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1
Naxweka, Johanna, and Di Wilmot. "Namibian teachers’ perceptions and practices of teaching mapwork." Journal of Geography Education in Africa 2, no. 1 (October 30, 2019): 1–14. http://dx.doi.org/10.46622/jogea.v2i1.2479.
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This article addresses the problem of consistently poor learner performance in mapwork in secondary school geography in Namibia from the perspective of teachers. It presents the findings of a qualitative case study focused on understanding geography teachers’ perceptions and pedagogical practices of mapwork. Data were generated through a questionnaire administered to thirty teachers in fifteen secondary schools in the Ohangwena Region of Northern Namibia, and interviews and classroom observations were done with a purposive sample of three teachers. The study draws on Shulman’s ideas of teachers’ pedagogical content knowledge (1986, 1987) to interpret what the three teachers say about the teaching of mapwork and how they teach it. The findings reveal that the teachers are conscientious but ill-equipped to teach mapwork. Their classroom practices focus on teaching discrete map skills and procedural knowledge with little if any, attention given to spatial conceptual understanding and application of knowledge to solve problems. The study provides insights that may be of value to teachers, teacher educators and Senior Education Officers in Namibia and other southern African contexts when addressing the problem of low learning outcomes in mapwork.
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Anyolo, Eveline O., Sirpa Kärkkäinen, and Tuula Keinonen. "Implementing Education for Sustainable Development in Namibia: School Teachers’ Perceptions and Teaching Practices." Journal of Teacher Education for Sustainability 20, no. 1 (June 1, 2018): 64–81. http://dx.doi.org/10.2478/jtes-2018-0004.
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Abstract Education for Sustainable Development (ESD) has been viewed as education that helps people develop the attitude, skills, and knowledge to make well-informed decisions for the benefit of the present and future generations. It aims at providing quality education through shared understanding and multi-disciplinary approaches in meeting the developmental and environmental apprehension for a sustainable future. Many theorists envisaged ESD as enhancing active involvement of learners both in school and out of school learning initiatives to acquire knowledge about sustainable development issues. The present paper discusses Namibian school teachers’ (n=9) perceptions of ESD and the teachers’ teaching practices using a qualitative-explorative study design. The data were gathered through two semi-structured interviews and lesson observations. The findings have revealed that senior secondary school teachers perceive ESD in terms of knowledge acquisition about the environment in order to use its resources sustainably for the benefit of future generations. The study has also revealed that teachers have positive sentiment toward the inclusion of ESD into the senior secondary school curriculum. Following this, they suggested that ESD should be either implemented as an independent subject or integrated with other existing subjects as a multi-disciplinary subject.
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MBONGO, EMILIA, Andrew Möwes, and Charles Chata. "FACTORS IMPACTING THE IMPLEMENTATION GUIDANCE AND COUNSELLING SERVICES IN SECONDARY SCHOOLS IN THE OHANGWENA REGION OF NAMIBIA." International Journal for Innovation Education and Research 4, no. 5 (May 31, 2016): 11–25. http://dx.doi.org/10.31686/ijier.vol4.iss5.537.
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The study aimed to establish teacher counsellors’ views on the factors impacting the implementation of guidance and counselling services in the Ohangwena region of Namibia. The study was quantitative in nature and used a non experimental design that involved a survey. The population of the study comprised of teacher counsellors in all senior secondary schools in Ohangwena region. Data were collected using questionnaires which were administered to a sample of twenty six (26) teacher counsellors. Teacher counsellors were purposively sampled. The data was analysed by use of descriptive statistics using The Statistical Package for the Social Sciences (SPSS). Based on the findings of this study teacher counsellors viewed inadequate training, high teaching loads and time constraints, lack of support given to teacher counsellors and lack of resources and facilities as key factors impacting the successful implementation ofschool guidance and counselling. It was thus recommended that the training of teacher counsellors in school guidance and counselling be improved, reduced workload for teacher counsellors, better resources and facilities for guidance and counselling, and for teacher counsellors to be supported in order for guidance and counselling to be successfully implemented in schools.
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Almuqbil, Norah Saleh M. "A Proposal for Virtual Laboratories in Learning Biology for Secondary School Curriculum." Journal of Educational and Social Research 10, no. 6 (November 18, 2020): 323. http://dx.doi.org/10.36941/jesr-2020-0130.
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The study aimed to identify the extent of biology teachers' awareness regarding the importance of virtual laboratories in teaching biology for secondary school. It also intended to develop a proposal to enable biology teachers to use virtual laboratories in teaching secondary level. To achieve these aims, the descriptive-analytical approach was used. The research sample consisted of fifty female biology teachers at the secondary level in the city of Al-Kharj. The study applied the questionnaire as its main tool to gather data. The study concluded that the degree of awareness among female biology teachers regarding the importance of virtual laboratories in teaching biology for the secondary level was found at a moderate level. Besides, the ability of female biology teachers to use virtual laboratories in teaching biology for the secondary stage was low. Considering these results, a proposal was developed to enable female biology teachers to use virtual laboratories in teaching biology for secondary school.
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Mwangu, Edson C., and Lwazi Sibanda. "Teaching Biology Practical Lessons in Secondary Schools: A Case Study of Five Mzilikazi District Secondary Schools in Bulawayo Metropolitan Province, Zimbabwe." Academic Journal of Interdisciplinary Studies 6, no. 3 (November 27, 2017): 47–55. http://dx.doi.org/10.1515/ajis-2017-0020.
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AbstractThe study examined how teachers teach Biology practical lessons at Ordinary Level in Mzilikazi District Secondary Schools of Bulawayo Metropolitan Province. Qualitative approach and case study design were adopted. Data was collected using document analysis and semi-structured interviews conducted with purposively selected five Biology teachers, five Heads of Science Department from five schools, and one Science Subject Inspector. Data were thematically analysed. The study revealed that teachers used both teacher-centred and student-centred methods in teaching Biology practical lessons and various factors constrained the teaching of practical lessons. The study concluded that some Biology teachers in selected schools did not conduct practical lessons in line with the Ministry of Primary and Secondary Education expectations. The study recommends that the Ministry of Primary and Secondary Education should continue equipping teachers with knowledge and skills of teaching Biology practical lessons through workshops and other staff development programmes.
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Porozovs, Juris, Laura Liepniece, and Daina Voita. "Evaluation of the Teaching Methods Used in Secondary School Biology Lessons." Journal of Pedagogy and Psychology "Signum Temporis" 7, no. 1 (June 1, 2015): 60–66. http://dx.doi.org/10.1515/sigtem-2016-0009.
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Abstract The teacher’s skills in conducting the lesson and choice of teaching methods play an essential role in creating students’ interest in biology. The aim of the research was to study the opinion of secondary school students and biology teachers regarding the most successful teaching methods used in biology lessons and viable options to make biology lessons more interesting. The research comprised polling students and biology teachers from several schools, namely: 2 secondary schools in Jelgava, 2 in Riga and 1 in Vecumnieki. The responses revealed that 58% of students find biology lessons interesting. 56% of students indicated that their ability to focus attention during biology lessons depends on the task presented to them. Most of all they prefer watching the teacher’s presentations, listening to their teacher telling about the actual topic as well as performing laboratory work and group-work. Many students like participating in discussions, whereas a far smaller number would do various exercises, individual tasks, fill out worksheets or complete projects. Least of all students wish to work with the textbook. The methods most frequently applied by teachers are as follows: lecture, explanation, demonstration, and discussion. Teachers believe that their students prefer laboratory work and discussions as well as listening to their teacher and watching presentations or films. They also indicate at the necessity to link theory with practice and to involve information technologies. While teaching their subject biology teachers try to establish relationship between theory and real life in order to develop their students’ interest in natural processes.
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İsfəndiyar qızı Sadıqova, Günay, and İlhamə Əlixan qızı Quliyeva. "Physical education secondary schools, relations sports, preschool military and biology." SCIENTIFIC WORK 15, no. 3 (March 24, 2021): 43–45. http://dx.doi.org/10.36719/2663-4619/64/43-45.
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Sport not only makes us healthier, but also gives us a sense of self-confidence. In general, we become more energetic with an active lifestyle, which affects the rejuvenation of cells and metabolism. While some people consider sports to be a duty to protect their health, there are also people who believe that sport is a form of entertainment, because there are many sports that do not require much physical effort. There are no barriers to exercise for a person who is really worried about his health. Healthy upbringing of young people, equipping schoolchildren with medical knowledge has not lost its relevance today as the main task of pedagogical staff. Because our independent republic must be governed by healthy, well-developed and ready young people. By conducting research on the teaching of sports knowledge to students in the teaching of biology, it is to study its content, possibilities, directions, forms and methods, optimal forms of organization, ways and effective work system. Key words: sports lessons, health, anatomy, teaching process, extracurricular, interest, favorable conditions, application of new learning technologies, quality of education, family, educational institutions, secondary schools, universities
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Tsaparlis, Georgios. "First and second thoughts about teaching secondary chemistry." Lumat: International Journal of Math, Science and Technology Education 3, no. 3 (July 30, 2015): 371–80. http://dx.doi.org/10.31129/lumat.v3i3.1035.
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This paper selectively reviews both early and more recent work by the author on the teaching of chemistry at secondary level. The purpose is twofold: (i) to review the proposals, their features, and the research behind them, (ii) to emphasize the strength over time of the work presented, but also the need for constant revision. The reviewed topics for lower secondary education (7th-9th grades) include: a revised curriculum (1984); a study of Greek students’ contextual chemistry knowledge (1987); an updated proposal about the curriculum (2001); an integrated physics and chemistry program for the 7th grade (2000), that has been further developed recently (2011) to include biology; two research studies on teaching methodology (2000)’; a chemistry course for the 8th grade (2010); revision of the current formal Greek chemistry curriculum (2014). The reviewed topics for upper secondary education (10th-12th grades) include: three early (1981, 1985a, 1985b) studies on Greek students’ strengths and difficulties with chemistry; a context-based chemistry curriculum (1988, 1991); proposals for new chemistry curricula (2000, 2011, 2014) for the 10th and 11th grades. Coupling to the PARSEL modules is also made. The paper concludes by making reference and connection to the work of Hans Jürgen Schmidt.
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Akinbadewa, Bukola Omowumi, and Olaniyi Alaba Sofowora. "The Effectiveness of Multimedia Instructional Learning Packages in Enhancing Secondary School Students’ Attitudes toward Biology." International Journal on Studies in Education 2, no. 2 (August 23, 2020): 119–33. http://dx.doi.org/10.46328/ijonse.19.
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The study investigated the effectiveness of multimedia learning packages in improving the attitudes of students toward learning Biology in secondary schools. The study employed a quantitative and qualitative research approach. The population for the study consisted of all students offering Biology as a subject in the senior secondary schools in Ibadan North Local Government Area of Nigeria, from where a sample of 80 students was randomly selected from three secondary schools and assigned to three groups (one control and two experimental groups). Two multimedia instructional learning packages (MILP) were designed for the study. The topic treated was Cell Division, and the study lasted for six weeks. The packages and all instruments used were validated for content and construct validity, and reliability test was also done. The results showed that multimedia instructional packages used in teaching and learning Biology in secondary schools enhanced better students’ engagements and positive attitudes toward learning. It was concluded that students developed positive attitudes toward learning Biology after using the packages and that multimedia instructional packages are an interesting and creative method of teaching, learning, and enhancing positive attitudes towards learning among secondary school students.
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Fadzil, H. M., and R. M. Saat. "Exploring Secondary School Biology Teachers’ Competency in Practical Work." Jurnal Pendidikan IPA Indonesia 9, no. 1 (March 31, 2020): 117–24. http://dx.doi.org/10.15294/jpii.v9i1.21477.
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A competent biology educator should be efficient in the design, organizing, and execution of practical work and the evaluation of practical skills. Nevertheless, according to past research, the participation of students in conducting experiments is inadequate, and the teachers are not guiding them effectively. One of the issues that could lead to this problem is the lack of efficiency of the teacher to carry out practical work. To gauge this problem, a qualitative study has been conducted. The study involves eight biology teachers from eight secondary schools in two states in Malaysia, namely Kuala Lumpur and Selangor. Data were collected through observation at biology laboratory, interviews with biology teachers, and analysis of related documents such as lesson plans. Collected data were analyzed using constant comparative data analysis methods to explain the core phenomenon of this study. Three (3) themes emerged in this study: (i) difficulty in designing and planning practical lessons effectively, (ii) insufficient preparation before conducting practical lessons and (iii) improper evaluation of students’ achievement in biology practical lessons. The results of this study offer information on the competence of biology teachers, which can be used to enhance the quality and standards of biology teaching and learning.
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Nuhu Ibrahim, Abba Alhaji Mohammed, Musa Abdullahi, Grace Ifemedike Uzoma, and Maryam Gambo Bizi. "The attitude of biology teachers towards improvisation and utilization of instructional materials in teaching and learning biology in private secondary schools in Potiskum local government area." GSC Advanced Research and Reviews 8, no. 1 (July 30, 2021): 028–40. http://dx.doi.org/10.30574/gscarr.2021.8.1.0112.
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This study was carried out on the Attitude of Biology Teachers towards Improvisation and Utilization of Instructional Materials in Private Secondary Schools in Potiskum Local Government Area. Four research questions in line with the purpose of the study were formulated to guide the study. Descriptive survey research design was adopted for the study. The target group of the study was the entire 38 Biology teachers from 22 Private schools in Potiskum Local Government Area. Due to manageable size of the group, there is no sample and sampling technique used for the study as such the entire group was used for the study. Data were collected for the study through the administration of structured questionnaire. The data obtained were analysed using mean. The findings of the study revealed that, Biology teachers give students group projects to produce instructional materials and Biology teachers request that students bring materials in the environment to be used as improvised material during lessons. The findings of the study also revealed that, Biology teacher utilized improvised Visual aids like diagram, charts, posters, pictures and photographs for effective teaching of Biology, and Biology teachers utilized available resource person in the community to improvised instructional materials for teaching Biology. The findings of the study further revealed that, the use of Improvised Biology Materials helps the biology teachers to capture and sustain the curiosity and interest of the learners towards the lesson in schools and that the use of Improvised Biology Materials helps the biology teachers to motivate students in the subject being taught. The findings of the study also revealed that, lack of awareness on where to obtain facilities for improvising instructional materials and lack of motivation on part of government for Biology teachers in their efforts towards improvisation of instructional materials for teaching Biology are some of the problems faced by Biology teachers towards improvisation of Instructional Materials for Teaching and Learning of Biology in Private Secondary Schools in Potiskum Local Government Area. It was recommended that, Policy-makers in the secondary schools should raise fund so as to procure materials necessary for improvisation and purchase of textbooks that will facilitate the effective teaching of the course.
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E.E., Akachukwu, Onyebueke A.C., and Adimonyemma R.N. "Evaluation of the Teaching Behaviours of Biology Teachers in Secondary Schools in Orlu Lga, Imo State." British Journal of Education, Learning and Development Psychology 4, no. 2 (July 28, 2021): 1–7. http://dx.doi.org/10.52589/bjeldp-m7ictguz.
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An evaluation of the teaching behaviours of biology teachers in secondary schools in Orlu LGA, Imo State was carried out using descriptive survey design. 194 respondents from SSS3 were used for the study. They were drawn from two boys' schools, one girls' school and one mixed school—94 male students and 100 female students. A five-point Likert questionnaire was used for data collection. The questionnaire consisted of 28 items drawn from the activities of teaching behaviours as regards the teachers’ presentation of subject matter, class control and personality attributes. Data were analysed using mean scores, standard deviation and t-test statistics for hypothesis test. Results showed that biology teachers in Orlu Local Government Area performed to a very high extent in all the activities of teaching behaviours with respect to the concepts examined. Male and female students differed significantly (p<0.05) in the mean response ratings of the teaching behaviours of biology teachers. Since biology teachers in Orlu Local Government Area performed satisfactorily to a very high extent in their teaching behaviours, it implies that they are very conversant with the biology curriculum being used in secondary schools and should be commended. It is recommended that there should be periodic seminars and workshops geared towards improving teachers' efficiency with respect to all the teaching behaviour concepts, so as to maintain good biology achievement amongst the students.
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Made Aryawan, Adijaya. "AUTHENTIC MATERIALS FOR BIOLOGY STUDENTS: A NEED ANALYSIS IN ESP TEACHING." Lingua Scientia 24, no. 2 (December 30, 2017): 87. http://dx.doi.org/10.23887/ls.v24i2.18811.
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The present paper is attempting to reveal the students’ need towards the authentic materials in ESP teaching at Biology Department of Ganesha Univeristy. There were 154 students taken as the subjects of the study. The primary data were gained from the responses given by the respondents through questionnaire, while the secondary data were taken from documents study on the curriculum, and syllabus of ESP, and interview in order to get the justification and clarification towards some selection on the questionnaire. The data show that the students need authentic materials such as newspaper article, scientific journal, international papers, internet, technical documents, manual, textbook, and grammar textbook. In spite of the authenticity, it is considered to able to promote students’ motivation and bridging the gap between the classroom situation and real life purposes.
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Uitto, Anna, Pirkko Kärnä, and Riikka Hakonen. "Relationship between the Working Methods and Lower Secondary School Students’ Performance and Attitudes towards Biology." Lumat: International Journal of Math, Science and Technology Education 1, no. 3 (September 30, 2013): 263–78. http://dx.doi.org/10.31129/lumat.v1i3.1105.
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The contribution of different working methods and learning environments to grade nine students’ performance in biology as well as their attitudes towards biology as school subject were studied. The research is based on the data collected for the assessment in natural sciences at comprehensive schools by the Finnish Board of Education in 2011. The survey data of the present study consisted of 2989 ninth grade students from 97 comprehensive schools. Students’ performance in biology was clearly correlated with the positive attitude towards biology as a school subject. There were strong correlations between the performance and teaching approaches, which emphasize students’ activity in experimental investigations, making observations, pondering of causes and effects as well as applying knowledge to everyday live. These inquiry-oriented approaches correlated also with the positive attitude towards biology. There were also correlations between positive attitude to biology and teacher-led conversations, pondering of different viewpoints, taking account of students’ opinions and ideas in teaching and the methods emphasizing students’ autonomy and self-evaluation. Positive attitude correlated also with the teaching approach, by which students received information about the development, structures and mechanisms of the world. Directed teaching did not correlate with the performance in biology or the positive attitude towards biology. To enhance students’ performance and positive attitudes in biology, it would be important use experimental work and inquiry-based learning in biology education.
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Yli-Panula, Eija, Eila Jeronen, Piia Lemmetty, and Anna Pauna. "Teaching Methods in Biology Promoting Biodiversity Education." Sustainability 10, no. 10 (October 22, 2018): 3812. http://dx.doi.org/10.3390/su10103812.
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The aim of this qualitative survey was to investigate what kind of teaching methods have been used in biology to promote biodiversity education (BDE) and how the methods support biodiversity (BD) learning. We found, in total, 317 international scientific articles published since 2000 which described the teaching methods regarding BDE and the teaching, and/or the learning. From these ones 12 articles specifically addressed the teaching methods of BD. The content of these articles was analysed in detail. The detailed analysis was based on (a) the categories of the teaching methods used, (b) the conception of learning in the Finnish National Core Curricula for Secondary schools and (c) the revised Bloom’s taxonomy and Stanny’s verbs concerning the levels of taxonomy. The most used teaching methods were hands-on instruction, experiential learning, and teacher presentation. The least used ones were games, roleplay, debates, service learning, study trips, and visits. In all the articles, various teaching methods used during the lessons were described. The items concerning the teaching methods, which supported students learning were active participation and interaction—mentioned in all the articles—followed by observation, experimental work, experiential learning, and techniques for increasing environmental awareness. The understanding of the different perspectives of BD and the development of self-evaluation were addressed in only four and two of the articles, respectively. The four types of knowledge were supported by the used teaching methods in nine articles jointly. The lower levels of thinking skills were well-supported by the used teaching methods. The highest level of thinking skills, such as synthesis and evaluation, received the least amount of attention.
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Effiong, Oji Ekpo, and Charles E. Igiri. "Impact of Instructional Materials in Teaching and Learning of Biology in Senior Secondary Schools in Yakurr LG A." International Letters of Social and Humanistic Sciences 62 (October 2015): 27–33. http://dx.doi.org/10.18052/www.scipress.com/ilshs.62.27.
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This study was designed to determine the impact of instructional materials in teaching and learning of Biology by SS II students in Yakurr local government area of Cross River state. In order to effectively handle the study, four research questions were formulated to guide the study. The descriptive statistical method was employed so as to determine the impact of teacher’s effectiveness. Five (5) comparable secondary schools were selected to represent the population of the study. The data collected were analyzed using simple percentage method to verify the research questions formulated for this study. The result of the findings revealed that there is a positive achievement in students taught by highly qualified biology teachers and those exposed to instructional materials during lessons. It was recommended that government make available to schools the basic instructional materials as this will enhance an effective teaching and learning process.
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Carlin, Joel. "A Case-Study Approach to Teaching Population Management & Conservation." American Biology Teacher 81, no. 9 (November 2019): 638–43. http://dx.doi.org/10.1525/abt.2019.81.9.638.
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Conservation employers have long valued the in-depth, highly technical training provided by graduate and undergraduate environmental science curricula. However, employers also highly value communication and critical-thinking skills beyond research science, especially the ability to make management decisions within sociopolitical, financial, and ecological contexts. I developed and implemented a budgeted management plan assignment in lower- and upper-level courses in biology and environmental studies programs at an undergraduate liberal arts college. Students must develop specific, assessable conservation objectives to manage a population within a budget that limits available money, time, and sociopolitical will. Students must conduct extensive scientific literature reviews, then decide which of 89 actions will be most cost-effective. Instructors and students responded positively to the assignment, particularly noting difficulty, realism, and interdisciplinarity as defining features, especially in comparison to more traditional field lab reports. The resulting writing assignment involves little class time and instructor supervision, can be customized for both advanced undergraduate and secondary education curricula, and involves high critical-thinking skills in all four cognitive dimensions of learning as described by Anderson and Krathwohl (2001).
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Chrispeels, H. E., M. L. Klosterman, J. B. Martin, S. R. Lundy, J. M. Watkins, C. L. Gibson, and G. K. Muday. "Undergraduates Achieve Learning Gains in Plant Genetics through Peer Teaching of Secondary Students." CBE—Life Sciences Education 13, no. 4 (December 2014): 641–52. http://dx.doi.org/10.1187/cbe.14-01-0007.
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This study tests the hypothesis that undergraduates who peer teach genetics will have greater understanding of genetic and molecular biology concepts as a result of their teaching experiences. Undergraduates enrolled in a non–majors biology course participated in a service-learning program in which they led middle school (MS) or high school (HS) students through a case study curriculum to discover the cause of a green tomato variant. The curriculum explored plant reproduction and genetic principles, highlighting variation in heirloom tomato fruits to reinforce the concept of the genetic basis of phenotypic variation. HS students were taught additional activities related to molecular biology techniques not included in the MS curriculum. We measured undergraduates’ learning outcomes using pre/postteaching content assessments and the course final exam. Undergraduates showed significant gains in understanding of topics related to the curriculum they taught, compared with other course content, on both types of assessments. Undergraduates who taught HS students scored higher on questions specific to the HS curriculum compared with undergraduates who taught MS students, despite identical lecture content, on both types of assessments. These results indicate the positive effect of service-learning peer-teaching experiences on undergraduates’ content knowledge, even for non–science major students.
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Belay, Mehari Tesfamariam, Dr David Wanyonyi Khatete, and Dr Bernard Chomba Mugo. "TEACHERS' ATTITUDE TOWARDS INTEGRATING ICT IN CLASSROOM INSTRUCTION IN TEACHING AND LEARNING BIOLOGY IN SECONDARY SCHOOLS IN THE SOUTHERN REGION, ERITREA." Journal of Education and Practice 4, no. 1 (April 17, 2020): 56. http://dx.doi.org/10.47941/jep.393.
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Purpose: The research was to establish teachers' attitude towards integrating ICT in classroom instruction Methods: The study was carried out in secondary schools of the southern region, Eritrea. A descriptive survey research design was adopted. The study targeted 27 public secondary schools in the region. Stratified random sampling technique was used to get a sample of 12 secondary schools from 12 sub-regions. The sample of respondents of the study was drawn from these 12 secondary schools of 12 sub-regions. The respondents were 12 school directors, 34 Biology teachers and 175 grade eleven students. Questionnaires, interview and observation schedules were used as instruments for data collection. Questionnaire for Biology teachers and students, Interview Schedule for school Directors, were employed. Piloting and consultation were conducted to establish validity and reliability before the instruments were used for the actual data collection. The data collected included both qualitative and quantitative data. The quantitative data were analyzed using Statistical Package for Social Sciences (SPSS). The qualitative data obtained from the open-ended questions were analyzed thematically based on research objectives.Results: The study found that majority of Biology teachers who participated in the study had a positive attitude towards the use of ICT in teaching and learning. They liked to use ICT in their Biology lessons; they believed ICT makes learning Biology interesting, understandable and improves learners' performance Unique Contribution to Theory, Practice and Policy: The study recommended that Ministry of Education should provide adequate in-service training on ICT integration skills for teachers
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Wang, Min, and Lijuan Wang. "Teaching Games for Understanding Intervention to Promote Physical Activity among Secondary School Students." BioMed Research International 2018 (August 9, 2018): 1–11. http://dx.doi.org/10.1155/2018/3737595.
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Objectives. This study investigated the effectiveness of Teaching Games for Understanding (TGfU) intervention on the moderate-to-vigorous physical activity (MVPA) levels of students from Grades 9 and 10. Methods. A total of 118 students from four classes (two TGfU groups and two technique groups) participated in this study. Accelerometers were used to measure the MVPA time of students, and formal interviews were conducted to identify the factors that contributed to the MVPA level of students in TGfU classes. Results. The results reveal that the TGfU [t (1, 57) = - 11.622, p <.001, and d =.841] and technical [t (1, 61) = -4.232, p <.001, and d =.236] group exhibited significantly improved MVPA levels in intervention phase. During the intervention period, the MVPA time of the TGfU group (M = 20.26, SD = 3.74) was significantly longer than that of the technique group [M = 17.62, SD = 3.37, t (1, 118) = 4.023, p < .001, and d = .35]. Moreover, in the TGfU classes, boys (M=21.476, SD =.719) spent significantly more time engaging in MVPA than girls (M = 19.135, SD = .645) [F (1, 57) = 5.807, p = .019, and η2= .09]. However, no significant differences were determined between the MVPA levels of high- and low-skilled students. Data gathered through interviews suggested that the nature of the games, the small-sided team, and the freedom and enjoyment experienced by the students through games may explain the high MVPA levels observed in the TGfU classes. Conclusion. TGfU intervention can potentially be used to promote physical activities and attain the recommended MVPA time in PE classes (50% class time).
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Ahmed, Mulkah Adebisi, and Michael Olubunmi Odewumi. "Impact of Visual Learning Devices on Secondary School Biology Students’ Academic Performance in Ilorin, Nigeria." Indonesian Journal of Science and Education 4, no. 2 (October 1, 2020): 83. http://dx.doi.org/10.31002/ijose.v4i2.2722.
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<div class="WordSection1"><p>Visual learning devices can be instructional tools utilised by the instructors globally. However, despite its relevance for teaching, the awareness of its use have not been notably established. Therefore, the study examined the impact of visual learning devices on secondary school (SS) biology students’ academic performance in Ilorin, Nigeria. Study was of descriptive of the survey type and sampled were 100 teachers and <span style="text-decoration: underline;">139 </span>students in Ilorin, Nigeria. The instrument was the researchers-designed questionnaire which was validated by two Biology educators, two educational technologists and a test, measurement and evaluation specialist. Whereas, the face and content and pilot tested were observed with Cronbach alpha, and reliability coefficients were recorded at 0.05 level of significance. Seven research questions were raised and answered while three research hypotheses were formulated and tested. Findings revealed a significant difference between male and female students; between the students in SS I. II, and III and between the rural and urban schools students on impact of visual learning devices on students’ academic performance. Therefore, the study concluded that visual learning devices has impact on students’ academic performance. Hence, the use of visual learning devices was recommended for all secondary schools in Nigeria for the teaching of Biology.</p><p><em> </em></p><p><strong>Keyword</strong>: learning devices, academic performance, biology students,<strong> </strong>impact</p></div>
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Ullah, Irfan, Rabia Tabassum, and Muhammad Kaleem. "Effects of Peer Tutoring on the Academic Achievement of Students in the Subject of Biology at Secondary Level." Education Sciences 8, no. 3 (August 3, 2018): 112. http://dx.doi.org/10.3390/educsci8030112.
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The present study is aimed at analyzing the effects of peer tutoring on the academic achievement of students in the subject of biology at secondary level. The objectives of the study were: (1) To find out the effects of peer tutoring on the academic achievement of students in the subject of biology; and (2) To examine the effects of peer tutoring with respect to knowledge, comprehension and application levels in cognitive domain of Bloom Taxonomy. All 433,405 male students at secondary level of 10th grade of Khyber Pakhtunkhwa were the population of the study. Forty students were taken as the sample of the study from the Allied National Software Institute (ANSI) Mardan. The Posttest-Only Equivalent Group Design was used. The data collected from pretest and posttest were analyzed through an independent sample t-test. It was found that the mean score of the experimental group was significantly better than that of the control group. It was concluded that peer tutoring enhanced the academic achievement of students in the experimental group significantly as compared to the control group; hence, it was an effective method of instruction for teaching biology at secondary level. It was suggested that peer tutoring may be incorporated along with other teaching methodologies for the subject of biology and it may be given due consideration in all teacher education practices in the country.
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K. Ronoh, Peter, Fred N. Keraro, and Samuel W. Wachanga. "Enhancing Biology Achievement of Secondary School Learners Using Experiential Computer Assisted Instruction." International Education Studies and Sustainability 1, no. 1 (February 27, 2021): p58. http://dx.doi.org/10.22158/iess.v1n1p58.
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This paper reports a study that investigated effects of Experiential Computer Assisted Learning (ECAI) on learners’ achievement in Biology in Kenya. Solomon’s Non-Equivalent group four research design was used. Four schools were purposively sampled. The schools were randomly assigned to four groups, two experimental and two control groups. All the learners covered same content. Teachers of the experimental groups used ECAI while teachers of control groups used regular approaches. The study focused on the topic Genetics and involved a sample of 163 Form Four learners. Biology Achievement Test (BAT) was used to collect data. The instrument was validated by five experts in Educational Research. Reliability of BAT was estimated using Cronbach’s alpha coefficient. A co-efficient of 0.719 was obtained. The Constructivist and Experiential learning theories guided the study. Data collected were analyzed using ANOVA, t-test and ANCOVA. Hypotheses were tested at an alpha level of 0.05. The findings indicate that learners taught using ECAI had significantly higher scores than those in control groups. It is recommended that the Kenya Institute of Curriculum Development (KICD) incorporates ECAI in the teaching of school Biology to enhance learning. Science teacher education programmes should also incorporate ECAI to enhance its use in schools.
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Ronoh, Peter K., Fred N. Keraro, and Samuel W. Wachanga. "Enhancing Biology Achievement of Secondary School Learners Using Experiential Computer Assisted Instruction." International Education Studies and Sustainability 1, no. 1 (February 27, 2021): p59. http://dx.doi.org/10.22158/iess.v1n1p59.
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This paper reports a study that investigated effects of Experiential Computer Assisted Learning (ECAI) on learners’ achievement in Biology in Kenya. Solomon’s Non-Equivalent group four research design was used. Four schools were purposively sampled. The schools were randomly assigned to four groups, two experimental and two control groups. All the learners covered same content. Teachers of the experimental groups used ECAI while teachers of control groups used regular approaches. The study focused on the topic Genetics and involved a sample of 163 Form Four learners. Biology Achievement Test (BAT) was used to collect data. The instrument was validated by five experts in Educational Research. Reliability of BAT was estimated using Cronbach’s alpha coefficient. A co-efficient of 0.719 was obtained. The Constructivist and Experiential learning theories guided the study. Data collected were analyzed using ANOVA, t-test and ANCOVA. Hypotheses were tested at an alpha level of 0.05. The findings indicate that learners taught using ECAI had significantly higher scores than those in control groups. It is recommended that the Kenya Institute of Curriculum Development (KICD) incorporates ECAI in the teaching of school Biology to enhance learning. Science teacher education programmes should also incorporate ECAI to enhance its use in schools.
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Bowd, Alan D. "Dissection as an Instructional Technique in Secondary Science: Choice and Alternatives." Society & Animals 1, no. 1 (1993): 83–89. http://dx.doi.org/10.1163/156853093x00163.
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AbstractThis article examines the role of dissection in the teaching of secondary biology and environmental science, within the context of the development of attitudes toward animals. Retrospective data concerning their experience in high school with dissection for 191 undergraduate education students are described, and their reported use of alternatives to invasive animal study are evaluated in relation to specific educational objectives in secondary science. It was found that most students were required to perform dissections, that many but not most experienced negative and stable emotional reactions, and that teachers employed limited alternatives to dissection in their classes. The implications of this for secondary science teaching and for teacher education are discussed.
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Omariba, Alice, Bernard Lawrence Ong’amo, and Samson Rosana Ondigi. "EXTENT OF USE OF BIOLOGY INSTRUCTIONAL RESOURCES AND EFFECT ON STUDENTS ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS IN SIAYA COUNTY – KENYA." International Journal for Innovation Education and Research 5, no. 7 (July 31, 2017): 118–41. http://dx.doi.org/10.31686/ijier.vol5.iss7.723.
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This study sought to find out the extent of use of biology teaching and learning resources and how it affects students’ academic performance. The study was carried out in public secondary schools in Siaya County. The researcher used a sample of twenty-three schools drawn from ninety two public secondary schools selected through stratified random sampling. Teacher respondents were purposively or randomly sampled. Purposive sampling was used to choose the most experienced biology teacher from two or more teachers teaching form two classes. Where there existed more than one long serving and experienced teachers teaching form two classes, random sampling was employed to pick one of them for interview. Student respondents were chosen through random sampling in single sex schools and stratified random sampling in mixed schools. Head teachers from each of the sampled schools were selected for personal interview. The data were collected using questionnaires, checklists, observation schedules and interview guides. Observation schedules were used by the researcher to ascertain use of resources by teachers and learners and the resultant tests used to determine the score differences in achievement between classes frequently taught using resources and those rarely taught using resources. Interviews with head teachers were used to countercheck the information given by teachers and students on utilization of resources. The findings of the study established that audio-visual resources were least usedin schools. The resources were mainly bought by the headteachers. The researcher’s assessment during live lesson teaching using observation schedules showed that students frequently taught using resources performed better than those rarely taught using the resources. The research also established that frequent use of resources was not the only factor determining high student’s academic performance but other factors like teacher’s qualification, pedagogy, attitudes and students’ entry behaviour also played a role in realizing improved academic performance in students.
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Omar, Asem M. "Effectiveness of Teaching Biology Course Using Learning Stations Strategy in Developing the Mindfulness and Conceptual Understanding of First Grade Secondary School Students." Journal of Educational and Psychological Studies [JEPS] 12, no. 2 (April 26, 2018): 226. http://dx.doi.org/10.24200/jeps.vol12iss2pp226-245.
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This study aimed at investigating the effectiveness of teaching biology course using the learning stations strategy in developing the mindfulness and conceptual understanding of first year secondary school students. To achieve these aims, a student's book, a teacher's manual, a scale for measuring mindfulness, and a test for measuring the conceptual understanding were used. A sample was randomly selected and divided into two groups: the experimental and control groups. An experimental group (n=44) studied the selected biology subjects utilizing the learning stations strategy, whereas the control group (n=46) studied the same subjects using a traditional method. A pre-post test was administred and the data was analyzed using ANCOVA. The study results revealed the effectiveness of teaching the biology course using the learning stations strategy in developing the mindfulness and the conceptual understanding of first year secondary school students over the traditional method.
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Lee, Star W. "The Impact of a Pedagogy Course on the Teaching Beliefs of Inexperienced Graduate Teaching Assistants." CBE—Life Sciences Education 18, no. 1 (March 2019): ar5. http://dx.doi.org/10.1187/cbe.18-07-0137.
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There has been little attention given to teaching beliefs of graduate teaching assistants (GTAs), even though they represent the primary teaching workforce for undergraduate students in discussion and laboratory sections at many research universities. Secondary school education studies have shown that teaching beliefs are malleable and can be shaped by professional development, particularly for inexperienced teachers. This study characterized inexperienced GTAs’ teaching beliefs about student learning and how they change with a science-specific pedagogy course that emphasized student learning. GTA teaching beliefs were characterized as traditional (providing information to students), instructive (providing activities for students), and transitional (focusing on student–teacher relationships). At the start of the course, traditional, instructive, and transitional beliefs were emphasized comparably in the concept maps and presentations of inexperienced GTAs. At the end of the course, although GTAs’ beliefs remained mostly teacher focused, they were more instructive than traditional or transitional. GTAs included teaching strategies and jargon from the course in their concept maps but provided minimal explanations about how opportunities for active student engagement would impact student learning. These results suggest there is a need to provide ongoing discipline-specific professional development to inexperienced GTAs as they develop and strengthen their teaching beliefs about student learning.
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Borza, Natalia. "The bewildering complexity of the biology register." Research in Corpus Linguistics 4 (2016): 9–24. http://dx.doi.org/10.32714/ricl.04.02.
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While considerable research has been conducted on the register analysis of English language tertiary textbooks, relatively little is explored about the register analytical features of secondary textbooks. The purpose of the present pedagogically-driven study is to analyse the register of biology textbooks for secondary students from the point of view of English as a Second Language (ESL) teaching by describing the register of the biology corpus (BIOCOR) that 10th grade students need to process during their studies at a bilingual secondary school. The research reports on the characteristic linguistic features of the BIOCOR with regard to the complexity of the texts syntactic structure. The BIOCOR (consisting of 7,021 words) is compared to a reference corpus (REFCOR) of general English texts at a CEFR B2 level (comprising 7,098 words) by exploring the frequency of ten types of syntactic structures (simple, compound and complex sentences of various number of dependent and independent clauses). The results of the investigation disclose that syntactic simplicity is prevalent in the BIOCOR: simple sentences abound, complex sentences are used in a modest manner, while complex-compound sentences are hardly present in the corpus. The syntactic simplicity of the biology textbook can be regarded as one of the linguistic features revealing the non-academic but popularizing nature of the secondary textbook register.
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Chakour, Radouan, Anouar Alami, Sabah Selmaoui, Aâtika Eddif, Moncef Zaki, and Youssef Boughanmi. "Earth Sciences Teaching Difficulties in Secondary School: A Teacher’s Point of View." Education Sciences 9, no. 3 (September 18, 2019): 243. http://dx.doi.org/10.3390/educsci9030243.
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The teaching of Earth Sciences (ES) is particularly delicate and seems to be problematic for both learners and Moroccan teachers for multiple reasons. Based on this observation, this study aims at identifying the difficulties related to the teaching of ES by exploring the points of view of the Moroccan teachers toward this field. As an investigative tool, we used a questionnaire and semi-directive interviews with nearly 122 secondary school teachers of Life and Earth Sciences (LES). The results of our survey revealed that the major difficulties that hinder the teaching of natural sciences are mainly related to the teachers’ university studies. Most of them had training in biology as well as in the relationship that the natural sciences maintain within time and space, the limited abstraction capacity of unmotivated learners, and the inadequacy of their prerequisites in these sciences. On the other hand, they were aware of the demotivating geological knowledge taught to the learners and the lack of initial and continuous training for teachers, especially for those who specialized in natural sciences.
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Shabnam Bibi and Muhammad Hameed Nawaz. "A Study on the Effect of Emerging Technology on Students' Academic Achievements at Secondary Level." Journal of Business and Social Review in Emerging Economies 6, no. 1 (March 31, 2020): 365–78. http://dx.doi.org/10.26710/jbsee.v6i1.1088.
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The rapid growth in the use of technology particularly the use of emerging technologies has provided an opportunity to educators around the world to investigate the most suitable learning environments and more effective related material that would cater students’ diverse learning styles and knowledge. Therefore, the aim of the present study was “a study on the effect of emerging technology on students’ academic achievements at secondary level”. The sampling population of the present study is all students of grade 10 who are studying in public high school in Punjab. Use of emerging technology and its experiment was delimited to Biology students of class 10th in Govt Girls High School No1 Fateh Jang (Attock) sessions 2016-17 and its experiments was delimited to four chapters of Biology textbook. This study sought to discover that learning through emerging technology improved student academic achievement. Two different methods of instruction were employed for this research study. The first method of instruction was the traditional lecture and whiteboard method. The second method of instruction was the use of technological instruction. Students of 10th class in subject Biology were studied. Two groups controlled and experimental was selected on the basis of pre test to equate the knowledge level for experiment. For item analysis, researcher used SPSS, Mean. Overall the achievements of students were satisfactory. After analysis of the data conclusions were drawn that there is major difference between the students of experimental post and control post. The mean score of experimental post students is greater than control post. It is recommended that Teachers should use Emerging Technology based teaching aids like computer animations etc. to develop student’s interest in the subject for maximum teaching learning out-comes.
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Kelkay, Asrat Dagnew, and Chekula Sitotaw. "The effect of practicalwork to enhance ninth grade achievement in biology class: The case of diaspora secondary school, Ethiopia." Global Journal of Guidance and Counseling in Schools: Current Perspectives 9, no. 3 (December 31, 2019): 95–105. http://dx.doi.org/10.18844/gjgc.v9i3.4253.
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The aim of this study was to investigate the effects of practical work enriching instruction of biology lessons on ninth grade students’ attitudes towards biology lessons and their achievement based on students’ success. Attitude pre-test, attitude post-test, achievement pre-test and achievement post-test are employed for all participants in addition to interviewing four students randomly selected from the total participants. The test was applied to students in two different times. According to the research results, it was found that the experimental teaching method was more effective in the attitude and achievement level of students in some biology lessons, and attitude and achievement have a positive correlation. Therefore, the study recommends that high school biology teachers should plan their lessons in a more practical way to boost (enhance) learners' attitude as well as achievement. All stakeholders including curriculum planners should take part in the planning process.
Keywords: Achievement, attitude, effect, practical work, teaching method.
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Elizabeth, Olu-Ajayi Funmilayo. "Effects of Mentoring in the Utilization and Improvisation of Biology Learning Resources on the Performance of Senior Secondary School Students in South West Nigeria." European Scientific Journal, ESJ 13, no. 4 (February 28, 2017): 270. http://dx.doi.org/10.19044/esj.2017.v13n4p270.
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The aim of this study is to investigate the effects of mentoring in the utilization and improvisation of Biology learning resources on the performance of senior secondary school students. The main purpose of this study is to mentor the senior secondary students on the utilization of the available Biology learning resources in their schools and the improvisation of unavailable resources, when necessary, for effective learning. The study employed the quasi-experimental design which utilizes non-randomized pretest, post-test, and experimental-control group system. The population of the study was made up of senior secondary school students in South West Nigeria. The sample consisted of 180 Biology students selected from six secondary schools. The sampling technique was multi stage, involving simple random and purposive sampling techniques. The instruments used in the study were Biology learning Resources Questionnaire (BLRQ) and Biology Concept Test (BCT). There was a mentoring package involving a Supplemental Instruction Learning Model. The instrument was validated by experts in science education and test evaluation, and the reliability of the instruments was ascertained using test-retest method. Reliability coefficients of 0.72 and 0.67 were obtained through Pearsons Product Moment correlation statistics. The BCT was administered as both pre-test and posttest, while BLRQ was used to gather information on available learning resources in the secondary schools. In addition, SILM was used for treatment. Data collected were analyzed using Pearsons Product Moment Correlation. It was discovered from the study that mentoring served as an effective tool in encouraging the utilization of available and improvisation of unavailable, but needed, learning resources for Biology teaching and learning in secondary schools. This was discovered to improve students' performance in Biology. Based on the findings of the study, recommendations were made. Among which was that mentoring should be used by Biology teachers as an adjunct to normal classroom teaching, especially in improvisation of learning resources for experiment demonstration during practicals, for effective performance by students.
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Lagerström, Malin Lavett, Jesús Piqueras, and Ola Palm. ""Should we be afraid of Ebola?" A study of students' learning progressions in context-based science teaching." Nordic Studies in Science Education 17, no. 1 (February 2, 2021): 64–78. http://dx.doi.org/10.5617/nordina.7658.
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In this study, we explored how learning progressions were established in a context-based science teachingunit. A science class in secondary school was followed during a teaching unit in Biology, in which theEbola disease was used as context. Teaching was planned using the didactical model organizing purposes.Learning progressions were studied as continuity between teaching purposes, the science content andthe context in four sequential lessons. The analysis of teaching evidenced a considerable variation inhow learning progressions were constituted within lessons and showed how learning progressions coulddevelop between lessons through the combination of different teaching activities. By consistently mentioningand referring to Ebola, the teacher had a pivotal role in establishing relations between teachingpurposes, the content and the context. Furthermore, our results evidence the important role of the contextin supporting students’ learning of science content. Finally, we discuss concrete actions in the planning ofthe unit to improve lessons that evidenced a weaker connection to the context.
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Khrypunova, Tetiana. "Molecular Biology and Genetics Teaching at Different Levels of Education." Ukraïnsʹkij žurnal medicini, bìologìï ta sportu 5, no. 5 (November 1, 2020): 293–97. http://dx.doi.org/10.26693/jmbs05.05.293.
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This article is focused on mapping out the form and extent of education of genetics and molecular biology in high schools in Czech Republic and impact of liberalization of education compared to education in Slovac Republic, where education is partly liberalized, and Ukraine, where education is centralized. We have evaluated the available literature, subjective satisfaction of students and retrospective evaluation from absolvents of adequacy of education according to further studies on universities or colleges. In this article we concentrated on gymnasiums and lyceums, because genetics and molecular biology is taught (as separate disciplines) in these types of school and relevant part of students continue studying them in colleges and universities. Among the students of universities who answered the questions of our questionnaire were students of the biological, biochemical and medical faculties, because they were the ones who continue to study these subjects in universities. Material and methods. Our research was based on studying the available literature concerning current legislation of the selected countries (mainly the difference between education systems of countries), as well as surveys among middle and high school students, university students and secondary school teachers in the form of a questionnaire. We are aware of the fact that the amount of data we have obtained in the research is not entirely sufficient to create a picture of the overall situation, but we hope that the obtained data will still provide some insight into the situation as a whole. According to collected data we have divided taught topics into several categories: depending on the extent and depth of immersion in the topic of teaching; the degree to which they are understandable to students; and the degree to which the topics are sufficient for further study at universities. We compared the results of the above countries and outlined the relationship between them. Conclusion. We noted several changes that had occurred in education under the influence of the liberalization
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Montrieux, Hannelore, Ruben Vanderlinde, Tammy Schellens, and Lieven De Marez. "Teaching and Learning with Mobile Technology: A Qualitative Explorative Study about the Introduction of Tablet Devices in Secondary Education." PLOS ONE 10, no. 12 (December 7, 2015): e0144008. http://dx.doi.org/10.1371/journal.pone.0144008.
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Jean Bernard Ndayambaje, Etienne Bikorimana, and Florien Nsanganwimana. "Factors contributing to the students’ poor performance in biology subject: A case study of ordinary level in rural secondary schools of Rwamagana district." GSC Biological and Pharmaceutical Sciences 15, no. 3 (June 30, 2021): 249–61. http://dx.doi.org/10.30574/gscbps.2021.15.3.0163.
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This study explored the factors contributing to the students’ poor performance in Biology subject. By using qualitative method design, sample were chosen purposefully from two secondary schools in rural area of Rwamagana district. The schools were selected on the fact that the students were characterized by poor performance in Biology in the years 2017 and 2018. The participants of the study were both ordinary level learners, ordinary level Biology teachers, Deputy Head teachers and Head teachers. Open-ended questionnaires, interview and documents review were both utilized to gather the data. 110 learners were asked to complete the questionnaires while 4 Biology teachers, 2 Deputy Head teachers and 2 Head teachers were interviewed. The collected data were analyzed qualitatively by content and thematic analysis. The data were interpreted using literature review and the findings were also presented in graphs using Microsoft Excel. The results indicated that the root causes of the students’ poor performance in Biology are namely: English language as medium of instruction, insufficient laboratory equipment, insufficient teaching and learning materials, inappropriate teaching methodology, amount of content and time allocated, inadequate involvement of parents in learners’ education, poverty, students’ absenteeism and school environment. All factors were not explored, there might be other causes that affect learners’ performance in biology subject of rural ordinary level schools. The researcher finally made recommendations to the various education stakeholders to improve the academic performance.
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Granbom, Martin, and Marianne Granbom. "Students’ Explanation: Wider Variety of Teaching Methods Increases Motivation and Give Higher Results in Biology." Nordic Studies in Science Education 15, no. 2 (April 9, 2019): 193–205. http://dx.doi.org/10.5617/nordina.5918.
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By planning and teaching a specific topic, in an Upper Secondary School biology course in a highly formative way the effect on student learning was studied. Within given frames, students planned working methods and examination form within the topic of Gene technology. For the examination students also phrased learning goals and assessment criteria. The design resulted in higher summative grades on the topic compared to traditionally taught topics within the same course. In this study, students were interviewed in focus groups, one year after graduation to investigate student view on the intervention. One important outcome is that students appreciate variation in teaching more than the content itself. There was also a positive reaction to students planning working methods, but students wanted the teacher to perform different kinds of controlling actions. Findings are discussed in the context of formative methods with intentions of improving practical teaching methods.
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Lewis, Jennifer R., Mark S. Kotur, Omar Butt, Sumant Kulcarni, Alyssa A. Riley, Nick Ferrell, Kathryn D. Sullivan, and Mauro Ferrari. "Biotechnology Apprenticeship for Secondary-Level Students: Teaching Advanced Cell Culture Techniques for Research." Cell Biology Education 1, no. 1 (March 2002): 26–42. http://dx.doi.org/10.1187/cbe.02-02-0003.
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The purpose of this article is to discuss small-group apprenticeships (SGAs) as a method to instruct cell culture techniques to high school participants. The study aimed to teach cell culture practices and to introduce advanced imaging techniques to solve various biomedical engineering problems. Participants designed and completed experiments using both flow cytometry and laser scanning cytometry during the 1-month summer apprenticeship. In addition to effectively and efficiently teaching cell biology laboratory techniques, this course design provided an opportunity for research training, career exploration, and mentoring. Students participated in active research projects, working with a skilled interdisciplinary team of researchers in a large research institution with access to state-of-the-art instrumentation. The instructors, composed of graduate students, laboratory managers, and principal investigators, worked well together to present a real and worthwhile research experience. The students enjoyed learning cell culture techniques while contributing to active research projects. The institution's researchers were equally enthusiastic to instruct and serve as mentors. In this article, we clarify and illuminate the value of small-group laboratory apprenticeships to the institution and the students by presenting the results and experiences of seven middle and high school participants and their instructors.
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Kaitho, Simon Sila. "Effect of Teaching Using Preferred Learning Styles on Students’ Performance, in Biology and Geography in Secondary Schools in Nairobi County, Kenya." Editon Consortium Journal of Curriculum and Educational Studies 1, no. 1 (September 30, 2019): 23–31. http://dx.doi.org/10.51317/ecjces.v1i1.97.
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The purpose of this study was to determine the effect of teaching using preferred learning styles on students’ performance, in Biology and Geography in secondary schools in Nairobi County. Students in both private and public schools in Nairobi County have not been performing satisfactorily in sciences. A study, therefore, was done to establish the effect of matching teaching styles with preferred learning styles on students' performance in Biology and Geography. Multivariate analysis of variance in Geography F (1, 1315) = 2870.1, p = .000) and in Biology F (1, 1315) = 2994.1, p = .000), and linear regression in Geography, F (1, 1315) = 2870.056, p = .000, and in Biology, F (1, 1315) = 2994.137, p = .000 analysis showed statistically significant effect on performance of students taught using preferred learning styles. The findings lead to a conclusion that there is a need to inform teachers to identify and teach their learners according to the learners' preferred learning styles to enhance their performance in sciences.
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OKOLO, Dr M. A., and Dr O. G. OLUWASEGUN. "Effect of Computer- Simulation on Achievement and Interest in Cell Division Among Male and Female Secondary School Students in Abuja, Nigeria." Volume 5 - 2020, Issue 8 - August 5, no. 8 (August 30, 2020): 808–12. http://dx.doi.org/10.38124/ijisrt20aug519.
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This study is aimed at investigating the ‘Effect of Computer Simulation on Achievement and Interest in Cell Division among Male and Female Secondary School Students in Abuja. The study adopted quasi experimental research design. The sample of the study was 72 students consisting of 33 males and 39 females from two intact classes randomly drawn from all the co-educational schools in the six area councils in Abuja. One class was randomly assigned to the experimental group while the other served as the control group.The experimental group was taught cell division using computer simulation teaching strategy while the control group was taught using the conventional teaching method. The study lasted for six weeks. Two research questions were raised and two corresponding null hypotheses were postulated and tested at 0.05 level of significance. Two instruments were used for data collection which were; Cell Division Achievement Test (CDAT) and Cell Division Interest Scale (CDIS). CDIS was based on four point likert rating scale. CDAT had a reliability coefficient of 0.81 using kuder- Richard K-R 21 and CDIS had 0.86 using Cronbach’s alpha. The results revealed that: Computer simulation strategy was found to be better than the conventional method in teaching and learning of cell division; gender was not a determinant factor in Biology students’ interest ratings in teaching cell division. It was recommended among others that Biology teachers should adapt the use of Computer simulation strategy in teaching cell division.
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Feyisayo, D. Elugbaju, Adeyinka Oluwaseun Kareem, and Popoola Oluwasegun. "Effects of English and Yoruba interpreted biology picture label as an advanced organiser on students’ learning outcomes in senior secondary schools in Ife East local government area." Contemporary Educational Researches Journal 9, no. 3 (August 31, 2019): 57–65. http://dx.doi.org/10.18844/cerj.v9i3.4285.
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The study assessed the effect of English and Yoruba interpreted biology picture labels as an advance organiser on the achievement of senior secondary school biology students in Ile-Ife. It also investigated the effect of the labels on students’ attitude toward biology. The study adopted the non-equivalent pre-test-post-test control group research design. The population for the study consisted of senior secondary school students in Ife-East Local Government Area of Osun state. The study sample comprised 128 senior secondary school II biology students in three intact classes selected using simple random sampling technique. The three classes were randomly assigned to two experimental and one control group, namely: Picture labels in English advance organiser group, picture labels interpreted into Yoruba advance organiser group and the conventional teaching method group. Two research instruments were used for the study, namely: Students’ achievement test in biology and students’ attitudinal questionnaire. Data were analysed using analysis of covariance. The results of the study revealed that there was a significant effect in the achievement of students in the experimental and control groups. There was also a significant effect in the attitude of students in experimental and control groups, with Yoruba interpreted picture labels having a better effect on the learning outcomes of biology students than picture labels in English and the conventional teaching method. The study concluded that picture labels interpreted into Yoruba as advance organiser was a better strategy in improving students’ learning outcomes in biology.
Keywords: Achievement; advance organiser; attitude; picture; Yoruba language
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Orora, William, Fred N. Keraro, and Samuel W. Wachanga. "Using Cooperative E-Learning Teaching Strategy to Enhance Students’ Creativity in Secondary School Biology: A Study of Selected Schools in Nakuru County, Kenya." International Journal of Education and Practice 2, no. 6 (2014): 137–46. http://dx.doi.org/10.18488/journal.61/2014.2.6/61.6.137.146.
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Mehmood, Nasir, Muhammad Anwer, and Ahmed Tatlah. "Effect of Combined Teaching Strategies on Higher Order Thinking Skills (HOTS) of Biology Students." Global Regional Review IV, no. I (March 30, 2019): 312–19. http://dx.doi.org/10.31703/grr.2019(iv-i).33.
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In this age of globalization, learning priorities of the learners have been under dramatic changes and teachers have to develop combination of such strategies which can engage the learners of the 21st century. The objectives of this study were to examine the effect of combined teaching strategies on low and high achievers higher order thinking skills in biology at secondary level, conducted in a public school of Punjab province. The researcher used the combined teaching strategies which comprised of KWLH charts, hands on activities, multimedia integration and cooperative learning to cover the contents from 10th grade text book of Biology, for a period of 8 weeks. In this experimental research posttest only, design was adopted. The HOTS of biology students were assessed through 50 multiple choice items. After the intervention, experimental group exhibited promotion in HOTS of the biology students as compared to their counterparts. The results of t-test showed that these combined teaching strategies not only promote the HOTS of high achievers but were effective for the low achievers as well.
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OLADIPO, ADENIKE JULIANAH, Olusoji Olurotimi Adewumi, and Akinleye Oluyemi Ogundiwin. "The effect of Mercedes model with embedded assessment strategy and technology on biology students’ learning outcomes in Lagos Nigeria." ANNUAL JOURNAL OF TECHNICAL UNIVERSITY OF VARNA, BULGARIA 3, no. 2 (December 31, 2019): 39–53. http://dx.doi.org/10.29114/ajtuv.vol3.iss2.139.
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Abstract
Methods and strategies traditionally used in teaching science have been described by several researchers as being unsatisfactory and ineffective over many years. Hence, this study examined the effect of Mercedes Model with Embedded Assessment Strategy and Technology on Biology students’ learning outcomes. A pretest-post-test control group, quasi experimental design was adopted for the study. Two purposively selected EDs were randomly assigned to experimental and control groups. Three senior secondary schools were randomly selected from each ED. Altogether, a total of six schools in the two selected EDs were involved in the study. Two intact classes (one science and another non-science) were randomly selected from each of the six schools making a total of twelve classes. In all 568 Senior Secondary Class I biology students formed the sample size. Five instruments were used to generate data for the study, namely, Mercedes Model with Embedded Assessment Strategy and Technology in Diffusion (M2EASTID), Mercedes Model with Embedded Assessment Strategy and Technology in Osmosis (M2EASTIO). Conventional Lesson Plan on Diffusion (COLPOD), Conventional Lesson Plan on Osmosis (COLPO) and Test on Students’ Learning Outcomes in Osmosis and Diffusion (TESLOOD). Four hypotheses were formulated and tested at 0.05 level of significance. Data collected were analysed using frequency counts, means, deviation and analysis of covariance. There was significant effect of treatment on students’ learning outcomes on selected biology concepts. Also, subject specialization has a significant effect on the dependent measures. Mercedes Model with Embedded Assessment Strategies and Technology therefore was effective and significantly improved students’ learning outcomes. Hence, it was recommended that biology teachers in senior secondary schools should adopt Mercedes Model with Embedded Assessment Strategy and Technology for teaching for understanding and application of biology concepts.
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Delgado Bardales, José Manuel, Edward Freddy Rubio Luna Victoria, Orfelina Valera Vega, Rosa Mabel Contreras Julián, Gabriela del Pilar Palomino Alvarado, Keller Sánchez Dávila, Yoni Meni Rodríguez Espejo, and Daniel A. Lowy. "Effect of teaching leadership styles on the prevention of adolescence pregnancy: a case study conducted at Universidad César Vallejo, Peru." F1000Research 10 (March 24, 2021): 239. http://dx.doi.org/10.12688/f1000research.28440.1.
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Background: In this study we aimed to determine the effect of university teaching and leadership styles at Universidad César Vallejo on the prevention of adolescence pregnancy. Methods: We performed a non-experimental, quantitative, cross-sectional study, with a correlational descriptive design using a survey. Participants were students in classes enrolled in the starting two semesters at Universidad César Vallejo, Peru. The questionnaire comprised three sections: (I) General demographic data, (II) Teacher leadership styles, and (III) Pregnancy prevention teachings. Results: According to the students (n=793), teaching leadership styles are of three types: Laissez faire, transactional, and transformational. Types of pregnancy prevention from the students’ standpoint are the following: "high" level of "primary prevention" (44.4%), "medium" level of "tertiary prevention" (36.6%), and "high" level of "secondary prevention" (36.2%). Chi-Square test revealed that the three styles of leadership significantly affect the prevention of pregnancy: transformational (X2 = 136.390), transactional (X2 = 95.539), and Laissez Faire (X2 = 80.557) (p <0.05). Overall, there is a significant impact of university teaching leadership on pregnancy prevention among higher education students (X2 = 110,634, p = 0.0000), with a significance level of 5%. Conclusions: It can be concluded that for college students, teaching leadership style significantly affects the prevention of adolescent pregnancy.
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Wallmann, Lina, Jörg Krampe, Josef Lahnsteiner, Elena Radu, Pierre van Rensburg, Katarzyna Slipko, Markus Wögerbauer, and Norbert Kreuzinger. "Fate and persistence of antibiotic-resistant bacteria and genes through a multi-barrier treatment facility for direct potable reuse." Journal of Water Reuse and Desalination 11, no. 3 (January 5, 2021): 373–90. http://dx.doi.org/10.2166/wrd.2021.097.
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Abstract Given the availability of technological solutions and guidelines for safe drinking water, direct potable reuse of reclaimed water has become a promising option to overcome severe lack of potable water in arid regions. However, the growing awareness of the presence of antibiotic-resistant bacteria (ARB) and antibiotic resistance genes (ARG) in corresponding raw wastes has led to new safety concerns. This study investigated the fate of ARB and intracellular and extracellular ARG after each treatment step of an advanced water treatment facility in Windhoek, Namibia. The New Goreangab Water Reclamation Plant (NGWRP) produces drinking water from domestic secondary wastewater treatment plant effluent and directly provides for roughly a quarter of Windhoek's potable water demand. Procedures to study resistance determinants were based on both molecular biology and culture-based microbiological methods. TaqMan real-time PCR was employed to detect and quantify intracellular resistance genes sul1, ermB, vanA, nptII and nptIII as well as extracellular resistance gene sul1. The NGWRP reduced the amount of both culturable bacterial indicators as well as the resistance genes to levels below the limit of detection in the final product. The main ozonation and the ultrafiltration had the highest removal efficiencies on both resistance determinants.
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Dreyfus, Amos, Benjamin Feinstein, and Janet Talmon. "The Advantages and Problematics of Using the Electronic Spreadsheet in Biology Teaching as Perceived by Actively Engaged Teachers." Journal of Educational Computing Research 19, no. 1 (July 1998): 67–81. http://dx.doi.org/10.2190/pry9-qdyt-kax0-586g.
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The main hypothesis of this study was that secondary school biology teachers who had persevered in the use of optional spreadsheet assisted activities were those who believed that 1) their rationale is sound; 2) the use of the spreadsheet does not impose any unnecessary extrinsic “cognitive load” on the students; 3) the administration of the school encourages the teachers to use of the spreadsheet; and 4) the administration expresses encouragement by providing some minimal conditions, some facilities which are essential to make the use of the spreadsheet efficient or possible at all. The picture of the persevering teachers which emerges from this study is somewhat different: they joined because of their personal interest, remained because of their individual perception of the contribution of the activities to their students, and persevered in spite of the perceived difficulties and of the lack of some facilities, without attributing their difficulties to the behavior of the administration.
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Adebisi, Thomas, and Oladimeji Oladimeji,. "Effect of Synthetic and Natural Specimen Use on Process Skills and Applications in Secondary School Biology Practical in Ekiti State, Nigeria." African Journal of Teacher Education 9 (May 23, 2020): 120–39. http://dx.doi.org/10.21083/ajote.v9i0.6101.
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Effective teaching of Biology practical entails the use of specimens. However, in Nigeria, some natural specimens are difficult to obtain when needed, hindering the learning and application of science process skills. Consequently, teachers resort to pictorial representation of specimen and to online prints for Biology practical instructions. Another possible alternative less discussed is the use of synthetic or artificial specimens. The goal of this study, therefore, was to examine the effect of using synthetic and natural specimen on practical skills- process skills acquisition and application in Biology practical in secondary schools. It sought to determine the efficacy of using synthetic specimens to complement or substitute for natural specimens in teaching Biology practical. The study employed the pre-test, post-test, control group, quasi- experimental design. A total of 212 senior secondary school (SS II) Biology students in six selected government-owned high schools in Moba and Ijero Local Government Area of Ekiti state, Nigeria, were randomly selected for the study. The schools were paired and assigned to two experimental groups (using synthetic and natural specimens) and a control group (using conventional drawings). Eight instruments were employed for the study and used at treatment stage. Data collected were analyzed using Analysis of Variance (ANOVA), Analysis of Covariance (ANCOVA) and Multiple Classification Analysis (MCA). The results showed that there was a significant effect of synthetic specimens and natural specimens on the proficiency of the students in basic science process skills acquisition (F = 60.470, P<0.05). However, the mean gain of 3.884 which existed between the two groups showed that natural specimens were slightly more effective than synthetic specimens. The results also showed a significant effect for the use of synthetic specimens on process skills acquisition and applications of Biology concept among the students (F = 74.773, P<0.05). The study concluded that synthetic specimens are equally effective as natural specimens in improving the acquisition and application of basic science process skills of students in Biology.
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Yaduvanshi, Sangeeta, and Sunita Singh. "Fostering Achievement of Low-, Average-, and High-Achievers Students in Biology through Structured Cooperative Learning (STAD Method)." Education Research International 2019 (February 4, 2019): 1–10. http://dx.doi.org/10.1155/2019/1462179.
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Cooperative learning is one among the most innovative and popular strategies of learning for present century students. It is theoretically grounded and extensively researched teaching-learning practice which is believed to foster the achievement of all types of students. Since cooperative learning is in the nascent stage in India and it is not much trendy method of teaching, the investigator carried out the present study. The present study is an experimental investigation that explores the impact of the structured cooperative learning strategy (STAD method) on the achievement of low-achievers, average-achievers, and high-achievers students in biology at the secondary level. The pretest and posttest experimental design was used, and control and experimental groups are equated on the basis of pretest scores. The sample consisted a total of 63 students of ninth class students from Varanasi city. Data were collected and analyzed with t-test, and analysis of covariance (ANCOVA) was performed to test the hypotheses at 0.05 levels of significance with the use of the biology achievement test (BAT). The results revealed that students taught by the cooperative learning strategy perform better on the BAT at three levels of the cognitive domain of knowledge, understanding, and applying, than those taught using the conventional method of instruction. The study revealed that low-achievers, average-achievers, and high-achievers students of the experimental group outperform the control group. So, it can be concluded from this study that the STAD method of structured cooperative learning fosters the achievement of low-, average-, and high-achievers students in Indian context. It was therefore recommended that teachers should be encouraged to use the cooperative instructional strategy to teach biology and other subjects in secondary schools to facilitate learning of higher levels of cognitive domains to meet challenges of the twenty-first century.