Download complete project materials on The Impact Of Teaching Aids In Biology In Nigeria from chapter one to five.
Abstract
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This study is an attempt to look critically into the impact of teaching aids in secondary schools. Some selected secondary school in Zaria Local government were used for this research. The aims and objective were clearly stated in chapter one, chapter two, some related literature were reviewed that discussed the various types of teaching aids, their roles and importance and concepts of teaching. The methodology of this study was questionnaire method.
Questionnaire were given to students and teachers in the various school sampled. The simple random sampling method was adopted and oral interview were also used by asking verbal questions from teachers. Lastly, the finding of the research reveal that teaching aids have a great impact on the teaching biology in secondary schools and therefore, lack of these teaching aids is a major obstacles on the teaching biology in the senior secondary school. Based on the findings recommendation were made.
TABLE OF CONTENTS
Content
Title Page
Declaration
Dedication
Citification
Acknowledgement
Abstract
Table of Contents
Operational Definition of Terms
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Objectives of the Study
1.4 Research Questions
1.5 Research Hypotheses
1.6 Basic Assumptions
1.7 Significant of the Study
1.8 Scope and Delimitations of the Study
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Introduction
2.2 Conceptual Framework
2.2.1 Concept of Teaching
2.2.2 Concept of Academic Performance
2.2.3 Concept of Secondary School
2.2.4 Concept of Laboratory
2.2.5 Concept of Teaching Biology
2.3.1 Concept of Team Method
2.3.2 Concept of Inquiry Method:
2.3.3 Concept of Demonstration Method
2.3.4 Teaching Aids in Biology
2.3.5 Concept of Teaching Aids in Biology
2.3.6 Types of Audio-Visual Aids
2.3.7 Newness of Use of Audio-Visual Aids in One Schools
2.3.8 Lack of Audio-Visual Aids in our Schools
2.3.9 The Importance of Audio-Visual Aids in our Schools
2.3.10 How Audio-Visual should best be used
2.4 Theoretical Frame Work
2.5 Review of Related Studies
2.6 Implication of Literature Reviewed on the Present Study
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction
3.2 Research Design
3.3 Population of the Study
3.4 Sample and Sampling Technique
3.5 Research Instrument
3.6 Validity of Instrument
3.7 Procedure for Data Collection
3.8 Techniques of Data Analysis
CHAPTER FOUR: INTRODUCTION
4.1. Data Presentation and Analysis
4.2 Personal Data
4.3 Students Response
4.4 Teacher’s Response
4.5 Hypotheses Testing
4.6 Summary of Major Findings
4.7 Discussion on Findings
CHAPTER FIVE:
SUMMARY, CONCLUSION, RECOMMENDATIONS AND SUGGESTIONS FOR FURTHER STUDIES
5.1 Introduction
5.2 Summary
5.3 Conclusion
5.4 Recommendations
5.5 Suggestions for further Studies
Reference
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The word science comes from the Latin scientist meaning knowledge according to (Websters, 2000) new colligate dictionary, the definition of science is knowledge covering general truth of the operation laws bas obtained and tested through science topic method and concerned with the physical word.
Science is the concerted human effort to understand better, the history of the natural world and how the natural world work with observable physical evidence as the basis of that understanding. It is done through experimentation that tries to stimulate natural processes under controlled conditions, (Wikipedia, online encyclopedia, 2014).
Science involves the development of attitude e.g. how scientists behave towards the world and respond to situations. Scientific attitudes include curiosity, open-mindedness, suspended judgment, search for cause and effect accuracy etc. (Opera, 2011)
The word biology is derived from a Greek word “Bios” meaning life and “Logos” meaning study and is defined as the science of life and living organisms. An organism is a living entity consisting of one cell e.g. bacteria or several cells e.g. animals, plants and fungi.
Aspects of biology range from the study of molecular mechanisms in cells, to the classification and behaviour of organisms, how species evolve and interact between ecosystems.
Biology often overlaps with other sciences, for example biochemistry and toxicology with biology, chemistry and medicine, biophysics biology and physics, stratigraphy with biology and geography, astrobiology with biology and astronomy. Social science also interacts with biology for example in administration of biological resources, developmental biology, biogeography, evolutionary physics and ethics.
Biology can be defined as a science that deals with things that are alive such as plants and animals (Merriam Webster, 1974).
Biology is a natural science concerned with the study of life and living organisms, including their structure, function, growth, evolution and distribution. Biology is the scientific study of living things and vital process (macroevolution.net).
Biology is the scientific study of natural process of living things (Cambridge Advanced Learner’s Dictionary and Thesaurus).
Biology is the study of life and living organisms, from one cell creatures to the most complex living organism of all the human beings. Biology includes the study of genes and cells that give living things their special characteristics.
Science is described as an organized body of knowledge; it is defined as a study of knowledge of the structure and behaviour of the natural and physical world, based on facts that can be proved. (Horrby, 2016). Science is a body of knowledge, a way of thinking in the pursuit of an understanding of nature (Abinbola and Omosewo, 2006).
Biology offered at the senior secondary school level lays a basic foundation on which other science related courses such as microbiology, medicine, pharmacy, agriculture, coursing and biochemistry are built upon in the university. It is obvious that no student intending to study these disciplines can do without biology.
These factors among others have drawn attention of researchers and curriculum planners towards biology as a subject in the school curriculum.
In biology, the first priority is to develop learners observing abilities but even in that process contemporary teaching aids have an important role. (Collahan, 2000) teaching aids are those materials used in the classroom or workshops for instruction or demonstration purposes, by students and teachers (Ibencme, 2000). Teaching aids are those materials that help the teacher explain better knowledge and help the students understand. It is like the picture of the lesson. (Biobinhi, 1999
A Chinese adage says what I hear I forget, what I see I remember, what I do I understand. Individuals are prone to forgetfulness and hold on more to memories of things they have seen than heard. Motivation is almost everything in teaching and learning process, every individual whether teen or adult is more attentive to practical knowledge, the use of teaching aids can motivate and capture the student’s interest in what you are teaching. Aggarwal, J. C (2009).
- Visuals: These are aids that use the actual vision like maps, charts, objects, pictures, models, flash cards, chalks board, projectors, slides, bulletin boards of all the, chalkboard is the most used sometimes picture.
- Audio: These aids uses only the students sense of hearing examples of such are films, television, DVDs, film strips etc.
- Audio-Visuals: Theses aids combine both the vision and hearing senses and always give a more vivid picture example are films the type of teaching aid uses will also depend largely on the level and age of students.
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