Exploring Annotated Drawing For Improving Nigerian Secondary School Students Achievement in Genetics

Abstract

The search for ways to bring about effective teaching and learning of biology in secondary schools has provided the impetus for this study. Therefore, the study investigated the effect of annotated drawing on the understanding of genetics by secondary school biology students. 110 secondary school students drawn from two intact classes constituted the sample for the study. Quantitative and qualitative methods were used to collect data using the research questions raised and hypotheses formulated for the study. A Genetics Achievement Test (GAT), a 50-item multiple choice test was used to collect quantitative data and an Interview Schedule (IS) was employed to elicit responses which constitute data for the qualitative method. A reliability coefficient of 0.82 was obtained for the GAT using the split-half method. Findings revealed that annotated drawing strategy had a significant positive effect on students understanding and achievement in genetics, male and female students alike benefited from the strategy. The analysis of data also showed that students had some misconceptions in biology which hitherto, hindered their understanding of genetics concepts. Suggestions elicited from biology students on how they could be assisted to learn biology and indeed, genetics meaningfully were obtained from their responses on the Interview Schedule (IS). Implication of the study included that, when appropriate instructional strategies are employed in the dissemination of science knowledge in the classroom, students' understanding of concepts and learning become meaningful.

Instructional Materials as Correlates of Students’ Academic Performance in Biology in Senior Secondary Schools in Osun State

“…A lot has been written to show the indispensable role of materials in curricular implementation (Onyejemezi,[7], Ogunranti, [8], Afolaju, [9]). These authors points out that instructional materials increase the rate of learning; save the teacher time and effort, increase learners interest and facilitate retention of what is learned.…”

Instructional Media and Management of Elementary Schools Education in Kwara State, Nigeria

“…Results of hypothesis two analysis revealed that there is no significant difference between non-projected visual and management of elementary education. This finding is germane to Danmole and Lameed (2017) that non-projected visual bring learners face to face with world so as to achieve educational goals. This finding agreed with Onasanya and Omosewo (2011) that use of nonprojected visual improved students understanding and led to high academic achievement.…”

Enhancing Science Achievement Utilising an Integrated STEM Approach

“…Sanders (2009) advocated that STEM education should include the objectives of at least one STEM subject, suggesting a science or mathematics learning objective in engineering or technology as an instructional medium and thus, the present study considered genetics as the science instructional content. Recent developments in the field of genetics, such as genetically modified organisms and cloning, have raised fundamental educational, ethical and financial questions and thus, the present generation of students need to equip themselves with a comprehensive understanding of genetics (Danmole & Lameed, 2014). However, the literature has revealed that teachers and students experience difficulties in teaching and learning genetics (Agboghoroma & Oyovwi, 2015;Atilla, 2012;Williams, Montgomery, & Manokore, 2012).…”

“…Therefore, learning of genetics from a traditional approach, as observed in many classrooms, could have contributed to these learning difficulties. Based on these findings, students' achievement in science (genetics) continues to be unacceptable (Danmole & Lameed, 2014). Accordingly, because of its multidisciplinary nature, the ISTEMA could provide an efficient way to study genetics.…”

“…ISTEMAs are generally characterised by group discussions, hands-on and mindson activities to create concrete genetic processes, thereby increasing the likelihood of improving students' academic achievement in genetics (Galloway & Anderson, 2014;Mandusic & Blaskovic, 2015). Danmole and Lameed (2014) examined the effects of hands-on activities on genetics achievement amongst secondary school students through annotated drawings. Tests on genetics and student interviews were utilised to collect data.…”