Factors contributing to the students’ poor performance in biology subject: A case study of ordinary level in rural secondary schools of Rwamagana district (original) (raw)
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KIBOGORA POLYTECHNIC, 2023
This action research entitled “Relevance of practical works on teaching and learning biology in ordinary level, secondary education, was carried out at G.S NYAKINAMA I” with the purpose of exploring the relevance of practical work on teaching and learning biology. The total population of this study was 328 persons which make a sample of 81 participants using Yamane formula. The latter wase composed by 76 students, 3 staff members and 2 biology teachers. The sample was selected using purposive sampling, probability and non-probability sampling methods based on the information for the study. The primary data for this research was collected using structured interviews and questionnaires. Class tests were also used to evaluate student’s performance. The data was collected by using Microsoft excel and presented in tables. In our study, we found that teachers do not use practical work as it should. All respondents agreed that they gain many skills from practical works at 100%. Teachers’ views indicated that 38.75% of the respondent confirm that insufficient time for practical works in biology is a barrier while 61.25% disagree. However, 48.75% agree that class size is not a challenge while 51.25% disagree. This study indicates that too long syllabus is a challenge agreed 27.5% and disagreed at 72.5%. For implementation of laboratories, results show that 75% agree that it is a challenge while 25% disagree. Therefore, practical works influenced learner’s understanding ability of lesson and retention of factual knowledge. Learning through theory good performance for 13 students (17.105%) and 63 students (82.8947%) failed while learners’ performance in biology through. Practically, the learner’s performance was increased where 62 students (81.579%) from ordinary level succeed and 14 students (18.4211%). Finally, the recommendations were given. The science teachers have to look at specific experiments and give them to students and let them be responsible for themselves in order to know that they should do even in the absence of a teachers. School administration should advice all teachers to use surrounding environment to create teaching aids to use in teaching and learning process. MINEDUC should provide materials to schools and advise teachers to adapt themselves on the use of improvisations.
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This study was carried out to investigate the performance of senior high school students in biology practical work in the Cape Coast Municipality of the Central Region of Ghana. The mixed method approach was used and the design used was sequential explanatory design. A sample of 90 senior high school form 2 (SHS2) elective biology students randomly drawn from three public senior high schools were used for the study. The study was guided by three research questions. The Biology Practical Performance Test (BPPT) developed by the researcher and semi-structured interview guide were used for the data collection. The data collected were analyzed using mean, standard deviation and Analysis of Variance (ANOVA) at 0.05 level of significance. The results of interview were transcribed and analyzed thematically. The results showed that majority of the elective biology students performed averagely in biology practical test. The study also showed that there is significant difference in the performance of males and females in biology practical work as measured by the Biology Practical Performance Test (BPPT). Also, the study showed that there was no significant difference in the performance of the various age groups involved in the study and hence age has no effect on performance. It was recommended that biology teachers should take students through a lot of practical activities to help improve students’ performance in practical work.
KP Student. THADEE NSABIMANA, 2023
This action research entitled “Relevance of practical works on teaching and learning biology in ordinary level, secondary education, was carried out at G.S NYAKINAMA I” with the purpose of exploring the relevance of practical work on teaching and learning biology. The total population of this study was 328 persons which make a sample of 81 participants using Yamane formula. The latter wase composed by 76 students, 3 staff members and 2 biology teachers. The sample was selected using purposive sampling, probability and non-probability sampling methods based on the information for the study. The primary data for this research was collected using structured interviews and questionnaires. Class tests were also used to evaluate student’s performance. The data was collected by using Microsoft excel and presented in tables. In our study, we found that teachers do not use practical work as it should. All respondents agreed that they gain many skills from practical works at 100%. Teachers’ views indicated that 38.75% of the respondent confirm that insufficient time for practical works in biology is a barrier while 61.25% disagree. However, 48.75% agree that class size is not a challenge while 51.25% disagree. This study indicates that too long syllabus is a challenge agreed 27.5% and disagreed at 72.5%. For implementation of laboratories, results show that 75% agree that it is a challenge while 25% disagree. Therefore, practical works influenced learner’s understanding ability of lesson and retention of factual knowledge. Learning through theory good performance for 13 students (17.105%) and 63 students (82.8947%) failed while learners’ performance in biology through. Practically, the learner’s performance was increased where 62 students (81.579%) from ordinary level succeed and 14 students (18.4211%). Finally, the recommendations were given. The science teachers have to look at specific experiments and give them to students and let them be responsible for themselves in order to know that they should do even in the absence of a teachers. School administration should advice all teachers to use surrounding environment to create teaching aids to use in teaching and learning process. MINEDUC should provide materials to schools and advise teachers to adapt themselves on the use of improvisations.