Biology as a Subject in Nigerian Secondary Schools

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CHAPTER THREE RESEARCH METHODOLOGY AND PROCEDURE

Research Design

The study adopted a mixed method research approach of quantitative and qualitative nature to achieve the objectives of the study.

Quantitative Research Design

The research design that was used for the quantitative research was quasi experimental non-randomized pre-test post-test control group design.
In quasi experimental design intact groups or classes are used and members are not assigned to the groups and classes randomly (Ary, Jacobs, Sorensen (2010).The design takes this form;
The broken line indicates that there was no randomization. Three intact classes where used.
1Pre-test, Experimental Group: (BAT)
3Pre-test, Control Group: (BAT)
4Post-test, Control group: Biology Achievement Test (BAT)
5Experimental    Group:    They  were     taught   Chemical (TOSUCC) (for four (4) weeks).
6Control Group: No Treatment.
7(BAT) Concepts

Validity of the Instruments

Validity was defined on the extent to which an instrument measured what it claimed to measure (Ary, Jacobs, and Sorensen, 2010). The drafts of the test items for both cognitive tests and interview schedule were given to six experienced integrated science, chemistry and biology teachers for content validation based on the research tables of specification shown above. This was for the Validators check for necessary corrections, amendment for content relevance, correctness and clarity. Some items were deleted and some others were modified on the consensus recommendations of the Validators and the amended versions were sent to the supervisor for approval in line with content, predictive and face validity requirements of the items.

Reliability of the Instruments (TOSUCC)

Reliability of a measuring instrument is the degree of consistency with which the instrument can produce stable results or measures whatever it is expected to measure (Ary Jacobs, and Sorensen, 2010). The test instrument were administered to SS2 (Senior Secondary Two) students of college of Education, Model Secondary School, Agbor in Ika Local Government Area of Delta State, Nigeria, to determine the reliability of the instrument in a pilot study. This school was not used in the main research study. The cognitive tests, Test of Students’ Understanding of Chemical Concepts (TOSUCC) and Biology Achievement Test (BAT) were subjected to reliability tests using Kuder-Richardson formula 20 (K-R20) with data generated from the pilot study.

Administration of Test Instruments

After the permission of the principals, students were given the consent form to fill out. Before the administration of the instrument, the research assistants used for the study told the students the purpose and importance of the tests and encourage students to complete it to the best of their ability. The researcher and the research assistants administered a cognitive pre-test on the students and then carried out the intervention of specially teaching the selected relevant chemical concepts as a deliberate approach for foundational conceptual understanding for four weeks of two teaching periods each. The chosen topics were physical and chemical change, elements, compounds, mixtures, valency, chemical symbol, chemical formula, simple equation, atomic structure using a tailor-made lesson plans on Chemical Concepts (Appendix I). Chemical concepts were taught in the first two weeks of the intervention, followed by teaching the same experimental group members the samebiochemical topics in the last two weeks of the intervention periods as taught to the control group who were taught for four straight weeks but not given any special teaching on chemical concepts. The biochemical topics taught to both groups were photosynthesis, respiration, diffusion and osmosis, carbohydrates, proteins, fats and enzymes based on the Lesson plans on Biochemical concepts or topics (Appendix II). The post-test was administered by the researcher with the help of the research assistants at the end of the four week-intervention period.
As part of mixed method approach adopted in this study, a qualitative research that explores for in-depth understanding of phenomena/events in order to advance reasons for observations made was used. This was by making use of unstructured data collected with unstructured interview questions (Appendix xiv). The researcher with the assistance of two research assistants trained for the purpose of this study interviewed each of the two teacher- and four student-respondents for a period of between ten to twenty minutes. The research assistants were trained by the researcher based on the Training Package for Research Assistants (Appendix XII) developed by the researcher and scrutinized by the study supervisor. The interviews were tape recorded with the permission of the respondents. The researcher also took notes while conducting the interviews. The data collected from the respondents were then transcribed into field notes.

CHAPTER ONE: INTRODUCTION
1.1 Background of the study
1.2 Statement of the Problem
1.3 Research Questions
1.4 Hypotheses
1.5 Purpose of the Study
1.6 Significance of the Study
1.7 Scope and Delimitation of the Study
1.8 Operational Definition of Terms
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Conceptual Framework
2.2 Prior knowledge
2.3 Students assessment in science
2.4 Biology as a Subject in Nigerian Secondary Schools
2.5 Some Factors Affecting academic Achievement in Biology
2.6 Biochemical Topics/Chemical concepts and Conceptual Understanding
2.7 Challenges of Teaching Biochemical Topics
2.8 The Place of Integrated Science in the Nigerian Educational System
2.9 Past Studies on Conceptual Achievement in Science
2.10 Appraisal of Reviewed literature
CHAPTER THREE: RESEARCH METHODOLOGY AND
PROCEDURE
3.1 Research Design
3.2 Population of the Study
3.3 Sample and Sampling Technique
3.4 Instrumentation
3.5 Administration of Test Instruments
3.6 Method of Data Analysis
CHAPTER FOUR: DATA ANALYSIS, RESULTS AND
DISCUSSIONS
4.1 Descriptive Statistics on Group, Gender and Location
4.2.Hypothesis One
4.3 Qualitative Data Analysis for the Study
4.4 Discussions
CHAPTER FIVE: SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS 
5.1 Summary of the Study
5.2 Research Findings and Conclusion
5.3 Implications of the Study
5.4 Contributions of the Study to the Body of Knowledge
5.5 Recommendations
5.6 Limitations of the study
5.7 Suggestions for further studies
References
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THE EFFECTS OF CHEMICAL CONCEPT UNDERSTANDING LEVEL ON STUDENTS’ ACHIEVEMENT IN BIOCHEMICAL TOPICS