of humid, climate condition of savanna (guinea savanna) both physical,

chemical and biological weathering are active in the environment. Which consequently lead

to fragmentation of rock materials to form soil at based and hill top.

STEP IV: The teacher explains and asks students to observe pattern of distribution of biotic

components of the Hills and their adaptive features.

STEP V: He then takes the students round to observe and sample where possible of the

biotic component of the hill habitat e.g. Rat, insect, Birds, frogs, snake, chameleon, lizard,

grasses, shrubs free etc.

STEP VI: The teacher ask students to construct food chain of the biotic component that can

be found in Hill habitat. e.g Grasses Rat Snake

STEP VII: The teacher guides students to take reading of temperature, relative humidity and

estimate light intensity of the Hill.

Evaluation: The teacher evaluates the lesson by asking question base on the lesson

presented e.g.

1. What is Hill?

164
 2. What are the characteristics of hill habitat?

3. What are the biotic of components found in the hill habitat?

4. What are the adaptive features observed on the biotic component in the hill?

Conclusion: The teacher concludes the lesson by summarizing the lesson by defining Hill,

list some characteristics of hill habitat and naming some of the biotic component found in

the hill.

Students Activities: The students would use the possible Sample Collected and what they

have observed and write report.

APPENDIX K

LESSON PLAN FOR CONTROL GROUP

Week 1: Control Group

Subject: Biology

Topic: Habitat (fresh water- pond)

Class: SSII

Time: 40 Minutes

Behavioral objectives: It is expected that at the end of the lesson, students should be able

to:

i. Observe and defines a ponds habitat.

ii. Observe and name the adaptation of the plants and animals in pond habitat.

iii. Identify and name animals and plants that can be found pond habitat

165
 iv. Identify and construct a food chain found in the pond habitat

Previous Knowledge: The students known the meaning of Ecology biotic and a biotic

components

Introduction: The teacher introduces the lesson by asking question(s) based on the previous

knowledge e.g what is ecology?

Presentation

Step 1: The teacher defines and explains pond e.g pond is a small body of shallow water

having no or feeble current Ponds vary in size depending upon age and location.

Step Il: The teacher then list and explain the characteristics of pond habitat. E.g the water is

stagnant it, has little or no salt in them, lack waves and tides etc.

Step III: The teacher explains plants and animals adaptive feature to pond: Plants: Well

developed numerous fibrous roots system for firm anchorage into the soft mud, Numerous

root hairs for absorption of nutrient from the soil, there are numerous spines on the long

petioles. These spines are protective in function Animals: the body is long and flexible

which help to locomotion, protective coloration, and the scales are smooth and water

repellent for easy locomotion in water.

Step IV: He also list the plants and Animals that can found in pond habitat e.g plants: Water

lettuces, water fern, Duck weed, water lily. Animals: Tree frog, dragon flies, Bird e.t.c

Step V: The teacher explains the possible food chain found in pond environment e.g insect

tree frog water snake

166
Evaluation: The teacher evaluates the lesson by asking questions base on the lesson

presented e.g what are the characteristics habitat? What are the examples of plants and

animals that can be found in pond habitat?

Conclusion: The teacher concludes the lesson by summarizing the lesson e.g defining pond,

some characteristics of pond habitat. Naming some of plants and animals that can be found

in pond habitat.

Week 2: Control Group

Subject - Biology

Topic - Hill (Terrestrial Habitat)

Class - SS II

Time - 1 ½ hours

Behavioral objectives: It is expected that at the end of the lesson, student should be able to:

i. Observe, identify and name the characteristics of hill habitat.

ii. Identify and name the adaptation of the plants and Animals in the hill habitat.

iii. Identify and name some biotic component in the hill

iv. Construct (order) a food chain of the organisms found in Hill habitat.

167
Previous knowledge: The students know pond characteristics and the types of plants and

animals found in the pond habitats.

Introduction: The teacher introduces the lesson by asking questions on the previous

knowledge e.g what is pond? What are the characteristics of pond? What arc biotic

components found in the pond habitat? What is aquatic habitat?

Presentation:

STEP I: The teacher defines hills e.g. hills are regarded as small high land areas exposed out

due to agent of denudation.

STEP II: The teacher, name and explain the characteristics of hill i.e. it‟s characterized as

social mass of intrusive igneous winch we undergoing modification due to weathering

process in the area, Because of humid, climate condition of savanna (guinea savanna)

physical, Chemical and biological weathering are active in the environment. Which

consequently lead to fragmentation of rock materials to form soil at base and hill top.

STEP III: The teacher explains the pattern of distribution of biotic components of the Hills

and their adaptive features.

STEP IV: He then name the biotic component of the Hill habitat e.g. Rat, insect, Birds,

frogs, snake chameleon, frogs, lizard, grasses, shrubs free etc.

STEP V: The teacher construct food chain of the biotic component that can be found in Hill

habitat. e.g Grasses Rat snake.

STEP VI: The teacher explains to the students how to take reading of temperature, relative

humidity and estimate light intensity ofthe Hill.

168
Evaluation: The teacher evaluates the lesson by asking questions base on the lesson

presented e.g. what is hill? What are the characteristics of hill habitat? What are the biotic

components found in the hill habitat? What are the adaptive features observed on the biotic

component in the hill?

Conclusion: The teacher concludes the lesson summarizing the lesson by defining Hill, list

some characteristics of hill habitat and naming some of the biotic component found in hill.

Students Activities: The students will copy note in their exercise books.

Week 3: Control Group

Subject - Biology

Topic - Abandoned farm land (terrestrial) habitat

Class - SS II

Time - 1½ hours

Behavioral objectives: it is expected that at the end of the lesson the student should be able

to:

1. Observe, identify and name the characteristics of abandoned farm land habitat

2. Identify the adaptive features of the biotic component of the abandoned farm land

habitat.

3. Identify, and name some of the biotic component found or observed in the abandoned

farm land. Habitat.

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Previous knowledge: The students know hill, they know the meaning of Hill, characteristics

of hill, the adaptive features of Hill and biotic component of the Hill.

Introduction: The teacher introduces the lesson by asking questions on the previous

knowledge e.g. what is Hill? What are the characteristics of Hill habitat? What are the

adaptive features of the biotic component of the hill habitat? What are biotic components

found in the Hill habitat?

Presentation;

STEP I: The teacher defines abandoned farm land e.g. this is the type of farm land that is

left unfarmed or no crops planted for some years (2 and above years).

STEP II: The teacher explains and names the characteristics of abandoned farm land, E.g. in

the abandoned farm land, the pioneers are weeds and underground stems, seeds of plant,

eggs and larvae of insect and worms. These pioneers derived their food from the left over

nutrients of the old farm. Animal such as mice, rats, and cane rats, lizard are also found.

STEP III: He then names the biotic component of the abandoned farm land e.g. grasses,

insect rat, lizard, trees etc.

STEP IV: The teacher explain food chain and guide students to construct food chain of the

biotic component observed in the abandoned farm land. e.g. Grass

GrasshopperlizardSnake

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Evaluation: He evaluates the lesson base on what the lesson has been presented on the

abandoned farm land habitat e.g. what are the characteristics of abandoned farm land? What

are the adaptive features of the biotic component that can be found in the abandoned farm

land? What is the biotic component found in the abandoned farm land habitat?

Student’s activities: The students would copy note into their exercise books.

Week 4: Control Group

Subject - Biology

Topic - Marshes Habitat

Class - SS II

Time - 1½ hours

Instruction materials: - chart showing marshy areas.

Behavioral objectives: the students should be able to:

1. Classify the types of marshes

2. Observe and identify the adaptations of organisms in habitat.

3. Identify the plants and animals that live in marshes.

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Previous Knowledge:- The students know the meaning of pond the characteristics of pond

the adaptive features of plants and animals in the pond.

Introduction: - The teacher introduces the lesson by asking some questions on the previous

knowledge e.g. what are the adaptive features of plants in the pond?, what arc the general

characteristics of pond habitat.

Presentation: The teacher present the lesson in steps as follow;

STEP I :-The teacher define and explain marsh habitat e.g. Marsh is a low, flat land

completely or partly covered by shallow water with silt frequently, deposited. The water is

about knee deep in most parts while is less in many other places.

STEP II :- He then name and explains the types of marshes Temporary marshes are

seasonal occurring during the rainy season drying up in the dry season while permanent

marshes: contains water throughout the year, They are close to the rivers or seas which serve

as permanent water source.

STEP III :- He also names, and explains the characteristic of marsh habitat e.g low and

habitat covered with water (if permanent), but dry up during the dry season (if temporary)

soils is soft making difficult for big animal to move, the vegetation s normally dominated by

grasses, the contents of mineral salt is high and dissolved oxygen content is low.

STEP IV: The teacher also name adaptive features of plants and animals e.g Animals warm,

crabs and bivalves burrow into the soft mud to avoid high temperature and drying up, insect

larvae, beetles and frogs come near the surface to gulp atmospheric air to survive the low

oxygen content in the water, Plants: the grasses grow in large branches or tussocks to avoid

being washed away by water movement, their leaves are long narrow and held high above

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water for atmospheric gaseous exchange to compensate for poor aeration of the water logged

soil.

STEP V:- He also name plants and animals that lives in marsh habitat. Plants: vossia

cuspidate, duckweed. water lily, water lettuce, salvina, Azolla, algae etc. Animals: water

snake, tad pole, frogs, larvae, insect‟s e.t.c.

STEP VI :- The teacher tells students how take reading temperature, relative humidity and

estimate light intensity of the marsh.

Evaluations: - The teacher evaluateby asking questions on lesson presented e.g what are the

plants and animals found in marsh habitat?

Conclusion:The teacher concludes the lesson by summarizing the whole lesson e.g by

defining marsh, naming the characteristics of marsh, adaptive feature of the marsh.

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Week 5: Control Group

Subject: Biology

Topic: Habitat (fresh water- pond)

Class: SSII

Time: 40 Minutes

Behavioral objectives: It is expected that at the end of the lesson, students should be

able to:

The teacher observe and record the number of flowers found on pride of Barbados plant

growing in two different sites, A and B.

Site A Site B

Sunny and dry Shady and damp

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 Number of flowers Number of flowers

7 12 9 5 9 7 18 3 0 11 7 4 3 6

7 8 3 7 11 4 15 5 4 2 4 3 5

11 9 7 6 9 5 6 5

8 13 4 8 7 18 15 8 4 3 1 6 2

9 7 8 18 13 9 9 4

5 9 4 5 4 7

12 3 8 4 7 3

1. The teacher complete the table below to show how the plant in the different sites

flowered.

Number of flowers
Site 0-3 4-7 8-11 12-15 16-18

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 2. The teacher identify and name the adaptation of the plants and animals in the pond

habitat.

3. The teacher identify and arrange (order) the food chain in the pond habitat

Previous Knowledge: The students known the meaning of Ecology biotic and a biotic

components

Introduction: The teacher introduces the lesson by asking question(s) based on the previous

knowledge e.g what is ecology?

Presentation — step 1:The teacher record what they have observe as follow;

Shell 8-11 cm 12-15 cm 16-19 cm 20-23 cm 24-27 cm 28-31 cm

length

Number of

snails 5 7 11 14 9 4

Step Il: The teacher then list and explain the characteristics of pond habitat. E.g the water is

stagnant it, has little or no salt in them, lack waves and tides etc.

Step III: The teacher explains plants and animals adaptive feature to pond: Plants: Well

developed numerous fibrous roots system for firm anchorage into the soft mud, Numerous

root hairs for absorption of nutrient from the soil, there are numerous spines on the long

petioles. These spines are protective in function Animals: the body is long and flexible

which help to locomotion, protective coloration, and the scales are smooth and water

repellent for easy locomotion in water.

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Step IV: He also list the plants and Animals that can found in pond habitat e.g plants: Water

lettuces, water fern, Duck weed, water lily. Animals: Tree frog, dragon flies, Bird e.t.c

Step V: The teacher explains the possible food chain found in pond environment e.g insect

tree frog water snake

Evaluation: The teacher evaluates the lesson by asking questions base on the lesson

presented e.g what are the characteristics habitat? What are the examples of plants and

animals that can be found in pond habitat?

Conclusion: The teacher concludes the lesson by summarizing the lesson e.g defining pond,

some characteristics of pond habitat. Naming some of the plants and animals that can be

found in pond habitat.

Week 6: Control Group

Subject - Biology

Topic - Abandoned farm land (terrestrial) habitat

Class - SS II

Time - 1½ hours

Behavioral objectives: it is expected that at the end of the lesson the student should be able

to:

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Snail is a mollusk. Johnson collected 50 snails and measured the length of their shells. The

results are shown below.

1. The teacher observe carefully

16 18 25 19 20 15 25 20 19 17 23 30 12 25

22 10 18 14 24 14 23 17 24 11 15 17 24 31

22 23 22 18 28 23 26 13 26 27 20 8 10 23

29 23 16 21 11 13 19 20

Complete the table below to show the number of snails with different shell lengths.

Shell 8-11 cm 12-15 cm 16-19 cm 20-23 cm 24-27 cm 28-31 cm

length

Number of

snails

2. The teacher classify the adaptation of plants and Animals in the Hill habitat.

3. The teacher identify the food chain in the hill habitat.

4. The teacher identify and name some biotic component in the hill.

Previous knowledge: The students know hill, they know the meaning of Hill, characteristics

of hill, the adaptive features of Hill and biotic component of the Hill.

Introduction: The teacher introduces the lesson by asking questions on the previous

knowledge e.g. what is Hill? What are the characteristics of Hill habitat? What are the

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adaptive features of the biotic component of the hill habitat? What are biotic components

found in the Hill habitat?

Presentation;

STEP I: The teacher take the students to Kono Hill and record what he has observe while

the student are watching at him;

Shell 8-11 cm 12-15 cm 16-19 cm 20-23 cm 24-27 cm 28-31 cm

length

Number of

snails 5 7 11 14 9 4

STEP II: The teacher defines Hills e.g. Hills are regarded as small high land areas exposed

out due to agent of denudation.

STEP Ill: The teacher, name and explain characteristics of Hill e.g hill is social mass of

intrusive Igneous rock which are undergoing modification due to weathering process in the

area. Because of humid, climate condition of savanna (guinea savanna) both physical,

chemical and biological weathering are active in the environment. Which consequently lead

to fragmentation of rock materials to form soil at based and hill top.

STEP IV: The teacher explains and asks students to observe pattern of distribution of biotic

components of the Hills and their adaptive features.

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STEP V: He then takes the students round to observe and sample where possible of the

biotic component of the hill habitat e.g. Rat, insect, Birds, frogs, snake, chameleon, lizard,

grasses, shrubs free etc.

STEP VI: The teacher construct food chain of the biotic component that can be found in

Hill habitat. e.g Grasses Rat Snake

STEP VII: The teacher take reading of temperature, relative humidity and estimate light

intensity of the Hill.

Evaluation: He evaluates the lesson base on what he has presented on the abandoned farm

land habitat e.g. what are the characteristics of abandoned farm land? What are the adaptive

features of the biotic component that can be found in the abandoned farm land? What is the

biotic component found in the abandoned farm land habitat?

Student’s activities: The students copy note into their exercise books.

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