Biology Project Topics

Motivational Techniques And Learners Interest In Biology In Secondary Schools

Motivational Techniques And Learners Interest In Biology In Secondary Schools

 

ABSTRACT

The study examined motivational techniques and learners interest in Biology in secondary schools in Etinan Local Government Area. Three research questions were formulated to guide the study. The population of the study consisted of two thousand four hundred and twenty three (2,423) students. Simple random sampling technique was used to select two hundred (200) respondents. A structured questionnaire was used as an instrument for data collection. The data collected were subjected to statistical analysis using simple percentage (%).

The findings revealed that teacher’s use of praise, teacher’s offer of reward and provision of immediate feedback contributed positively to learners’ interest in Biology in secondary schools in Etinan Local Government Area. Based on the outcome of the results, it was then concluded that teacher’s use of praise, teacher’s offer of reward and provision of immediate feedback contributed significantly to learners’ interest in Biology in the area. A number of recommendations were made one of which is that Biology teachers should motivate their learners through praise whenever they record impressive performance. This is because praises motivates a learner to repeat an action to gain further praise.

Motivational Techniques And Learners Interest In Biology In Secondary Schools
Motivational Techniques And Learners Interest In Biology In Secondary Schools

Motivational Techniques And Learners Interest In Biology In Secondary Schools

 

TABLE OF CONTENTS

 

Contents                                                                                 Pages

Title Page                                 –        –        –        –        –        –        i

Certification                              –        –        –        –        –        –        ii

Dedication                                –        –        –        –        –        –        iii

Acknowledgements                   –        –        –        –        –        –        iv

Abstract                                    –        –        –        –        –        –        v

Table of Contents                     –        –        –        –        –        –        vi

CHAPTER ONE: INTRODUCTION

1.1     Background to the Study          –        –        –        –        –        1

1.2     Statement of the Problem         –        –        –        –        –        3

1.3     Purpose of the Study                –        –        –        –        –        5

1.4     Significance of the Study          –        –        –        –        –        5

1.5     Research Questions                  –        –        –        –        –        7

1.6     Research Hypotheses               –        –        –        –        –        7

1.7     Limitation of the Study              –        –        –        –        –        8

1.8     Delimitation of the Study          –        –        –        –        –        8

1.9     Definition of Terms                   –        –        –        –        –        8

 

CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.1     The Concept of E-learning Resources           –        –        –        10

2.2     E-learning Resources and Academic Performance of

Students in Government           –        –        –        –        –        13

 

2.3     Factors Influencing Availability/Utilization E-learning

Resources in Schools                –        –        –        –        –        15

 

2.4     Summary of Literature Review            –        –        –        –        19

 

CHAPTER THREE: METHODOLOGY

3.1     Area of the Study                      –        –        –        –        –        20

3.2     Research Design                       –        –        –        –        –        21

3.3     Population of the Study             –        –        –        –        –        21

3.4     Sample and Sampling Technique        –        –        –        –        21

3.5     Instrument for Data Collection  –        –        –        –        –        21

READ ALSO  Availability and Utilization of Local Resources and the Teaching of Biology in Secondary Schools

3.6     Validation of Instrument           –        –        –        –        –        22

3.7     Administration of the Instrument        –        –        –        –        22

3.8     Method of Data Analysis           –        –        –        –        –        23

 

CHAPTER FOUR: ANALYSIS OF DATA AND DISCUSSION

OF FINDINGS

 

4.1     Analysis of Data and Results     –        –        –        –        –        24

4.2     Discussion of Findings              –        –        –        –        –        27

CHAPTER FIVE:   SUMMARY, RECOMMENDATIONS AND

CONCLUSION

5.1     Summary                        –        –        –        –        –        –        30

5.2     Recommendations           –        –        –        –        –        –        31

5.3     Conclusion                      –        –        –        –        –        –        32

5.4     Suggestions for Further Studies          –        –        –        –        32

          References                      –        –        –        –        –        –        33

          Appendix                         –        –        –        –        –        –        35

 

 

CHAPTER ONE

INTRODUCTION

1.1   Background to the Study

Motivation is an indispensable factor that cannot be ignored when it comes to teaching and learning situation. This is because motivation directs behaviour towards the actualization of educational goals and objectives, leads to increase in effort, enhance cognitive processes, increase persistence in activities and also leads to improved performance in school (Andy, 2008). Motivation is an inner drive which prompts people or learners to act or behave in a certain way. It is also an internal or external factor that stimulates desire in people to be continually interested and committed to a job, role or subject.

However, learner’s motivation requires some techniques. Denga (2003) defines motivational techniques as skills or methods used by teachers, parents, or guidance to arouse or propel an individual or learner to greater performance.

In the classroom setting, motivating students should be the teachers’ primary teaching goals. Motivation helps to stimulate students’ interest and behaviour. For instance, a motivated student would face his classroom work with zeal and interest. Such student will always be in school and participate in all learning activities. If learners are not motivated during class, it does not only affect their learning but their classroom behaviour. On the other hand, teachers who are highly motivated have genuine interest in their jobs, prepare lesson notes, give assignments, administer test and examinations, mark and record them appropriately (Robinson, 2000).

 

Motivational Techniques And Learners Interest In Biology In Secondary Schools

Consequently, the use of motivational techniques in school brings about competition and increase learning efficiency on the part of the learners. For instance, if the teacher uses positive reinforcement to reward students who answered questions correctly or who performed highly in test or examination, other students who did not perform well will be challenged and encouraged to study harder. This brings about competition in the class and good academic performance in examination.

Accordingly, the use of reinforcement is a very useful technique for motivating learners. This mechanism according to Andy (2008) include praise and commendation, recognition of learners when they record impressive performance for the school, giving responsible position to the learners based on merits and competence in performing the task given, rewarding the learners as well as recommending a learner for a little or best he or she can do to motivate such as child to put more effort and pass examination.

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In order to raise the quality of education and learning potentials of leaders, motivational techniques must be given serious attention. It has therefore becomes necessary to examine the influence of motivational techniques on learners’ interest in Biology in secondary schools in Etinan Local Government Area.

 

1.2   Statement of the Problem

For some times now, there has been a lot of concern about learners’ interest in the learning of Biology by patriotic citizens of our society. Accordingly, researchers and scholars have investigated factors responsible for the poor interest towards the subject (Davies, et al 2008). Among the factors identified, were lack of teachers to teach the subject, unconducive environment, lack of library facilities and wrong teaching methods adopted by some teachers.

To ameliorate these problems, government, teachers, parents and some educational agencies and organizations have made concerted efforts to improve learners’ interest in the subject. This has been in the areas of recruitment of qualified and competent teachers to teach Biology, construction of dilapidated classrooms to make the environment conducive for teaching and learning as well as equipping of libraries in schools with modern Biology textbooks to facilitate learning. All these efforts notwithstanding, students’ interest in the subject is still on the decline.

However, available data have shown that little or no research has been conducted along the line of motivational techniques in relation to learners’ interest in the learning of Biology. There is no doubt therefore that apart from the aforementioned factors, motivational techniques such as praise, reward and provision of immediate feedback could exert significant influence on the learning of Biology thereby resulting into good performance in the subject.

It is as a result of the above reasons that the researcher is motivated to conduct a study on motivational techniques and learners’ interest in Biology in secondary schools in Etinan Local Government Area.

 

1.3   Purpose of the Study

The main purpose of the study was to examine the effect of motivational techniques on learners’ interest in Biology in secondary schools in Etinan Local Government Area. Specifically, the study sought to:

  1. Examine whether teacher’s use of praise affect learners’ interest in Biology in secondary schools in Etinan Local Government Area.
  2. Investigate if teacher’s offer of reward affects learners interest in Biology in secondary schools in Etinan Local Government Area.
  3. Find out whether provision of immediate feedback affect learners’ interest in Biology in secondary schools in Etinan Local Government Area.

 

Motivational Techniques And Learners Interest In Biology In Secondary Schools

1.4   Significance of the Study  

READ ALSO  Influence of Motivational Strategies and Effective Teaching of Biology in Secondary Schools

 The study will be of immense benefit to teachers, students, educational administrators, government and researchers in the following ways:

–       The study will reveal if motivational techniques certainly influence the learning of Biology and the teaching/learning process in general.

–       To the teachers, it will help Biology teachers to know how to motivate their students to learn effectively in order to enhance good performance in examinations.

–       To the students, it will enable them to develop good reading and study habits and this will bring about healthy competition among the students in the class.

–       To the educational administrators and policy makers, the study will enable them to formulate policies that will enhance teachers’ welfare in order to stimulate their performance in the classroom.

–       To the government, the study will enable government to provide good working environment through the provision of teaching/learning facilities that will aid learning in schools.

–       To the researchers, it will be a useful guide to other researchers especially students who may be interested in undertaking further research in this regard.

 

1.5   Research Questions 

The following research questions were raised to guide the study:

  1. To what extent does teacher’s use of praise affect learners’ interest in Biology?
  2. To what extent does teacher’s offer of reward affect learners’ interest in Biology?
  3. To what extent does provision of immediate feedback affect learners’ interest in Biology?

1.6   Limitations of the Study

In the course of the study, the researcher faced certain challenges which threatened the success of this study, these were: insufficient fund, time frame allocated for the completion of the research work and inadequate materials for the review of related literature.

 

1.7   Delimitation of the Study

The study was restricted to motivational techniques and learners’ interest in Biology in secondary schools in Etinan Local Government Area, and did not extend beyond the scope to other Local Government Areas and subject areas.

 

1.8   Operational Definition of Terms

Interest: This refers to the feeling of wanting to know or learn about something or someone.

Motivation: This is an inner drive which prompts people to act or behave in a certain way.

Motivational Techniques: These are skills or methods used by teachers, parents or guidance to propel or arouse individual or learner to greater performance. These include, praise, reward or incentive, commendation, recognition among others.

Praise: This is an expression or admiration or approval for someone or something.

Reward: This refers to a thing given in recognition of performance, service, effort or achievement.

Learning: This is the ability to acquired skills and techniques of a particular discipline.

Learners: This is a person who is learning a subject or skill.

Feedback: This is the response or reaction of the receiver after perceiving or understanding the message.

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