CHAPTER ONE

INTRODUCTION

1.1         BACKGROUND OF THE STUDY

Science is a human intellectual endeavor aimed at discovering information about the natural world and organizing that information for the benefit of the human race (Gottlieb, 2005). Maikano (2007) went on to say that science is both the methodical observation of natural occurrences and situations in order to find facts about them and a structured body of knowledge that is developed from such observations and can be validated or checked by subsequent research. Science may be described as actions that culminate in a tested and verifiable body of knowledge, based on the above. It is critical to mankind's survival and progress on the planet. As a result, it need a strong foundation from the ground up (Yamai, 2009). Science is important because it teaches students how to explain natural events while identifying superstitious beliefs, how to develop physical skills through proper handling of objects and equipment, how to solve simple problems they encounter on a daily basis, how to develop social skills by forming friendships while working cooperatively in groups, and how to satisfy their natural curiosity through opportunistic learning (Yalwa, 2004). Because of its relevance to human existence and living in general, understanding of biology as a science-oriented topic cannot be overstated. The contribution of biological knowledge to living existence must be honored in all aspects of life (Farrel, 2005). Biology has been a tool that has opened study doors in comprehending the entire process of life growth in living things since its inception. Because of the nature and body function of living things, such as plants and animals, the overall operation of the body as an organs system is critical. It has become general knowledge to the point where the body's dysfunction in terms of illness and sickness has been revealed and critically analyzed due to biology. On various institutions of learning and hospitals, numerous researches are frequently conducted in biologically relevant themes in order to improve the process of living on a daily basis (Lakpa, 2011). The outcome of biological research and scientific information in the field is so important to life that everyone should be taught components of biology to improve their comprehension of it. In Nigeria, the National Policy on Education (NPE, 2013) stressed the value of science, including biological knowledge as a seasoning tool. It was mandated that schools aid students in establishing a solid basis for scientific and critical thinking. It went on to say that the relevant knowledge and skills gained through functional education are geared toward realizing Nigeria's overall philosophy, which is based on building a true and democratic society, a just and egalitarian society, a united, strong, and self-reliant nation, a great and dynamic economy, and a land full of bright opportunities for all citizens (Afolabi, 2008). Biology has become important in fulfilling some of these goals, such as the development of enhanced plant and animal kinds that will serve as raw materials for our businesses, the development of skills for employment, and improved research for citizen health, to name a few. As a result, it is critical to investigate techniques for imparting information to students in order to improve biology teaching and learning. Lecture, discussion, demonstration, discovery, assignment/project, field visits (excursion), individualized training, and laboratory procedures are only a few of the teaching approaches listed by Adesope (2010). Teaching technique is vital in the impartation of knowledge in teaching-learning processes, according to Olutade (2009), and the kind used decides to a large extent what the students internalize. In reality, if the right strategy is used, information acquisition may be expedited. Although research on several techniques of teaching biology at the secondary school level have been completed, nothing has been done to identify which method is best for biology instruction. The purpose of this study is to see how the discovery teaching approach affects biology students' accomplishment, with the lecture teaching method as a control (Paul, 2003). Although the lecture technique is only one of multiple teaching methods, it is commonly regarded the dominant one in schools. The lecture style is thought to be more practical, especially in bigger classrooms. When there are multiple students in the classroom at the same time, lecturing is the usual for most college courses; it allows lecturers to transmit material that they believe is most essential, according to the lesson plan (Ade, 2007). Lecturing entails an instructor giving an oral presentation to a group of students. Many lectures include some kind of visual assistance, such as a slideshow, a word document, a picture, or a movie. Some professors may utilize a whiteboard or chalkboard to emphasize key points in a lecture, but none of these elements are required for a lecture to be considered a lecture. This is a lecture as long as there is an authoritative individual at the front of the room giving a speech to a crowd of people (Udemy, 2014). The lecture method is insufficient because it is one-way, with students having little to no opportunity to provide their own personal input or protest the information being delivered; it is entirely a passive experience for students rather than an active role, which hinders learning; it requires a significant amount of unguided student time outside of the classroom to enable understanding and long-term retention of content. A discovery learning task can range from implicit pattern recognition to elicitations of explanations and going through manuals to conducting simulations, according to a meta-analytic evaluation done by Tenenbaum (2011). When a learner is given the resources and equipment to find the solution themselves rather than being given a precise answer, discovery learning can occur. The Grauer School's "Learn by Discovery" suggests that discovery learning takes place in problem-solving scenarios when the learner relies on his own experience or conducts experiments (Grauer, 2016). Because it is an activity organized in such a manner that students exercise particular mental processes in an attempt to find a lasting solution to a problem, the discovery method of teaching is an instructional style that is beneficial in teaching biology. Observation, categorization, measurement, prediction, description, and inference are examples of mental processes in this regard. This type of instruction is an unstructured investigation of the world in which the learner makes broad inferences from facts obtained through mental processes (Egwu, 2005). There are two sorts of discovery methods: "Guided" discovery and "Unguided" discovery (Ibenga, 2005). Guided discovery is a teaching style that includes an educational mode that can be both inductive and deductive in character. In guided discovery, the student is given a broad concept and is asked to apply it in order to discover the answer to a specific situation. The learners do not have any prior experience or relevant background on the concept being taught, knowledge is not developed, and there is a need to save time in this situation (Alfieri, 2008). As a result, guided discovery is the only option. As the student develops appropriate background or expertise, an unguided discovery style of teaching can be used, and time is not saved. There are several advantages to employing the discovery teaching technique. From providing learners with the ability to acquire knowledge on their own to allowing learners to actively participate in the learning process (Aldrich, 2004). It also helps learners remember what they've learned or found, giving them more confidence in their capacity to obtain knowledge on their own. For the discovery method to be effective, a pre-activity discussion must be held prior to the actual discovery activity, moderated guidance must be used, large groups of learners must be broken into small groups for effective supervision and meaningful activity, and all necessary resource material and equipment must be provided for the activity.

1.2         STATEMENT OF THE PROBLEM

Biology in secondary school focuses on providing students with adequate theoretical and practical knowledge to help them comprehend the nature of living things and their surroundings. This information will be used to target the achievement of national goals and objectives for self-sufficiency (Saka, 2006). However, this looks to be far from what is available in secondary schools when it comes to biology instruction. Biology instruction in high school does not appear to be acceptable. Most secondary schools in Oyo metropolis do not include biology students in outdoor work, field visits, or laboratory study and experimentation to discover things for themselves. According to Durmaz (2007), biological science requires students to study a variety of abstract concepts, events, subjects, and facts. If students are not involved in the learning process, it is difficult for them to learn things. Teachers' approaches, strategies, and methods of instruction, according to Cimer (2007), may also have an impact on students' biology learning. Students who are dissatisfied with the way biology is taught are more likely to show disinterest and have negative attitudes toward biology, which are some of the reasons why learning biology is difficult (Zeidan, 2010). As a result, biology teaching and learning should be emphasized in schools by using instructional approaches that allow students to investigate the environment on their own. Furthermore, our senior secondary certificate test has no doubt pushed this topic to the background as a result of our indifference. A close examination of the 2008-2010 SSCE result records reveals that students' performance has been very poor in general, and particularly in biology practical. Failure is a major issue because it affects student achievement and progression to tertiary education, thereby impeding the nation's goal of self-sufficiency by 2030, as set out in the Sustainable Development Goals (SDGs). The main issue here is to investigate and determine which method, discovery or lecture, is more effective in terms of student achievement in biology.

1.3         OBJECTIVES OF THE STUDY

The major goal of this research is to see how the discovery teaching style affects biology students' achievement in Oyo. The study's goal is to determine:

i. Whether there is a significant difference in the mean score of students taught biology utilizing the discovery technique vs the lecture approach.

ii. If there is a substantial difference in mean scores between male and female students who were taught biology utilizing the discovery method.

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