Effect of Overlay Technique of Multimedia Projection on Biology Achievement of Non-Science Student of Different Scientific Literacy Levels in Polytechnics in Anambra State, Nigeria.
Abstract
The relevance of science to life and society, made the National Board for Technical Education (NBTE), to stipulate in the polytechnic curriculum that non-science students should offer general courses in sciences.
Biology is one of the sciences they are expected to study and pass before graduation. Biology is the study of living things and their relationship with one another and with the environment.
It equips the students with useful knowledge that enables them to face challenges before and after graduation. It has been observed in polytechnics that more students enroll in non science disciplines than in science disciplines and that they consistently perform poorly in biology.
Inappropriate teaching technique was one of the several reasons given for students’ poor achievement in biology. This study investigated the effect of Overlay Technique of Multimedia Projection (OVMP) on the achievement in biology of non-science students of different scientific literacy levels in Nigerian polytechnics in Anambra State.
It examined the influence of gender on students’ achievement in biology. The interaction effects of projection technique and scientific literacy as well as gender were also examined.
Table of Contents
TITLE PAGE i
CERTIFICATION ii
APPROVAL PAGE iii
DEDICATION iv
ACKNOWLEGEMENTS v
TABLE OF CONTENTS vii
APPENDICES x
LIST OF TABLES xii
LIST OF FIGURES xiii
ABSTRACT xiv
CHAPTER ONE: INTRODUCTION
Background of Study 1
Statement of the Problem 11
Purpose of Study 12
Significance of Study 13
Scope of Study 15
Research Questions 16
Hypotheses 16
CHAPTER TWO: REVIEW OF LITERATURE
Conceptual Framework 18
Biology in the curriculum of Polytechnic 18
Concept of Multimedia 22
Projection Technique 28
Concept of Scientific Literacy 33
Concept of Gender 39
Theoretical Framework 43
Cognitive theory of multimedia 43
Review of Empirical Studies 48
Effect of Multimedia and Modes of Media Presentation on achievement 48
Studies on Scientific Literacy 58
Studies on Gender Related Differences in Science Achievement 64
Summary of Literature Review 68
CHAPTER THREE: RESEARCH METHOD
Design of Study 71
Area of Study 73
Population of Study 73
Sample and Sampling Technique 73
Development of Instructional Materials for the Study 74
Instruments for Data Collection 77
Biology Achievement Test 77
Scientific Literacy Test 77
Validation of the Instruments 78
Reliability of the Instruments 79
Item Analysis 80
Scoring of Instruments 81
Training of Research Assistants 82
Experimental Procedure 84
Control of Extraneous Variables 86
Method of Data Analysis 89
CHAPTER FOUR: PRESENTATION OF RESULTS
Summary of Findings 102
CHAPTER FIVE: DISCUSSION, CONCLUSION, IMPLICATIONS AND RECOMMENDATIONS
Discussions of Results 103
Conclusion 111
Implications of the Result 112
Recommendations 114
Limitations of Study 115
Suggestions for Further Study 115
Summary of Study 115
REFERENCES 118
Introduction
1.1 Background of Study
Science is a great enterprise which a nation depends on in order to move forward technologically and economically. The role of science in this modern era of technology is wide and profound.
That is why science is receiving much emphasis at all levels of our educational system.
The National Policy on Education (Federal Republic of Nigeria, 2004) emphasized the teaching of science at all levels in order to cultivate and develop in the minds of children the spirit of scientific and reflective thinking so that a great and dynamic economy could be built.
Science learning is expected to produce individuals that are capable of solving their problem as well as those of the society (Nwagbo & Chukelu, 2011). The actualization of the stated objectives in the National Policy on education rests on the education sector, particularly the school with teachers being the actual actors (Udofot, 2005).
The significance and relevance of science to life and society is not in doubt. This made the National Board for Technical Education (1999) to reemphasize the teaching of science to non-science students in Polytechnics, in such a way that students will acquire fundamental knowledge in science to enable them to apply science to practical life.
The polytechnic education is a non-university tertiary education, offering a variety of technical, technological and business programmes at the National Diploma (ND) and Higher National Diploma (HND) levels leading to the acquisition of practical and applied skills as well as basic scientific knowledge.
So far, the polytechnic has expanded its scope to become involved in both research and development in wider areas of science and technology.
References
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Akabuogu, J. U. (2006). Influence of Gender on Secondary School Students’ Achievement in Reading Comprehension. Delsu Journal of Educational Research and Development, 5(1), 107-113.
Alexander, O.E (2005). An investigation into the Implementation of Computer Assisted Education (CAE) in the Under-privileged areas of Eastern Cape: A Case Study of Butherworth High School. Unpublished Ph.D Thesis. University of Pretoria.
Ali, A. (2004). Experimental Design Controls. Jos: Ajibola Books Co
Ali, A. (2006). Conducting Research in Education and the Social Sciences. Enugu: Tashiwa Networks Ltd.
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