An Assessment of the Usage of Computer Application in the Teaching and Learning of Mathematics

CHAPTER ONE

INTRODUCTION

Background to the Study

A catch phrase in education today is Information Communication and Technologies (ICT) use. The rapid growth in ICT have brought remarkable changes in the twenty-first century, as well as affected the demands of modern societies. The call to integrate ICT in education has become a major concern to many countries all over the world. Until recently, the primary teaching resources available to teachers were the books in libraries. However, ICT has provided a new kind of support for instruction through the development of facilities that supports the teaching and learning process. Integrating technology in classroom instruction ensures greater motivation, increases self-esteem and confidence, enhances good questioning skills, promotes initiative and independent learning, improves presentation of information/outputs, develops problem solving capabilities, promotes better information handling skills, increasing focus time on task, and improves social and communication skills.

Several studies have revealed that ICT plays important role in teaching and learning mathematics. For instance, Becta (2003) assert that the use of technology in mathematics classroom allows the students to focus on strategies and interpretation of answers rather than spend time on tedious computational calculations. ICT use in mathematics instruction assists the learner in visualizing the process and concept role of symbols, which reaches great heights in calculus (Tall & Ramos, 2004). Ittigson and Zewe (2003) also opine that technology improves the way mathematics should be taught and enhances students understanding of basic concepts. It deemphasizes algorithmic skills resulting in an increased emphasis on the development of mathematical concepts.

Integrating ICT tools such as computers and scientific calculators in mathematics instruction have the potential to change pedagogical approaches radically and to improve individual student learning outcome by transforming the classroom social practices (Forgasz & Prince, 2004; Goos, 2005). It is therefore essential for government to introduce mathematics teachers to use ICT tools in teaching and also urge students to use ICT tools in learning mathematics. This will enable the students to better understand the mathematical concepts taught. It is against this background this study aims to assess the usage of computer application in the teaching and learning of mathematics in secondary schools in Nigeria.

Statement of the Problem

Education stakeholders and policymakers must make a remarkable step towards the introduction of ICT in all secondary schools in Nigeria that will contribute to knowledge production, communication and information sharing among students and teachers in the school system. Recently in Nigeria, there has been a sudden increase in computer laboratories at all levels of the school system and this testifies to the potency of the use of ICT in education delivery. Furthermore, ICT has currently become a compulsory (core) subject for every secondary school students in Nigeria. Pre – service mathematics teachers are trained to integrate ICTs in the teaching and learning of mathematics with practicing teachers been trained through workshops (to promote acquisition of technological pedagogical content knowledge (Mishra & Koehler 2006) in Ghana and this is what Nigeria must emulate. With such an increased emphasis on ICT and a large investment in its infrastructure, teachers are expected to be competent and effective in using it. However, with teachers’ increasing knowledge of and familiarity with ICT and there being infrastructure to support it, many mathematics teachers are still not effectively and efficiently integrating ICT into their teaching (Buabeng-Andoh, 2015).

Evidence from other countries in the world, however, reveals that such commitments and investments in ICT in education do not lead to technology adoption (Gulbahar, 2007). Rather, technology adoption in educational settings is a complex process that is influenced by many other factors such as teacher-level, school-level, and system level factors (Balanskat, Blamire & Kefalla, 2006). Sherry and Gibson (2002) argued that technological, individual, organizational, and institutional factors should be considered when examining technology adoption in educational systems. There has been quite a number of research to investigate Nigerian mathematics teachers and students’ use of technology in teaching and learning and the factors that support or inhibit their effective integration into classroom practices (Boakye and Banini, 2008; Omollo, 2011, Agyei and Voogt, 2011). However, Mereku, et al., (2009) asserted that for Ghana, and Africa as a whole, to be able to fully integrate ICT into teaching and learning there is the need for frequent collection and analysis of data on ICT usage. It was therefore essential to conduct an empirical study to assess the usage of computer application in the teaching and learning of mathematics in secondary schools in Nigeria.

Objectives of the Study

The main objective of the study is on Assessment of the Usage of Computer Application in the Teaching and Learning of Mathematics among the secondary Schoolsa

The study were guided by the following specific objectives:

  1. To Find out Mathematics teachers’ preparedness in using computer application to teach Mathematics skills;
  2. To investigate computer application integration in teaching  mathematical computation, problem solving and conceptual understanding of mathematics;
  3. To Identify the accessibility of available computer application facilities to teachers and
  4. To Find out computer application technicians’ role in teaching Mathematics skills

 

 Research Questions

  1. What are the Mathematics teachers’ preparedness in using computer application to teach Mathematics skills?
  2. What are the level of computer application integration in teaching  mathematical computation, problem solving and conceptual understanding of mathematics?
  3. To what extend are the availability of computer application facilities to teachers and students?
  4. What are the usefulness of computer application technicians’ in teaching Mathematics skills?

Research Hypotheses

The following hypotheses were postulated to guide the conduct of this study;

  1. i) There is a significant correlation between the use of ICT in mathematics and academic excellence
  2. ii) There is a significant influence of usage of computers and teaching and learning mathematics

Significance of the Study

The study will be useful and will make a major contribution in providing information on the factors that affect the use of computers in teaching and learning mathematics in secondary schools. First and foremost, as the implementers of all research inputs related to academic excellence in schools, Mathematics teachers will find much assistance in the findings. The findings will provide the teachers with appropriate information on using computers in teaching and learning Mathematics in secondary schools in order to enhance the performance of their students in the subject. Secondly, students of Mathematics have a responsibility of responding to the learning activities and utilization of time for proper guidance. The findings will increase students’ awareness of the use of computers as a medium of teaching and learning mathematics which will lead to improved learning strategies with modern technology and achievement in mathematics. In addition, policy makers will use the findings to review the existing policies especially on teacher training on computer skills with a view of guiding them on using computers as a medium of teaching and learning. The findings will also assist in formulation of policy guidelines on using computers as a medium of teaching and learning in all secondary schools of not only Mathematics but other subjects as well. Also, educational administrators are charged with the responsibility of monitoring learning programmes in schools. The findings will help them to ensure appropriate and meaningful computer instructions in Mathematics and other subjects as used in secondary schools. The results will also help the Government to identify and plan administrative issues related to imports, marketing and access to computers and computer software in order to enable students’ access quality education. Lastly, the study will provide an insight into the Nigeria’s perspective of B.F. Skinner’s programmed instruction with reference to the factors affecting the use of computers as a medium of teaching and learning in the Nigerian’s education system. In addition, the study will contribute to the body of knowledge in the field of instructional technology and help stimulate further research in computer applications and other related fields.

Scope of the Study

The study was limited to a sample of schools in in Ibadan area of Lagos State because it offered a variety of schools: local government areas, schools both mixed and single (boys and girls), private schools, provincial and National schools for the study to be carried. The study focused on Mathematics teachers, principals and Mathematics students. The researcher was also familiar with the locality.

Limitations of the Study

The limitations of the study included the ever changing technology on computer hardware and software resources, inadequate literature addressing use of computers in teaching and learning of Mathematics in secondary schools in Nigeria and insufficient funds. The study only took place in Ibadan area of Lagos State due to time and money constraints. Sample size was five schools to represent the whole State.

Definitions of the terms

Computers

The concept of a computer refers to a machine that process information according to a set of instructions (Newby, Stepich, Lehman, Russell & Ottenbreit- Leftwich, 2011). In the current study the computer is used as a tool for teaching and learning of Mathematics, in particular the GeoGebra software.

School Mathematics

The term Mathematics refers to the study of numbers, equations, functions, geometric shapes and their relationships (Tapson, 1999). In this study Mathematics is a school subject that will be used for learning and teaching linear functions.

Linear function

A linear function is any function that graphs to a straight line; the function has either one  or  two  variables  without  exponents.  A  function  of    is linear if it can be expressed  in  the  ,  where  m  and  b  are  constant  and    is the dependent variable (Tapson, 1999). In this study the concept of linear function is taught using GeoGebra software. This software will allow the learners to  draw graphs and to find properties of graphs and functions.

Learner attitude

An attitude is someone‘s opinion or feeling about something (Rundell, 2002).

In this study attitude refers to an opinion or feeling that learners indicates on Likert- type opinion statement. Learners were asked to state their level of agreement on the questionnaire, after using computers for the learning of linear functions in Mathematics.

ICT Integration

Use of ICT in support and enhancement of attainment of curriculum objectives engaging students in meaningful learning.

Teaching Pedagogy

The methodology used in teaching a particular skill or value by a teacher

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Prospects of biology education in the development of tertiary education

Prospects of biology education in the development of tertiary education

CHAPTER ONE/INTRODUCTION

BACKGROUND OF STUDY

The term biology is coined from two Greek words “bios” meaning life and “logos” meaning to study, and this simply defined as the study of life or the study of  plants and animals Michael (2015) . According to oxford Oxford Science Dictionary  biology is the study of living organisms, and these includes structure (gross and morphological), functioning, origin and evolution, classification, interrelationship and distribution. Biology as pointed by Nakano Nakona (2017)  is the science that deals with the study of living things, since it is the study of living things there are certain recognizable characteristics by which living things which includes; movement, death, respiration, growth, excretion, irritability, reproduction, and nutrition. Chukunyerenmuwa Chukunyerenmuwa (2013)  asserted that, biology remains one of the basic sciences whose teaching and learning is universally known to be efficient and successful, if only undertaken simultaneously with the help of adequate instructional resources and facilities. Biology plays a vital role in the field of biochemistry, genetics, physiology and anatomy, ecology, medicine Olutola et al., Olutola et al  (2016)  and molecular biology and as such biology has been made a central focus in some human activities including being a solution to the problem of food scarcity, health, hygiene, family life, poverty eradication, management and conservation of natural resources, biotechnology, ethics, various social vices and as well lack of appropriate infrastructural materials. Aina Aina (2013)  stated that, biology education is important to any growing economy like Nigeria. Many graduate of biology education are self employed and employers of labour; many owned schools for themselves where people works and earn their living while some are into fish business.

Science is an intellectual activity encompassing the systematic study of the structure and behaviour of the physical and natural world through observation and experiment. Merriam-Webster (2016) defines science as the knowledge about or study of the natural world based on facts learned through experiments and observation. The National Academy of Sciences (2008) cited by Hohenberg (2010) defined science as the use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through its process.

 

Science, as taught in secondary schools, is divided into; natural science, physical science and social sciences. Sometimes, it is discussed under pure and applied science and covers such subjects as physics, chemistry, biology, etc. Of these subjects, biology is the only one that cuts across and concerns all students. Unlike physics and chemistry for instance, biology is the only science subject offered by all students in science class.

This implies that biology occupies a very sensitive position in medical science and other related disciplines. This informs several efforts geared towards studying biology at secondary school level of education. Hence, it is one of the science subjects a student must pass so as to offer some science courses at tertiary level of education (Akinfe, Olofinniyi & Fashika, 2012).

 

Science education comprises three subjects namely biology, chemistry and physics which are combined with education and over the year there has been low enrolment of these courses in our institutions as identified by ; causes of this low enrolment include society disdain, mockery of teacher and low prestige of teachers .Interestingly, as important as these courses are, students’ performance has not been encouraging in them and this is worrisome and called for investigation .

Biology education is very important for any growing economy like that of Nigeria. About 70 percent graduates of biology education are self employed and employers of labour (Okenyi, 2012). Many graduates of biology education also own schools of their own where people work and earn their living while some are into fishery business. These contributions of biology to the Nigerian’s economy will be highly improved through analyzing the challenges and prospects of biology education in Nigeria.

 

Biology deals with the study of many varieties of lives. It is a natural science concerned with the study of living organisms including their structure, function, growth, distribution and taxonomy (Magna, 2002). Biology is the study of the structure, function, heredity and evolution of all living things: micro-organisms, fungi, plants and animals. However, despite the broad scope of biology, there are certain general and unifying concepts within it that govern all the studies and researchers that consolidate it into simple and coherent field. In general, biology recognizes the cell as the basic unit of life, genes as the basic unit of heredity, evolution as the engine that propels the synthesis and creation of new species. It is also understood today that all organisms survived by consuming and transforming energy and by regulating their internal environment to maintain a stable and vital condition. Sub-disciplines of biology are defined by the scale at which organisms are studied, the kinds of organisms studied and the methods used to study them. For example Biochemistry examines the rudimentary chemistry of life, molecular biology studies the complex interactions among biological molecules:- Botany is the study of the biology of plants: cellular biology which examines the basic building-blocks of all life cells, physiology which examines the physical and chemical functions of tissues, organs and organ systems of an organism. Evolutionary biology, examines the processes that produced the diversity of life: Ecology examines how organisms interact in their environment: Zoology, the study of animals: Pathology the study of disease of plants and animals and methods of controlling them. Entomology, the study of insects: Algaelogy which is the study of algae, parastology, the study of parasites and microbiology the study of microorganisms. Biology Education therefore is education in biology which generally aims at training individuals to understand himself or herself, the parts of his or her body and how the body parts function. Hence, the application of principles of education in teaching and learning of biology is known as biology education. It is the art of teaching and training in order to inculcate or transfer the knowledge of biology to students .It is against this background that this study investigates the Prospects of biology education in the development of tertiary education

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EFFECT OF AVAILABILITY AND USE OF LABORATORY ON STUDENTS PERFORMANCE IN SCIENCE SUBJECT

EFFECT OF AVAILABILITY AND USE OF LABORATORY ON STUDENTS PERFORMANCE IN SCIENCE SUBJECT

CHAPTER ONE

INTRODUCTION

Background of the Study

Science had been of great importance internationally for sustainable and socio-economic development as well as for technological advancement of nations. Knowledge of science and technology is therefore a requirement in all countries and needed by all people globally due to numerous challenges that are facing them. These challenges include emergencies of new drug resistant diseases, effects of genetic experimentation and engineering, ecological impact of modern technology, dangers of nuclear war and explosions and global warming among others (Alsop & Hicks, 2001; Minishi, Muni, Okumu, Mutai, Mwangasha, Omolo & Munyeke, 2004). This had resulted to rapid changes taking place in medicine, industry, communication, and agriculture. Science as an agent of development plays an important role in bringing about these changes through technological advancement, national wealth enhancement, health improvement and industrialization (Validya, 2003), this is why scientific and technological breakthrough is usually the goal of any developing nation like Nigeria. The emphasis on teaching and learning of science is on ensuring that teachers not only teach the process of science but also are able to subject scientific concepts to the sensory experience of the learners. By this, the ‘hands’ and ‘minds’ of learners must be on scientific activities such that learners will be able to learn actively and thereby participate in knowledge construction In essence, the focus is on activity based science lesson which entails both best classroom and laboratory practices.

This direction of teaching and learning of science subjects in schools is viewed to lead students to acquiring the required science process skills, life skills and competence as enshrined in the revised edition of (National Policy on Education (NPE) (FRN, 2013) National core curricular for Biology, Chemistry, Mathematics and Physics etc. However, the eorts of teaching in achieving the goals of NPE 2013, the Millennium Development Goals (MDGS), EFA, Science Education for all, NEEDS, Vision 20:2020 faces great challenges.

The challenges facing science teaching and learning includes the use of teacher-centered approaches to teaching, lack of adequate and relevant instructional materials, inadequate classroom and laboratories and laboratory equipment etc. Laboratory equipment etc. Laboratory is at the center of scientific studies and/or science so long as science remains both a product and process. The availability of laboratory equipment, facilities and materials play a vital role in determining the extent of best laboratory practices that will ensure acquisition of science process skills and competence in science concepts by the learners. According to Abimbola (2001) one major aspect of Science education that is of great concern is in the area of availability and effectiveness of use of specialized and relevant science equipment, facilities and instructional materials. The school laboratories that are well designed, stocked and safe for teaching and learning of science ensure active practical exercises (Katcha, 2005). Laboratory work is an indispensable part of science instruction, and no effective science education can exist without practical work (Udo, 2010). Laboratory practical’s are dependent on the level of equipping of the laboratory with relevant instructional materials and the ability of the teacher to effectively and efficiently utilize them. The challenges often faced in doing practical’s in inadequately equipped laboratories has led teachers to separate science lessons into practical and theory lessons or classes and or shifting practical work until the second term of the final year (Ekpo, 1999). According to Ekpo any effort to separate Science into practical and theory lesson account to perpetuating the dichotomy and this is antithesis of what science is.

Statement of the Problem

The persistent low level of senior secondary school students’ achievement in science at the various public examinations in Nigeria have continue to attract the attention of major stakeholders in education. Performance of students in science has consistently been poor and unimpressive. Despite all the considerable eorts made by stake holders at various levels, very little improvement in students’ achievement has been recorded. Available data from the two public examination body’s i.e [the West African Examination Council (WAEC) and National Examination Council (NECO)] in their appraisal report on SSCE indicates that, there was a downward trend in performance in Nigeria. Available records shows that from 2008 to 2012, there was a negative trend in the performances of students in the three sciences subjects with the average performances of 56.01% in Physics, 46.30% in Chemistry and 37.27% in Biology, this is in addition to an increasing failure rate in Biology and Chemistry (Sakiyo and Badau, 2015). It was generally observed that performance of candidates in WASSCE in the Nigeria in the subjects and for the period reviewed was not quite impressive except in Government where most of the candidates in Nigeria had credits and above. The main reason for this failure is because the learning and practice of science cannot be achieved in the environment which does not give emphasis on practical and hands on activities in schools. Students are supposed to do both theory and practical learning activities. Nevertheless, since science is an activity based subject, its effective teaching and learning cannot be feasible unless it is enriched with practical activities. Practical activities must occupy greater part of the time allocated to science subjects than the chalk and talk method of teaching the theoretical aspects. This study therefore intended to assess the availability and use of laboratory on academic performance.

Purpose of Study

The purpose of this study is to carry out Availability And Utilization Of Science subject Laboratory Materials In Secondary Schools In Jos South L.G.A, Plateau State

 Specifically, the study intends to:

1)         identify laboratory resources available for effective teaching and learning of science subject in secondary schools in Jos South L.G.A, Plateau State

2)         determine the adequacy in the provision of these laboratory resources in secondary schools in Jos South L.G.A, Plateau State.

3)         determine the extent to which teachers utilize laboratory resources in secondary schools in Jos South L.G.A, Plateau State

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CORRELATIONAL STUDY OF ACADEMIC PERFORMANCE OF PUBLIC AND PRIVATE SENIOR SECONDARY SCHOOL STUDENTS IN BIOLOGY IN PUBLIC EXAMINATION

INTRODUCTION

The goal of teaching science is to increase people’s scientific literacy and make the world a better place. It is essential to acquire a fundamental understanding of science since it is a source of both personal pleasure and excitement. The world is confronted on a daily basis with challenges that need the application of scientific ideas in order to have an informed discourse, management, and sharing of resources such as air, water, and vegetation (Ellis, 2010).

According to Akporehwe and Onwiodukit (2013), the relevance of Science and Technology Education as a facilitator for sustainable development was highlighted during the World Summit on Sustainable Development (WSSD) in 2002. As a matter of policy, the government of Nigeria has required that universities accept candidates in a ratio of 60:40 in favor of scientific courses. This was done in recognition of the crucial relevance of science in the process of national development. The success of students is the single most essential criterion to consider when measuring the advancement of science via education.

According to Obemeata (1995), the level of success that secondary school students have in subjects like science and mathematics is a major factor in determining whether or not educational efforts to advance technology are successful. According to Olatoye (2002), scientific education lays the framework for employment in science-related professions by acquainting students with specific knowledge, talents, and attitudes. This is accomplished through teaching students about specific topics.

According to Ogbonna (2007), the scientific community now commands respect on a global scale; as a result, the teaching of scientific concepts has merited a prominent place in the curricula of all educational levels. Both public and private schools are examples of institutions that are owned and operated by third parties. Private schools in Nigeria may be owned by people, groups, or organizations, in contrast to the public schools that are held by the federal, state, and local governments in Nigeria. According to Berkeley Parent Network (2009), there is a significant amount of variation across private schools, and the level of parental involvement varies significantly from one private school to the next.

It is of the utmost importance to a parent that their kid attends a private school that offers amenities that are suitable for the requirements of their particular household. It is the duty of parents to provide financial support for their children’s educational endeavors.Download Full Material-N5000