RELATIVE EFFECTS OF TEACHER – DIRECTED AND STUDENT – DIRECTED INSTRUCTIONAL STRATEGIES ON STUDENTS’ ENVIRONMENTAL KNOWLEDGE IN BIOLOGY
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RELATIVE
EFFECTS OF TEACHER – DIRECTED AND STUDENT – DIRECTED INSTRUCTIONAL STRATEGIES
ON STUDENTS’ ENVIRONMENTAL KNOWLEDGE IN BIOLOGY
CHAPTER ONE
INTRODUCTION
1.0
BACKGROUND OF THE STUDY
Mankind’s
encounter with the environment is as old as man himself. Since the evolution of
man on the earth he has been dependent on the very nature and reality of his
environment. Initially the needs of man were limited and small; therefore, his
activities did not really affect the environment. But slowly human being
settled down and civilized himself and learnt to cultivate. Over recent
decades, global problems relating to degradation of natural resources and pollution
have increased dramatically (Larijani, 2010). Natural resources are depleted by
excessive use which in fact begs for better and more understanding of it.
The
Environment is the sum total of all conditions and influences of the
development of the life of human beings and other organisms (Hema & Jamal,
2004). It includes air, water, land and dynamically the interrelationship that
exists between these and human beings; other living creatures, plants,
microorganisms and property (Hema & Jamal, 2004). The word environment
embraces the conditions or influences under which any organism or thing exists,
lives or develops. All these may be placed into three divisions such as the set
of physical conditions affecting and influencing the growth and development of
an individual and community; the social and cultural conditions affecting the
nature of an individual or community; and the surroundings of an inanimate
object of intrinsic social value (Gilpin, 1995). Therefore, environment
includes all the conditions, circumstances and influences surrounding and
affecting an organism or a group of organisms (Trivedi & Raj, 1992). So, it
may be stated that the concept of environment in its totality is a complex one,
far ranging in its implications and challenging to our understanding.
However,
over the last 50 years, environmental awareness, education or knowledge as the
case may be, has been one of the main interests of school organisations, local
communities, the private sectors and local governments (Monroe, Day, Grieser
& Green, 2000). These organisations have been demanding that schools should
include such in the curriculum of education. Many authors name the 1960s as the
decade when Environmental Education started to develop in response to the
world’s growing awareness about environmental problems (Monroe et al, 2000).
Others believe that Environmental Education grew from the movement that existed
from the beginning of the last century such as nature study, conservation and
outdoor education (NACD, 1998).
One of the
most widely accepted definitions of Environmental Education was given in the
Tbilisi Declaration which was developed at the international conference of
environment educators, sponsored by UNESCO in 1977. Environmental education was
defined there as “learning process that increase people’s knowledge and
awareness about the environment and associated challenges, develops the
necessary skills and expertise to address the challenges, and fosters attitude,
motivations, and commitments to make informed decisions and take responsible
action” (UNESCO, 1978). According to this declaration, environmental education
is seen as a life-long process that is interdisciplinary and holistic in nature
and application. It concerns the interrelationship between human and natural
systems and encourages the development of an environmental ethic, awareness,
understanding of environmental problems, development of critical thinking and
problem solving skills. MacGregor (2003) believes that the Tbilisi definition
was based on the definition developed by Stapp, Swan, Wall & Havlick.
(1969), because William Stapp influence in creating and shaping the Tbilisi
Environmental Education conference (Bartosh, 2003).
The term
environmental awareness or knowledge has a broad meaning. It not only implies
knowledge about environment but also values and necessary skills to solve
environmental problems. Moreover, environmental awareness is the initial step ultimately
leading to the ability to carry on responsible citizenship behaviour (Sengupta,
Das & Maji, 2010). Environmental education is a process of identifying
values and clarifying concepts in order to develop skills and added tools
necessary to understand and appreciate the inter-relationship among man, his
culture and his bio-physical surroundings.
A number of
research works have been taken up in this respect (Banerjee & Das, 2014).
But being a location specific issue, research on environmental education should
be undertaken in different parts of a country for developing a clear
understanding and perspective of the issues involved. Rajput et al. (1980),
made an attempt to identify the awareness of children of primary level, towards
the scientific and social environment. The study revealed that only one of the
four group (2 schools X 2 Class) were significantly different on Environmental
awareness at pre-test stage, whereas at the post test stage two experimental
group were significantly better than the control group. Paramjit
(1993)conducted a study on “Environmental Awareness among the student of
Different Socio-Economic status”. The finding revealed that environmental
awareness was more among boys of better socio-economic status whereas among
girl, it was observed that the girls of lower socio-economic status had more
environmental awareness as compared with boys. Study of Sebastian & Nima
(2005)showed that science students have more awareness of biodiversity and its
conservation than other students. Fisman, (2005), Study Showed that the local
environmental awareness found only among students living in high socio-economic
neighbourhoods.
As
aforementioned environmental knowledge is an ongoing process in our lives and
is influenced by family, school and societal factors. The major aim of
environmental education is to increase individuals’ environmental awareness and
sensitivity; this can improve one’s standard of living by fostering a healthier
and safer environment (Altin, Bacanli, & Yildiz, 2002).
There has
been a variety of research on environmental education. For example, Kuhlemeier,
Van Den Bergh, & Lagerweij (1999) studied more than 9,000 ninth grade
students in 206 individual Dutch secondary schools about their environmental
knowledge, environmental attitudes and environmentally responsible behaviours.
Students were generally willing to make financial sacrifices and apply
environmentally responsible behaviour in their daily lives. While nearly half
of the students had a high level of positive attitudes toward the environment,
all students had incorrect and/or insufficient knowledge about environmental
problems and inadequate environmentally responsible behaviour in general.
Similarly,
Pe’er, Goldman, & Yavetz (2007) examined the attitudes, knowledge and
environmental behaviour of 765 first year students in three teacher training
colleges in Israel. They reported that students’ attitudes toward environment
were positive, but their environmental knowledge was limited.
Students
environmental attitudes may differ based on several variables such as grade
level, gender and socioeconomic level, though there does not appear to be a
consensus (Sama, 2003; Erol & Gezer, 2006; Ulucinar Sagir, Aslan, &
Cansaran, 2008; Carrier, 2009; Coertjens, Boeve-de Pauw, De Maeyer, & Van
Petegem, 2010). For example, Sama (2003) stated that the university students’
grade levels, whether their first year or final year, did not have any impact
on their environmental attitudes; yet, there was a significant difference in
the attitudes of the students in the department of foreign languages.
The study
results of Uzun & Saglam (2005) revealed that there was a significant
difference in the average environmental consciousness among the socioeconomic
status of 258 high school students: The middle socioeconomic group showed more
environmental consciousness than the high and low socioeconomic groups. Erol
& Gezer (2006) illustrated that 225 prospective elementary school teachers
often had weak attitudes toward the environment and environmental problems.
Students’ environmental attitudes changed with age, and girls had better
attitudes toward to environment than boys. Students’ environmental attitudes
did not change with their fathers’ occupation, parent education level or their
socio-economic status. The study of Ulucinar Sagir et al. (2008) reported that
there was no significant difference between males and females or among the
students’ environmental knowledge with regard to their parents’ education
levels.
Toili (2007)
found that few students within 22 secondary schools in Kenya participated in
civic activities dedicated to improving the quality of their communities’
environments. Many students expressed that insufficient environmental awareness
contributed to their lack of enthusiasm or even to their ability to make a
difference. Therefore, an environmental education curriculum that promotes
environmental knowledge and environmental issues and/or problems would be quite
beneficial in meeting the needs of its students and their communities.
An effective
environmental education requires qualified teachers with adequate knowledge. If
the teacher lacks sufficient knowledge and responsibility, then environmentally
illiterate students cannot be trained (Cabuk & Karacaoglu, 2003; Denis
& Genc, 2007).
Campbell,
Medina-Jerez, Erdogan, & Zhang (2009) made a comparison among 171 seventh
and twelfth grade science teachers from the U.S., Bolivia and Turkey, according
to their attitudes toward environmental education and instructional practices.
They concluded that while the teachers’ knowledge about global environmental
issues and the teachers’ rationales related to environmental education in their
science classroom instruction showed a significant difference among three
countries, technological and/or environmental problems in science classroom
instruction did not show any significant differences among three countries.
Therefore, teachers should be well-trained regarding environmental issues as
they are a model to students of how to protect the environment for tomorrow; in
addition, it would be best to integrate the importance of education for
sustainable development in teaching of biology in schools (Noziran, 2010).
In order to
raise environmentally-aware individuals, who can take responsibility to overcome
environmental problems, students from the preschool level and above should be
educated about these issues. Students could acquire the necessary awareness and
responsibility about the environment by implementing instructional approaches,
which make students more active, saves them from an unnecessary knowledge
burden and improves their brain power (Sahin, Cerrah, Saka, & Sahin, 2004;
Turkish Environmental Atlas, 2009).
Students’
environmental knowledge and/or attitudes could be increased by several
instructional techniques. For example, while instruction based on a conceptual
change approach increased students’ environmental understanding, it did not
increase students’ attitudes toward the environment and biology (Cetin, 2003).
Students’
environmental knowledge and attitudes could be increased by computer-assisted
instruction (Aivazidis, Lazaridou, & Hellden, 2006). Paleoecology, the
study of ancient ecosystems as a teaching tool can be used in a science
curriculum to teach global environmental education quite effectively (Raper
& Zander, 2009). Outdoor activities can also be useful to increase
students’ environmental awareness (Carrier, 2009).
1.1
STATEMENT OF THE PROBLEM
The
predominant conventional teaching strategy adopted in teaching biology, a
science subject and indeed all subjects in the secondary school is devoid of
giving Students adequate knowledge and understanding about their immediate
environment and the ecosystem in general. Premised on this observed defect, our
school leavers generally lack the basic knowledge of their environment.
Environmental knowledge is necessary in our daily lives and students can start
learning to know about it from a very young age, this is necessary in knowing
about their bodies, their environment, people, animals et cetera. More so,
knowledge about ones environment enables him or her to be conscious of the pros
and cons of the ecosystem – for instance, a knowledgeable student who has basic
knowledge of his or her environment would immediately know how to keep it clean
and the repercussions if he or she does not. This and many more forms the basic
necessity behind the rationale for students to have adequate knowledge of their
environment through biology. But as it is students barely know what goes on in
their ecosystem. However, this study investigated the relative effects of
Teacher – Directed and Student – Directed Instructional Strategies on Students’
Environmental Knowledge in Biology. The teacher-directed approach provides
students with a step-by-step process for tackling complex tasks. (Tanner,
Bottoms, Ferragin and Bearman 2007). In this study, a combination of lectures
and reading, recalling and relating prior knowledge, with elaborating and
extending information involving high participation by students are used to
investigate the effectiveness or otherwise of the teacher-directed
instructional strategy. Student-directed learning on the other hand, is based
on the belief that active students’ involvement in the learning process
increases learning and motivation. According to Tanner, Bottoms, Ferragin and
Bearman (2007), good student-centred learning values the students’ role in
acquiring knowledge and understanding. This approach empowers students to ask
questions, seek answers and attempt to understand the world’s complexities. The
teacher and students share the responsibility of instruction and assessment but
the students are more actively involved.
1.2 PURPOSE
OF THE STUDY
The purpose
of this study is to investigate the Relative Effects of Teacher – Directed and
Student – Directed Instructional Strategies on Students’ Environmental
Knowledge in Biology. The specific objectives of this study are as follows:
1. To
determine the relative effects of the teacher’s instructional strategies on
students’ environmental knowledge in biology
2. To
examine the influence of gender on students’ environmental knowledge in
biology.
3. To
examine the adequacy of the teacher-directed, student-directed instructional
strategies used in the teaching of biology in Secondary schools
4. And also
identify solutions to the problems that hinder students’ environmental
knowledge in biology.
1.3 RESEARCH
QUESTIONS
The
following research questions were raised to guide the study:
1. Is there
any significant difference in students’ environmental knowledge in SSS biology
based on treatment?
2. Does
gender influence students’ environmental knowledge in SSS biology?
1.4 RESEARCH
HYPOTHESES
Ho1: There
is no significant main effect of treatments on students’ environmental
knowledge in Senior Secondary School Biology.
Ho2: There
is no significant main effect of gender on student’s environmental knowledge in
Senior Secondary School Biology.
Ho3: There
is no significant interaction effect of treatment and gender on students’
environmental knowledge in Senior Secondary School Biology.
1.5
SIGNIFICANCE OF THE STUDY
This
research work will benefit the parents, teachers, government and the entire society.
If the result of this research is properly utilized, it will.
(i). Promote
students environmental knowledge through effective and efficient teaching of
Biology.
(ii).
Motivate the parents to provide basic requirements of practical lesson for their
children in secondary schools.
(iii).
Convince the teachers that both instructional strategies are mostly essential
for effective teaching and learning of science subjects like biology.
(iv). Make
the government through the ministry of education realize the need for the
inclusion and implementation of these instructional strategies in secondary
schools.
(v). Help
the Nigeria society in the quest for the need to promote environmental
awareness.
1.7 SCOPE OF
THE STUDY
The essence
of this research work is to primarily study the Relative Effects of Teacher –
Directed and Student – Directed Instructional Strategies on Students’
Environmental Knowledge in Biology. The research intends to focus on Senior
Secondary Students in selected private and public Senior Secondary schools in
Alimosho Local Government area of Lagos state.
This
population of study would comprise of Six (6) selected senior secondary schools
in Alimosho Local Government Area of Lagos State. The scope is also limited to
SS1 biology student as regards knowledge of their environment. The contents of
SS1 biology scheme of work are Living Things, Classification of Living Things,
Ecosystem,Population Studies, Functioning Ecosystem et cetera and shall be
considered in the research instrument for this study.
1.8
LIMITATION OF STUDY
Although the
researcher tried as much as possible to reduce a number of limitations during
the course of the research but factors like time, schools being on holiday and
also at resumption trying to quickly meet up and cover their syllabuses as a
result of time made delayed the experimentation process. Nevertheless, the
researcher was able to create time for the experiment.
1.9
DEFINITION OF TERMS
Gender; Male
and Female students of SS1
Teacher-directed
instruction; the teacher directed instructional strategies is initiated and
guided by the teacher. It’s includes the lecture method used in the study.
Here, the teacher presents a verbal discourse on the topic being taught to the
SS1students. The lesson is delivered pre-planned to the students by the teacher
with little or no instructional aide.
Student-directed
instruction; is based on having ss1 students construct his\ her own
understanding of the lesson. It has its roots in constructivism. And, among
these strategies is the cooperative learning instructional strategy. Using
Cooperative learning instructional strategy, the ss1 students are deliberate
grouped into small heterogenous groups. Each group work together to maximize
each other’s learning. Heterogeneity in grouping can be achieved by combining students
of different sexes, academicability level, ages, religion among others, so that
students can get beyond their initial stereotypes and be able to treat each
other as other science students’ and fellow group members.
Place-based
education; its focuses on the use of the local environment as the place to
investigate nature. In placed-based education, the ss1 student are provided
with the opportunity to carry out guided investigations into the environment
and environmental issues, they generate knowledge and also develop observation,
recording and interpretation skills, which are important in understanding the
environment (Stevenson, 2008; Van Kannel-Ray, 2006).
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