Redressing Students’ Motivation and Academic Achievement in

Biology Education at the Federal College of Education (Special) Oyo

Oyo State, Nigeria.
Araoye, Martina Ivie
School of Science, Federal College of Education (Special), Oyo Oyo State (Nigeria).
araoyeayoola1998@yahoo.com, araoyeayoola1998@gmail.com

Abstract

Biology is a key subject on the curriculum of Nigerian Colleges of Education. The philosophy behind it is
the production of knowledgeable, highly motivated, professional and effective teachers of biology who will
be able to develop in students, an appreciation and understanding of biological processes and principles.
Several researchers have pointed out different reasons for the poor performance some of which are
related to lots of pedagogical issues, abstractness of certain aspects of biology, lack of understanding on
the students’ part, of certain biological concepts in areas like physiology, micro-organisms, plant and
animal diversity, evolution, ecology, genetics, nervous system, statistical biology, and probably due to the
nature of biological terminologies. The Federal College of Education (Special), Oyo with the mandate to
train teachers and specialists in special needs education, is a College that exemplifies inclusion
education. In this evaluative study, academic achievement in Biology Education for ‘normal’ and ‘disabled’
students at the College for five years was reviewed. Factors responsible for poor academic achievement
in Biology were isolated and studied and ways to resolve the problems and enhance students’ motivation
in the subject are proposed. Seventy Biology students were sampled for the research. A structured
questionnaire was developed and used to generate needed responses in line with the stated hypotheses.
The data collected were analyzed using chi-square statistical method and results discussed. The findings
revealed that factors like good students background in Biology, high teacher-student ratio, positive attitude
of the students and good teacher methodology promote high achievement in Biology and vice versa. It
was therefore concluded that efforts toward improving academic achievement of students and biology
students in particular should be the concern of the employers, teachers and the students in the overall
interest of not just the education system but the Nigerian nation.

1. Introduction

Biology is a natural science subject consisting of contents from microscopic organisms to the biosphere in
general, encompassing the earth’s surface and all living things (Okwo and Tartiyus, 2004). Considering its
fundamental characteristics and importance, biology is today a standard subject of instruction at all levels
of our educational systems, from pre-primary to tertiary. It is the only core science subject at Secondary
School Certificate Examination (SSCE), whose study is very relevant to man’s successful living (Akindele,
2009). Araoye (2009) opined that exposure to biology education offers the learners a wide range of
relevance to all aspects of life. Biology is a key subject on the curriculum of Nigerian Colleges of
Education under the supervision of the National Commission for Colleges of Education (NCCE).The
philosophy behind the subject is to produce knowledgeable, highly motivated, professional and effective
teachers of biology who will be able to develop in students, an appreciation and understanding of
biological process and principles (NCCE 2008)
As a subject discipline, it is quite popular at all levels of Nigerian education. It has a large student
enrolment than any other science subject especially at the upper basic level of the Nigerian education
(Ofoegbu, 2003).This has been attributed to several factors including the students’ perception of the
subject as simple and non- availability of other science subjects in some schools such that biology is
made compulsory for both science and non-science students. In spite of the popularity of biology among
students, the failure rate has remained very high (Akubuilo, 2004).

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Several researchers have pointed out different reasons for students poor performance, some of which are
due to the abstractness of certain aspects of biology, lack of understanding on the students’ part, certain
biological concepts and terminologies, etc (Okeke and Ochuba, 1986; Nzelum, 2010). As a result of failure
experiences, some students begin to doubt their intellectual abilities and come to believe that their efforts
to achieve are futile .These feelings in turn, leads to a low persistence level; they give up quickly even as
in learning as soon as something appears to be difficult . Hence, there is a great need for students to be
motivated to develop positive attitude which is crucial to performance in any subject. Akpan (1987) cited
by Adedeji (2007), opined that poor attitude of students and even of teachers to biology is a destabilizing
factor to successful biology development.
Studies have shown the significance of teacher- student ratio to cognitive learning in the school (Fabunmi
and Okere,2000).There is a relationship between factors like class size or population, teacher’ strength,
students’ attitude and performance in examination. Reo et al.,(1987) discovered that in reading scores on
individual test, the smallest classes were significantly higher and largest classes were lowest of all.
There a need for modern innovative teaching approaches in line with latest development in science and
technology to help the conventional methods for better performance. Practical experience is very
fundamental in the biology class. Nwagbo (2007), observed that most biology teachers use all the biology
periods for theoretical aspect of the subject neglecting the weightier practical aspect which has potential
for developing critical thinking and objective reasoning abilities in the students. Research has shown that
many teachers lack the competencies, skills and creativity to organize practical classes (Ofoegbu, 2003;
Akubuilo, 2004 cited by Uzoechi,2009). Students are rarely taught biology practical according to Ajala
(2002), at the basic and secondary levels and this affects performance at the post-secondary level. To
Araoye (2010),for better results at the basic education levels, teachers need to be more proactive,
creative and committed and quoting UNESCO (2006),stated that, Nigerian teachers of youths, primary
and secondary school pupils have the responsibility of making a paradigm shift from being instructors,
expositors, fact givers and verifiers to facilitators, stimulators, proactive and productive. However, despite
the threat of discouraging reports of poor students’ performance, influx of incompetent, half-baked and
inadequate skilled graduates in the labour markets, high achievement still need to be readdressed and
harnessed in the educational system. This study therefore examines the factors of teachers’ competence,
pedagogy, class population, as well as students’ attitude and knowledge background in biology education
as it relates to redressing students’ motivation and academic achievement in the subject.

1.1 Statement of the problem

Biology is generally conceived by most students as the easiest science subject and so, enjoys larger
number of enrolment than other basic science subjects (Ajewole, 2006). However, the yearly percentage
pass in the subject is very low compared with students’ performance in other basic sciences as well as
other subjects. This, it should be stated, does not translate to it’s being easy (Nzelum, 2010). The
May/June 2012 West Africa Examination Council result recorded yet another failure with only 38.81
percent of the candidates considered to have passed (Akonedo,2012). There is therefore a great need
for a critical examination of the situation in order to proffer the necessary remedy to the unacceptable
phenomenon.

1.2 Purpose of study

The main objective of this study is to seek ways of improving effective teaching and learning of biological
concepts and thus, combat the problems of poor academic achievement through Students’ Motivation
in the right order.

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1.3 Research hypothesis

The following 4 hypotheses were tested:

i. There is no significant effect of students’ background in Biology on their performance in the

subject.
ii. There is no significant difference between ‘high teacher – low student’ ratio and student
performance in Biology.
iii. There is no significant effect of Students’ attitude on their performance in Biology
iv. There is no significant effect of Teachers’ methodology on students’ performance in Biology.

1.4 Significance of the study

This study is of great significance as it will provide insight into how to improve students’ interest and
performance in biology and by extension other related disciplines.

2. Research Methodology
The research design employed a descriptive survey method and questionnaire choice of instrument based
on the Likert 4-point scale. The NCE III students (final year class), regular and repeaters within the
period of study were used as sample. Seventy students were randomly selected based on simple random
sampling techniques to serve in the study. Reliability (0.75) and validation of the instrument used was
achieved through the adoption of standard measures for research instrument designed for the study. Data
obtained were analyzed with the use of chi-square and simple percentage.

3. Results and Discussion

Hypothesis 1: There is no significant effect of Students’ background in biology on their performance in
the subject.

Table 1: Chi-square analysis of Students’ Background

Group Size df χ2 cal χ2 tab Remark

Agreed 141 3 64.65 7.815 χ² cal > χ² tab
Disagreed 139 Ho Rejected
α = 0.05
2
The Table reveals that, the calculated chi-square(χ cal ) (64.65) is higher than the chi-square tabulated
2
(χ tab= 7.815) with df= 3 at 0.05 level of significance, therefore rejecting the null hypothesis. This indicates
that the students’ knowledge background in biology would have significant effect on students’
performance. A student therefore with poor background in biology is likely to have poor performance and
verse versa. A host of factors militate against student sound foundation in the sciences particularly biology
which could include socio-economic background, lack of teaching and learning facilities, teachers’
approach, school location, the child’s language of expression and genetic factors. A pupil need to be
psychologically understood by a teacher and thus assisted to have a sound foundational knowledge for
high achievement.
Hypothesis 2 (Ho): there is no significant difference between ‘high Teacher – low Student’ ratio and
students’ performance in Biology.

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Table 2: Chi-square analysis of data of Teacher-Students’ ratio

Group Size df χ2 cal χ2 tab Remark

Agreed 154 3 1.12516 7.815 χ² cal < χ² tab
Disagreed 128 HO, accepted.
α = 0.05
2
In Table 2, the stated hypothesis above is accepted since the chi-square calculated χ cal
2
(1.12516) is lower than chi-square tabulated χ tab (7.815) with df= 3 at 0.05 level of significance. From
studies, the significance of teacher-student ratio to cognitive learning is a factor that cannot be separated.
Reasons attributed to inability to teach biology practical effectively include large class size; lack of space
and equipments and inadequate time allocation leading to skipping of some important topics (Mahmoud
and Nassar, 2009). On part of the students, large population could results in distractions, scarcity of
‘available’ teaching and learning materials as demand could be higher than supply and could also serve
as hide out for hoodlums. The amount of efforts at making students get involved can dissuade even the
non-enthusiastic teachers (Edge,1980).This result agrees with the findings of Roe et al; (1987) in their
discovery, that in reading scores on individual test, the smallest classes were significantly higher and
largest classes were lowest of all.

Hypothesis 3: There is no significant effect of Students’ attitude on their performance in Biology.

Table 3: Chi-square analysis of data on students’ attitude

Group Size df χ2 cal χ2 tab Remark

Agreed 104 3 4.1608 7.814 χ2 cal < χ2tab
Disagreed 176 Ho Accepted.
α = 0.05
2
Table 3, on Students’ attitude, showed calculated chi-square (χ cal) to be lower than tabulated chi-square
2 2 2
(χ tab)as follows , χ cal, 4.1608 and χ tab, 7.815 with df= 3 at 0.05 level of significance thereby accepting
the stated hypothesis. The interpretation implies that the student display positive attitude to biology as a
subject irrespective of other negative factors that could militate against their performance. This finding
agrees with the statement that most students perceived biology to be the easiest to tackle than other basic
science subject (Uzoechi, 2009) and this had positively affected their attitude, whic.

Hypothesis 4: There is significant effect of Teachers’ methodology on students’ performance in Biology.

Table 4: Chi-square analysis of data on teachers’ methodology.

Group Size df χ2 cal χ2 tab Remark

Agreed 213 3 130.4139 7.815 χ² cal > χ² tab
Disagreed 67 Ho Rejected
α = 0.05

According to Table 4, the null hypothesis is rejected since the chi-square calculated χ²cal, 130.4939 is
higher than and chi-square tabulated χ²tab with df=3 at 0.05 level of significance. This could be interpreted
to mean that, teachers’ methodology has significant effect on student performance in Biology. This finding
implies that, students under an effective teachers’ methodology are likely to come out with good
performance while students not taught well could also perform poorly. It is therefore of necessity that
Biology teachers at all levels improve on teaching methods and strategies to allow for better student
performance in the subject.

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4. Conclusion
The findings of this study show that good students’ background in Biology ; a standard class size(1:25,
teacher-student ratio); positive attitude on the part of the students and appropriate teachers’ strategies
and methods are indispensable variables and motivational tools that must be ensured for any effective
teaching and learning outcome. One way to effectively deliver a biology lesson and achieve stated
objectives is to allow for practical exercises and tactically practicalized our lectures, thus creating
excitement in students and improving their attitude and positive performance towards the biology topic
under study. This will in effect enhance the production of quality graduates and future Nigerian teachers
who also are oriented towards values necessary for self reliance.

5. Recommendations
From the findings of the study, the following actions are hereby recommended:
Teacher training institutions should rise up to the task with a new mandate to produce for the nation
qualified, skilled and competent teachers that can man the educational sector from the primary education
level.
Government at all levels should help promote effective teaching and learning by providing adequately, the
needed funds, materials, facilities and environment.
The welfare of science teachers and teachers generally should be enhanced.

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