CHAPTER ONE

INTRODUCTION

Background to the Study

Science, technology, engineering, and mathematics are now essential components of both

national and economic progress. Every element of our lives from those related to subsistence to

those related to peace and security is impacted by science, technology, engineering, and

mathematics. They are essential to both society's overall well-being and our own as individuals.

The degree of scientific and technological advancement made by a nation determines its standing

and reputation in international politics. The main objective of all forms of education is to mold

and shape people so that they can successfully integrate into society. Education is the most

significant and universal activity that unites people in every society, country, and region of the

world, according to Chanchar (2019).In an ever-changing technology-dependent world, cell

phones, computers, and tablets are being integrated into the classrooms of adolescent students.

Schoology serves as a one-stop shop for educational needs for the teacher and student with

grading capabilities and student completion requirements, and it is intuitive for both the teacher

and student.

Biology as a field of science is concerned with study of living things. It deals with the

origin, structure, development, function and distribution of animals and plants in the

environment. Biology therefore studies all living things including human, other animals, plants

and microscopic living things such as bacteria and protozoa that are too small to be seen by

naked eyes. Biology is the natural science that studies life and living organisms including their

physical structure, chemical processes, molecular interactions, physiological mechanisms,

development and evolution (Bernard 2015). Similarly, Albert (2017) defined Biology as natural

1
science concerned with study of life and living organisms including their structure, function,

growth, origin, evolution, distribution and taxonomy. Despite the importance attached to biology

both as an academic discipline and the body of knowledge that everybody needs in society

coupled with the effort of the government in making biology a compulsory subject at the post

basic, the achievement/performance of students in biology at the school levels in Nigeria is not

encouraging.

Biology is a subject taught at the secondary school level to give students an in-depth

understanding of biological concepts, principles, theories, and laws (Bello et al., 2020). It

encompasses the study of living organisms, from microscopic cellular molecules to the entire

biosphere, including ecosystems and the Earth's surface. Biology has a significant global impact

and plays vital roles in various fields, such as microbiology, biotechnology, genetics, botany,

medicine, zoology, and bioinformatics (Kulak & Newton, 2015). Developing a comprehensive

knowledge of biological concepts is crucial for students to comprehend the complexities of the

living world. Through biology, students can explore diverse aspects such as organism structures

and functions, ecosystem interactions, evolution, genetics, and practical applications in health,

agriculture, and the environment. A solid understanding of biology empowers students to

actively contribute to environmental sustainability, engage in scientific research, and make

informed decisions in the increasingly complex biological realm (Neji&Ntibi, 2019a). However,

due to its abstract nature and intricate relationships, biology is often perceived as challenging to

teach and learn (Cimer, 2012).

Learning is a continuous process that involves acquiring new knowledge, ideas, skills,

values, and experiences, leading to behavioral modifications (Hale &Mauzerall, 2004). Effective

presentation of learning concepts should engage students' diverse interests and abilities,

2
progressing from familiar concepts to unfamiliar ones and promoting active participation in the

classroom. Teachers cannot consider their instructional goals achieved until they observe the

desired changes in student behavior. Instructional materials are valuable resources that facilitate

learning and enhance students' understanding of the subject matter. They act as aids or tools that

support effective teaching practices, contributing to a meaningful educational experience. These

materials can take various forms, including visual aids, manipulatives, multimedia presentations,

and technological resources. By integrating appropriate instructional materials into their

teaching, educators encourage active participation and engagement among students, significantly

when students can interact with and manipulate the materials (Abidoye et al., 2022). Lastly,

biology plays a fundamental role in secondary school education, providing students with a

comprehensive understanding of biological concepts and their applications. Instructional

materials are indispensable pedagogical tools, effectively communicating these concepts and

facilitating students' educational journeys. Teachers can improve students' understanding and

academic achievements in biology by utilizing suitable instructional materials. This practice

promotes an interactive and stimulating classroom atmosphere.

Watson and Watson (2007) write that “Learning management system has its history in

another term,integrated learning system (ILS) which offers functionality beyond instructional

content such as management and tracking, personalized instruction and integration across the

system”. The Learning management system called “Schoology” that was used has individual

progress monitoring capabilities as well as student completion requirements that tailor my

lessons and assignments to meet individual student abilities and goals.

The role of gender in education is evident at individual, classroom, and institutional

levels. The individual level concerns children’s gender differences in academic achievement and

3
children’s gender stereotyping. At the classroom level, gender plays a role in teacher’s biases and

stereotyping. Gender issues at the institutional level are reflected in adults’ roles in schools (i.e.,

the relative number of male and female teachers versus administrators), structural issues related

to the experiences of gender non-conforming students, and gender integration versus segregation

in the classroom or school. The influence of gender and gender-related issues in education

extends from academic abilities and stereotyping of individual children, to the stereotypes and

roles of educators and their consequences on girls and boys, to how gender expression and

gender balance in classrooms and schools influences the learning environment. The effects of

gender in education are ubiquitous, but not unchangeable: teachers can play an active role in

minimizing gender stereotypes and providing equitable learning environments for girls and boys.

Given how small most gender differences in abilities are, it is critically important that

researchers gain a deeper understanding of how and why gender continues to be so influential on

education.

Statement of the Problem

The study of biology at the senior secondary school in Nigeria is eminent especially for

the fact that it offers a wide range of choices to students intending to study medicine, pharmacy,

biotechnology, and other medical courses at the tertiary institutions. Despite its important, the

dominant traditional teaching method presently being used in schools by biology teachers is not

effective and as such has not helped students in understanding and retention of biology concept

as well as not improving the academic performance of students in the subject area. However,

contrary to the stated objectives of science education in Nigeria and despite the importance of

Biology as a science subject, empirical studies such as those of Etobro and Fabinu (2017) and

Adegboye, Ganiyu and Isaac (2017) have shown that students still perform poorly in Biology at

4
Senior Secondary School level. Lawal (2010) reported that Biology is one of the science subjects

having downward trend in the performance of students at Senior School Certificate Examinations

(SSCE). In fact, the failure rate in Biology is even more alarming compared to Chemistry and

Physics despite its popularity among science students. In agreement to Lawal’s position,

Timothy (2013) noted that a review of students’ enrolment in science subjects at senior

secondary schools in Nigeria shows that more students register Biology than any other science

subject but their academic performance in the subject is comparatively lower at SSCE. The poor

performance of biology students has been linked to many factors such as poor teaching

techniques in the form of excessive talking, copying of note and rote learning of text book

materials adopted by teachers, lack of instructional materials, lack of functional laboratories, and

poor attitude of biology teachers to use of technology. Considering the nature of the subject, it is

imperative to explore other methods that could be used for effective teaching of this subject.

Based on this, this study intends to conduct a study on effect of schoology instructional strategy

on secondary school student performance in a selected biology concept in ilorin metropolis.

Purpose of the Study

The main purpose of this study is to examine the effect of schoology instructional strategy on

secondary school student performance in a selected biology concept in ilorin metropolis.

Specifically, the study sought to:

1. determine the effect of Schoology as an instructional strategy on student performance

in a selected biology concept in Ilorin metropolis;

2. examine the difference between the pre-test and post-test performance of student

taught biology using schoology;

5
 3. determine the influence of gender on performance of student taught Biology using

schoology;

and

4. determine the attitude of student towards the use of Schoology for learning Biology.

Research Questions

The following research questions were answered in this study:

1. What is the effect of Schoology as an instructional strategy on student performance in

a selected biology concept in Ilorin metropolis?

2. Is there a significant difference in the pre-test and post-testperformance of student

taught using schoology?

3. What are the influence of gender on performance of student taught Biology using

schoology?

4. What is the attitude of student towards the use of Schoology for learning Biology?

Research Hypotheses

The following hypotheses were tested at 0.05 level of significance in this study

H01: There is no significant difference in in the pre-test and post-test performance of student

taught using schoology

H02: There is no significant difference in undergraduate males and females in their performance

of student taught Biology using schoology

H03: There is no significant difference among undergraduates’ student attitude towards the use of

Schoology for learning Biology.

Scope of the study

6
 This study was based on the effect of schoology instructional strategy on secondary

school student performance in a selected biology concept in ilorin metropolis. The study

analyzes the effect of schoology instructional strategy on secondary school student performance

in a selected biology concept in ilorin metropolis. The population for this study comprises of

secondary school students in Ilorin metropolis, kwara state, Nigeria and findings of the study are

expected to be applicable in secondary schools across Nigeria.

Survey design was adopted to conduct the study while multistage sampling technique was

used to select the sample from various secondary schools across Ilorin metropolis in Ilorin,

kwara state. Questionnaire and interview was used as data collection instrument. Collected data

in the study will be analyzed using appropriate statistical data analysis tools. The data will be

analyzed using both descriptive and inferential statistics to identify any significant relationships

between schoology instructional strategy and student academic performance in selected biology

concept. The moderating variables like gender, attitude, pre-test and post-test were considered in

this study

Clarification of Terms and Variables

Major variables are clarified as used in the study:

1. Schoology: is a term used to describe a learning management system (LMS) that

combines social networking and online learning for learning biology.

2. Instructional strategy: is a method or technique used to help students learn and retain

information. It is an approach that is used by teachers to plan and deliver instruction in a

way that is effective for students.

3. Biology: Biology is the science of life and living organisms. It is the study of the

structure, function, growth, evolution, distribution, and taxonomy of living things.

7
 4. Performance: refers to the way in which something is carried out or accomplished, and

can be used to describe a wide range of activities.

5. Gender: is the male and female undergraduates who use ICT resources for learning.

6. Attitude: means a person’s disposition, feelings, or thoughts about something.

7. Pre-test:is a test given to determine if students are sufficiently prepared to begin a new

course of study.

8. Post-test:a test given to students after completion of an instructional program or segment

and often used in conjunction with a pretest to measure their achievement and the

effectiveness of the program.

9. Learning Management System: is a software application for administration,

documentation, tracking, reporting, and delivery of electronic educational technology for

instructional purposes.

10. ICT: is a form of technology that is used by undergraduates to transmit, process, store,

create, display, share or exchange information by electronic means such as Tablet, email,

laptops, computers, Wifi, and so on

Significance of the Study

At the end of this study, it is expected that the curriculum developers, university

administrators, undergraduates, postgraduates, educational technologist association, university

lecturers, textbook writers, and fellow researchers would benefit from the findings of this study.

The stakeholder's potential involvement and interest in the study of the effect of the

Schoology instructional strategy on secondary school student performance in a selected biology

concept in Ilorin metropolis is thus explained. To start with Curriculum Developers would be

interested in the study to understand how digital instructional strategies like Schoology can align

8
with the existing curriculum goals and standards. Insights from the study could inform updates or

revisions to the curriculum to incorporate effective digital learning methods.

Also, university Administrators might be interested in the study to evaluate the effectiveness

of digital learning platforms like Schoology, as it could influence decisions regarding

investments in educational technology and infrastructure.

Undergraduates and Postgraduates could benefit from the study findings as it may impact the

instructional methods used in their future teaching careers or research endeavors. Additionally,

postgraduates might find opportunities for further research or thesis topics related to educational

technology and student performance.

Educational Technologist Association group would likely be highly interested in the study as

it directly relates to the use and effectiveness of educational technology in the classroom. They

could use the findings to advocate for the adoption of similar digital learning platforms and to

provide guidance on best practices for implementation.

Nevertheless. University Lecturers will also be interested in the study findings to enhance

their teaching methods, especially if they are involved in teacher training or professional

development programs. Understanding how digital platforms like Schoology impact student

performance could inform their instructional practices.

Textbook Writers perhaps indirectly related, textbook writers may find value in

understanding how digital instructional strategies impact student learning. This knowledge could

influence the development of supplementary materials or digital resources to accompany

traditional textbooks.

The finding of this study would assist the curriculum developers to derive immense benefits

in redesigning a well-enriched curriculum that will meet the challenges facing students toward

9
the use of artificial intelligence resources for their learning. In addition, this study would also

help university administrators to make provisions of necessary and needed schoology

instructional strategy.

This study would be of significance to teachers and lecturers of biology. It will engender

innovativeness and improve their schoology skills in the area of specialization to assist them to

keep up with the students’ curiosity on ICT based issues. Moreso, this study would be of benefit

to the textbook writers. It could assist them to write on various schoology instructional strategy

that can be incorporated into teaching and learning activities.

Finally, there are different methods of teaching or instructing, some have better

improvements on the performance of students just as students of different locality comprehend

differently. In an environment where the wrong strategy of teaching is used, the students'

performance will be low.This study will really be of help to the educational system as it will

reveal the effect of schoology instructional strategy on secondary school student performance in

selected biology concept.

10
CHAPTER TWO

LITERATURE REVIEW

Introduction

In this chapter an attempt was make to review relevant literatures to the study under the

following sub-headings:

i. Schoology instructional strategy

ii. Importance of biology teaching in schools

iii. Academic performance in biology and its impediments

iv. Resources in teaching/learning process

v. Factors Influencing Student performance

vi. Factors that affect the use of instructional resources

vii. Teaching Methods

viii. Gender Issues on Secondary school students performance and Interest in Biology

ix. Factors affecting performance of students in Biology

x. Appraisal of the review literatures

Schoology instructional strategy

Schoology is a comprehensive LMS that provides educators with a versatile platform to manage

classroom activities, assess student performance, and facilitate communication (Kumar &

Sharma, 2019). Its user-friendly interface and extensive range of tools make it an ideal choice for

creating an engaging and effective learning environment. Key features of Schoology include

content creation and management, gradebook integration, communication tools, and third-party

11
app integration. Schoology provides a versatile and powerful platform for implementing a

variety of instructional strategies that can enhance teaching and learning (Fredricks et al. 2021).

By leveraging its features for blended learning, differentiated instruction, formative assessment,

collaborative learning, and project-based learning, educators can create a dynamic and engaging

learning environment. The platform's support for gamification, multimedia integration, and

parent involvement further enhances student engagement and success. However, addressing

challenges such as the digital divide and providing adequate teacher training are crucial for the

effective implementation of Schoology. Overall, Schoology's robust suite of tools offers

significant potential for improving educational outcomes in today's digital age.

Instructional Strategies Using Schoology

There are various instructional strategies using schoology some of which include blended

learning. Blended learning combines traditional face-to-face instruction with online learning

activities. Schoology supports this instructional strategy by allowing teachers to post

assignments, resources, and assessments online (Ajayi et al. 2022). This flexibility enables

students to access materials at their own pace, fostering a more personalized learning experience.

For example, a teacher can use Schoology to upload lecture notes and videos, which students can

review before coming to class. This approach, known as the "flipped classroom," allows for more

interactive and hands-on activities during class time.

Differentiated instruction involves tailoring teaching methods and materials to meet the

diverse needs of students. Schoology facilitates this by allowing teachers to create customized

learning paths for different students or groups. Teachers can assign different tasks or resources

based on students' skill levels and learning styles. For instance, advanced students might be

given more challenging assignments, while others might receive additional support materials.

12
The platform's analytics tools help teachers monitor student progress and adjust instruction

accordingly.

Formative assessment is a crucial strategy for gauging student understanding and guiding

instruction. Schoology offers various tools for conducting formative assessments, including

quizzes, discussions, and interactive assignments. These tools provide immediate feedback to

students, helping them identify areas for improvement. Teachers can use the data collected from

these assessments to inform their teaching strategies and provide targeted support. Additionally,

the platform's gradebook feature allows teachers to track student performance over time, making

it easier to identify trends and address learning gaps.

Collaborative learning emphasizes the importance of students working together to

achieve learning goals (Ajadi et al. 2021). Schoology's discussion boards, group assignments,

and communication tools make it easy for students to collaborate both in and out of the

classroom. Teachers can create group projects and assign different roles to students, fostering

teamwork and critical thinking skills. The platform also supports peer review activities, where

students can give and receive feedback on each other's work. This collaborative approach not

only enhances learning but also builds essential social and communication skills.

Project-Based Learning (PBL) is an instructional strategy where students learn by

engaging in real-world and meaningful projects. Schoology supports PBL by providing a

structured environment where students can plan, execute, and present their projects. Teachers

can create project outlines, set milestones, and provide resources within the platform. Students

can collaborate on projects using Schoology's communication tools and submit their work for

feedback and assessment. This hands-on approach encourages students to apply their knowledge

in practical contexts, promoting deeper understanding and retention of information.

13
 Enhancing engagement with schoology can be carried out in the following ways which

include gamification. Gamification involves incorporating game-like elements into the learning

process to increase engagement and motivation. Schoology supports gamification by allowing

teachers to create badges and awards for achieving specific milestones (Watson 2020). For

example, students might earn badges for completing assignments on time, participating in

discussions, or achieving high scores on quizzes. This strategy can make learning more fun and

competitive, motivating students to stay engaged and perform better.

The use of multimedia elements such as videos, audio recordings, and interactive

simulations can enhance the learning experience by catering to different learning styles.

Schoology makes it easy to integrate multimedia content into courses. Teachers can upload

videos, create interactive lessons using third-party apps, and embed simulations directly into the

platform. This rich, multimedia environment can make learning more dynamic and engaging,

helping students better understand complex concepts.

Engaging parents in the learning process can have a positive impact on student

performance. Schoology includes features that facilitate parent involvement, such as parent

access to student progress and the ability to communicate with teachers. Parents can monitor

their child's assignments, grades, and overall progress, allowing them to provide support and

encouragement. Regular communication between teachers and parents can also help address any

issues or concerns, creating a more supportive learning environment for students.

While Schoology offers numerous benefits, there are also challenges to consider. One

potential issue is the digital divide, where students from lower-income households may lack

access to reliable internet or devices. Schools must ensure that all students have the necessary

resources to participate fully in online learning activities. Additionally, teachers need adequate

14
training and support to effectively use the platform and implement these instructional strategies.

Ongoing professional development and technical support are essential for maximizing the

benefits of Schoology.

Learning Management System (LMS)

A Learning Management System (LMS) is a software application or web-based

technology used to plan, implement, and assess a specific learning process (Watson et al. 2020).

Typically, an LMS provides an instructor with a way to create and deliver content, monitor

student participation, and assess student performance. It also provides students with the ability to

use interactive features such as threaded discussions, video conferencing, and discussion forums.

Learning Management Systems have revolutionized the educational landscape by

providing a comprehensive platform for content delivery, assessment, communication, and

administration. The benefits of LMS, including accessibility, personalized learning, and

enhanced engagement, make them indispensable tools for modern education and training. As

technology continues to evolve, future trends such as AI, mobile learning, gamification, social

learning, and data analytics will further enhance the capabilities of LMS platforms. By

embracing these advancements, educational institutions can create more effective and engaging

learning environments that meet the diverse needs of today’s learners.

The functions of learning management system are numerous. LMS allows instructors to

upload course materials in various formats, including documents, videos, audio files, and

interactive quizzes. This centralized repository makes it easy for students to access learning

materials anytime and anywhere.

15
 LMS platforms often include tools for creating and administering quizzes and exams.

These can range from simple multiple-choice tests to more complex, scenario-based assessments.

Automated grading features save instructors time and provide immediate feedback to students.

Modern LMS platforms support various forms of communication and collaboration,

including discussion forums, chat rooms, and email integration. These tools facilitate interaction

between students and instructors and among students themselves, fostering a collaborative

learning environment.

LMS platforms offer robust tracking and reporting features that allow instructors to

monitor student progress and performance. These tools can generate detailed reports on

individual and class-wide performance, helping instructors identify areas where students may

need additional support.

An LMS provides administrative tools for managing user roles and permissions.

Instructors can enroll students in courses, assign roles, and manage access to materials. This

ensures that the right resources are available to the right people.

There are numerous benefit of learning management system in education, some of which

is one primary benefits of an LMS is the ability to access learning materials from any location

with an internet connection. This flexibility supports different learning styles and schedules,

making education more accessible to a diverse range of students.

LMS platforms can support personalized learning paths by allowing instructors to tailor

content and assessments to individual student needs. Adaptive learning technologies within an

LMS can provide customized content based on student performance, ensuring that each student

receives the support they need.

16
 Interactive features such as discussion forums, multimedia content, and gamification can

increase student engagement. These tools make learning more dynamic and interactive, helping

to maintain student interest and motivation.

An LMS streamlines administrative tasks such as enrollment, grading, and reporting. This

efficiency frees up time for instructors to focus on teaching and interacting with students, rather

than on administrative duties.

LMS platforms are scalable, making them suitable for a wide range of educational

institutions, from small schools to large universities and corporate training programs. They can

handle a large number of users and courses, ensuring that the system can grow with the

organization’s needs.

Types of LMS

The types of learning management system include Open-source LMS platforms, such as

Moodle and Open edX, are freely available and can be customized to meet the specific needs of

an institution. These platforms offer flexibility and control but require technical expertise to set

up and maintain.

Commercial LMS platforms, such as Blackboard and Canvas, are proprietary systems

that offer robust features and professional support. These systems are typically easier to

implement and maintain but come with licensing fees.

Cloud-based LMS platforms, such as Google Classroom and TalentLMS, are hosted on

the vendor’s servers and accessed via the internet. These platforms offer the advantage of easy

access, automatic updates, and reduced need for in-house technical support.

17
 Installed LMS platforms are hosted on the institution’s own servers. While this provides

greater control over the system and data, it also requires significant IT resources to manage and

maintain.

Importance of Teaching Biology in Schools

It is a well-known issue today that science influences man in all aspects of life including

feeding, clothing, shelter, health care, communication, transportation, space exploration, as well

as leisure. Ayodele, (2020) and Elechi, (2018) inferred that the most obvious effect of science

has been its medical and technological applications, with the accompanying effects on health

care, lifestyles, and social structures. Science also influences culture in many modern societies

by playing a major role in shaping cultural world views, concepts, and thinking patterns

(Abimbola, 2019). It is important to note that science is useful in the world today. Almost all

aspects of man's life are influenced by science either directly or indirectly (Eze, 2017). Man

needs to be scientifically literate to exist comfortably in his environment. This informs the need

for inclusion of scientific literacy in the goals of education in Nigeria (FME, 2008). The

relevance of science in development of the nation cannot be over emphasized. Scholars (Ajayi,

2018), agreed that the growth of any nation to the standard of the 21 st century technology should

be anchored on the scientific based knowledge of her subjects. The growth of any nation is a

measure of its advancement in science. Science is a major subject taught in schools all over

Nigeria, and any nation that hopes to develop must not neglect the teaching of science in its

schools (Fakorede, 2019). One of such science subjects is Biology.

Biology can be defined as the science of life (Ogunleye, 2022). It is a science subject

offered in all the senior secondary schools in Nigeria, which is compulsory for both the science,

and Arts oriented students. Odogwu (2018) pointed out that, the teaching of biology is important

18
because, it equips the students to comprehend the world around them and equips them with

necessary skills to build a progressive society. Similarly, Odogwu (2018) observed that, biology

provides a platform for teaching students the ability to apply learning of science concepts and

principles in solving everyday's problems.

Biology remains one of the basic sciences whose teaching and learning is universally

known to be efficient and successful, if only undertaken simultaneously with the help of

adequate instructional resources and facilities. Biology plays a vital role in the field of

biochemistry, medicine, physiology, ecology, genetics, and molecular biology and as such,

biology has been made a central focus in most human activities including being a solution to the

problem of food scarcity, health, hygiene, family life, poverty eradication, management and

conservation of natural resources, biotechnology, ethics, various social vices and as well lack of

appropriate infrastructural materials.

Biology is one of the science subjects that senior secondary students offer in senior secondary

certificate examinations in Nigeria (FRN, 2004). Interestingly, it is a popular subject among

students and its popular nature among other science subjects has made it distinct choice for all

students (Lawal, 2021). Biology is a very important science subject and a requirement for further

studies of other science related professional courses such as medicine, agriculture, pharmacy,

biotechnology, genetic engineering, etc. Biology is the key to economic, intellectual,

sociological, human resource development and well being of any society. It is of importance in

many ways for both individual and societal development as seen in biotechnology and genetic

engineering (Chukwuneke, 2019). Based on these assertions on the importance of biology, there

is need for it to be properly taught in the secondary schools to improve students' achievement in

the subject.

19
Academic Achievement in Biology and its Impediments

Academic achievement refers to a successful accomplishment or Performance in a particular

subject area. It is indicated by grades, marks and scores of descriptive commentaries. Academic

performance also refers to how Students deal with their studies and how they cope with or

accomplish different tasks given to them by their teachers in a fixed time or academic year.

Fajola (2018), used the notion of academic self-concept in referring to Individuals' knowledge

and perceptions about themselves in academic achievements, and convictions that they can

successfully perform a given academic tasks at designated levels. Fajola (2018) further stated

that academic self-concept represents a more past-oriented, aggregated and relatively stable

judgment about one's self-perceived ability in a particular academic domain while academic self-

efficacy represents a context specific and relatively future oriented judgment about one's

confidence for successfully performing an upcoming subject-specific academic task.

Rothstein (2020) argues that, learning is not only a product of formal schooling but also of

communities, families and peers. Socio-economic and socio-cultural forces can affect learning

and thus school achievement. A great deal of research on the determinants of school achievement

has centered on the relative effects of home-related and school-related factors. Others argued that

in various studies they indicated both home and school environments have a strong influence on

performance of students. Musek (2019) stated that there are two broad groups of definitions of

academic achievement. The first one could be considered more objective, because it refers to

numerical scores of a pupil's knowledge, which measure the degree of a pupil's adaptation to

schoolwork and to the educational system. The second group is a more subjective one, as its

determination of academic success in reliant upon the student's attitudes towards his academic

achievement and himself, as well as by the attitudes of significant others towards his/her success

20
and him/herself. This study focuses on the effect of students' produced improvised instructional

materials on the academic achievement of students.

Factors Influencing Student Performance

In contemporary Nigeria, great emphasis is being placed on science and technological

development and also on achievement in examination in the sciences. As a result students are

being encouraged to take up science related subjects. One subject that is paramount is biology.

Today Biology as a subject, pervades literally every field of human endeavour in relation to

medicine, pharmacy, agriculture, etc., and places a fundamental role in educational advancement.

Unfortunately achievement of students in biology at the end of secondary school has not

improved in the past decade (Umoingang, 2018). However, the interest of students in Biology

have been related to the volume of work completed, students' task orientation and skill

acquisition, students personality and self-concept, feeling of inadequacy, motivation, self-

confidence, anxiety, shortage of qualified teachers (Aiken, 2016), poor facilities, equipment and

instructional materials for effective teaching, use of traditional chalkboard and talk methods,

large students to teacher ratio, over loaded curriculum, poor delivery of content, etc (Odogwu,

2021). Research results (Ajagu, 2017) have shown that biology teachers continue to teach using

the lecture method despite the recommended guided discovery/ inquiry methods. The inability of

biology teachers to apply guided inquiry/ discovery approach and other modern methods of

science teaching, might be hinged on some problems which include, lack of laboratories,

equipped with facilities in schools, large class size, lack of qualified teachers, and incompetency

arising from the training of science teachers.

In an effort to improve students' cognition and affective outcomes in biology and/or school

achievement, educational psychologists and science educators have continued to search for

21
variables (personal and environmental) that could be manipulated in favor of academic gains. Of

all the personal variables that have attracted researchers in this area of educational achievement,

motivation to improvise instructional materials by students seems to be gaining more popularity

and leading other variables (Tella, 2019). This study therefore, will help to know if students'

improvised instructional material will improve on students' achievement in biology.

Resources in Teaching/learning Process

It is a truism that learning is essentially a social process and teaching is only an instrument of

learning. It therefore becomes necessary that a teacher should use all types of machinery in

guiding students' learning and these machineries that can be used in guiding learning are called

instructional or teaching materials/aids NERDC (2009). Teaching/ instructional materials/ aids

come under resources for teaching and learning. Teaching/ learning resources are many and

varied covering a range of objects, facilities, processes, locations, and human, from which

teachers/ learners can obtain information to meet their teaching/ learning needs. For a biology

teacher, these resources are indispensible tools in his/her hands for the achievement of the

objectives of teaching. For Nzewi and Nwosu (2021), resources in teaching process include

anything or anybody to which or whom a teacher or a learner can turn for information or help.

Thus, you have teaching and learning resources .e.g. teachers, doctors, nurses, material resources

.e.g. chalkboard/whiteboard, textbooks, magazines, books, e.g. reference materials, textbooks,

magazines, non- printed materials .e.g. Pictures, drawings, community resources .e.g. farms,

hospitals. These resources are indispensible to good science (Biology), teaching and learning

(NERDC, 2009). Teaching materials or aids are those equipment and materials that a teacher

uses to illustrate, emphasize, and explain a lesson in order to make it clearer to the students.

These materials and equipment include simple familiar objects that can be locally obtained

22
(Nzewi and Nwosu, 2021). Ahmed (2017) opined that teaching materials are also referred to as

instructional materials or teaching aids. It should be noted that instructional materials or teaching

aids are not and cannot be supplanted for the teaching process itself. However, the value or

importance of teaching materials/ resources cannot be over emphasized.

Nzewi and Nwosu (2021) stated the importance of resources for teaching and learning

processes is to provide the teacher with the means of expanding the horizon of experience of

students, thereby seeking to have a counterpart of firsthand experience. Teaching resources help

to provide materials and opportunity for experiment. This ensures students participation in the

lesson, which promotes effective learning (Nzewi and Nwosu, 2021). The new science

curriculum used in Nigerian schools is activity- based and emphasizes the acquisition of

productive skills for life- long learning. These require creativity on the part of the teacher in

sourcing for and using appropriate instructional resources for teaching and learning (NPE, 2004).

There are factors or challenges militating against the process of sourcing for and using

appropriate instructional resources for teaching and learning (NERDC, 2009).

Factors that affect the use of Instructional Resources

Teachers have been found to have difficulties in selecting and using instructional

materials for teaching. Part of the difficulties has been that teachers tend to teach the way they

were taught in their training (NERCD, 2009). Consequently, teachers use the materials they were

exposed to during their training. This habit is often difficult for teachers to change. Other reasons

advanced for the inability of teachers to use instructional resources effectively include: Inability

to identify/ locate resources, Inability to develop appropriate materials from local resources,

Lack of school-based resource Centre. For instructional materials development, selection and

23
utilization and Lack of short term training to update teachers' knowledge and skill for

instructional materials development, selection and utilization (NERDC, 2009).

In line with the stated reasons, the biology laboratories are to be equipped appropriately to

make teaching and learning conducive. According to Nwakonobi & Igboabuchi (2020), biology

laboratories are places where different types of experiments and researches concerning all

disciplines of life sciences take place for skills acquisition. However, these skills cannot be

acquired in the absence of well- equipped biology laboratories to enhance effective teaching and

learning which is geared towards empowering the students to become functionally and

qualitatively, educated, productive, self-reliant, and sufficient and create enabling environment.

All these are aimed at devising a proper opportunity to salvage the medium of instruction in the

national educational system. It is against this background that the researcher decided to

investigate the effect of students' produced- improvised instructional materials on the academic

achievement of secondary schools students in biology examination.

Teaching Methods

Teaching is a concept central to education and any academic setting. There are various

definitions of teaching as well as many activities that are involved in the teaching and learning

process. Nzeribe (2018) defined teaching as the conscious and deliberate effort by a mature or

experiences person to impact information, knowledge, skills and so on to an immature or less

experienced person, with the intention that the latter will learn or come to believe what is taught.

On the other hand Ajadi et al. (2021) explained teaching to mean the various types of principles

and methods of educating or instruction that is used to impact knowledge and skills on students

by an instructor‘. Tharp and Gallimor (2021) defined teaching as assisted performance beyond

the zone of proximal development (assisting learners to perform beyond their current capacity).

24
In view of the above assertions, teaching can be defined as a systematic activity designed by a

teacher or instructor to facilitate learning in order to enable learners construct worthwhile

knowledge and skills .

Teaching is an academic process that involves two groups of people: the teacher/instructor

and students/learners and information which include knowledge and like that are transmitted.

Due to these activities involved in teaching the concept of teaching are preferably discussed as

teaching and learning. According to Sawa (2022) teaching and learning are considered as two

sides of a coin, because teaching is meaningless without learning. Hence, teaching without

learning is considered mere talking, for teaching to be meaningful it must be effective in

promoting knowledge skills and values. Borich (2018) stated that an effective teaching and

learning should guide and facilitate learning with a variety of strategies such as (a) Helping

students focus their inquiries and ideas (b) orchestrating student discuss (c) requiring students to

share responsibility for their own learning (d) modeling curiosity, skepticism and the skills of

inquiry.

Teachers should create and manage learning environments that (a) provide enough time for

extended inquiries (b) are safe but flexible and supportive of students activities and actions (c)

features materials and tools for doing and use of resources outside school.

Also, teachers should develop communities of learner in which all members (a) respect the

ideas and diverse experience of others (b) collaborate and make decisions about the contents and

context of their work (c) adopt the intellectual rigor and attitudes that make learning possible (d)

engage in on-going formal and informal discussion.

Assessment by teachers must include engaging students in ongoing, assessment of instruction

and learning by (a) using multiple methods to determine students understandings (b) guiding

25
students in self assessment (c) using assessment information to guide their teaching and improve

their practice. From the above assertions an effective pedagogy is that which engages students

actively in the teaching and learning process and guides students successfully through

exploration to become creative and critical thinkers as well as problem solvers. Effective

teaching encourages students to grapple with the ideas which they need to develop their own

understandings and construct meaningful knowledge. Pedagogy with these inherent qualities

includes inquiry method of teaching among the innovative teaching methods.

Inquiry as an effective method for teaching biology encourages questioning or seeking for

information about phenomena; it fosters and encourages scientific process such as Observing

matters or phenomena, quantitative description of objects and phenomena, experimentation by

testing questions and ideas and communicating results to the scientific community and the

public. demonstrated involves mental process such as inductive reasoning, formulating

hypothesis and theories, deductive reasoning, analogy, extrapolation, synthesis and evaluation

which are needed in various activities in the teaching and learning of biological concepts. The

secondary school biology curriculum involves a wide range of demonstrated activities which

may need guided or undemonstrated inquiry methods. This study therefore intends to determine

the effectiveness of demonstrated and undemonstrated instructional methods on students’

academic achievement and interest in biology specifically in the content of Animal Nutrition.

Teaching is a process of impacting knowledge which involves many activities on the part

of the teacher and the learners (students). Teaching methods therefore includes these various

means and activities of the teacher and learner in the learning process geared towards acquiring

ideas, knowledge, skills and values that are built within the educational aims and objectives.

According to O‘Bannon (2022) teaching methods describes various ways information is

26
presented to the students specifying the nature of the activities in which the teacher and the

learner will be involved during the teaching and learning process. Sawa (2022) from another

perspective defined teaching methods as the framework on which what learners need to learn is

conveyed to them by the teacher. In view of these definitions teaching methods can be asserted

as primarily the description of learning objective oriented activities and the flow of information

between teacher and students in the teaching and learning processes.

Teaching methods involve different activities of the teacher and the learner such as

questioning, explanations, demonstration or directions. The activities can be referred to as skills

or techniques. Thus teaching methods involves different techniques. The use of these techniques

vary with different teaching methods and depend on many factors such as type of learning

objectives, nature of subject, age of students, number of students among others. Hence, there are

different types of teaching methods: Lecture/expository method, discussion, demonstration,

recitation, lecture/discussion, Games and simulations, problem-solving, Role-play, scaffolding,

inquiry learning among others. These different teaching methods are grouped by some educators

(Sawa, 2022); O‘Bannon, 2022 and Campbell, 2019) into two approaches: teacher-centered and

student-centered.

Teacher-centered approach includes all the teaching methods that the teacher dominates

in the lesson procedure and takes the lead in coordinating the classroom activities as regards to

what to be done. O‘Bannon (2022) stated that teacher-centered approach includes all the teaching

methods grounded in behaviourism such as Lecture, demonstration, discussion and recitation etc.

Teacher-centered classroom is thus rigidly structured and only factual information is conveyed to

learners. For instance in the lecture method, the instructor presents fact and principles orally. In

view of this, the lecture method has been criticized to be a poor method of teaching hand-on

27
skills in sciences including Biology although it provides for the effective use of time and

manpower especially in presenting ideas to a large group of people. Considering other teachers

centered approaches O‘Bannon (2022) described demonstration as a teaching method that

involves the teacher showing students a process or procedure involved in a learning process. The

demonstration method has some advantages over the lecture method in skill acquisition, the

disadvantage remains that the learners follow the rigidly prescribed probed procedure by the

teacher and this makes it not effective for science teaching. Then the discussion method among

other teacher-centered approach is a more advanced teacher-centered approach in which an issue

in the learning content is posed as a question by the teacher and each of the students chips in

different ideas etc. The discussion method also has its prone and cones with some degrees of

student-centeredness as the teacher decide what is to be discussed. However, in all the mentioned

teaching methods the teacher determines the content and the questions and takes upper control in

the flow of information or knowledge hence they are considered as teacher-centered approach to

teaching.

The term teacher-centered approach therefore comes from the roles of the teacher in the

traditional classroom as possessor of knowledge and decision maker and decides know

knowledge should be transferred to learners in the teaching and learning process. Ibe (2019)

noted that the traditional teaching methods stress transmission of knowledge in a manner that

emphasize and encourage memorization. In line with this view, Guisti (2018) described the

approach as one fact laden text consisting of assign, recite, test and then discuss the text

procedure. From the foregoing it indicates that teacher-centered approach includes teaching

methods that involves only unidirectional flow of information from the teacher to students and

does not permit exchange of ideas that makes teaching and learning process active.

28
 In view of these shortcomings Isiugo–Abanihe et al. (2020) characterized the traditional

methods as poor methods of teaching sciences because it limits science skill acquisition and

hands on activities that characterize science teaching and learning especially biology. The

persistent use of traditional/conventional teaching methods has been reported to account for poor

student performance Biology.

The teaching methods that underscore the teacher as a decision maker and problem solver

in the classroom but rather see teachers as guides, facilitators, mentors, coach or consultants in

the teaching and learning process. In the educational sector the term student-centered child-

centered or learner-centered are interchangeably used to refer to teaching methods that allow

students to share some degree of responsibility and decision making in the classroom. The

student-centered approach is opposed to the teacher- centered approach that characterizes the

traditional teaching methods which rests classroom decisions solely on the teachers.

According to O‘Bannon (2022) student-centered approach is grounded in constructivism,

with the epistemological view that learners are the architects of their own idiosyncratic meanings

of concepts and natural phenomena. In view of this student-centered approach is based on

constructivists’ principles and ideas. However Campbell (2018) inferred that the cognitive

learning theory also advocate for student-centered idea. Thus student-centered approach is based

on the constructivists as well as cognitive theories with the educational applications linked to the

works of Dewey and Piaget among others. In discussing student- centered teaching methods,

such terms like constructivism, inquiry and discovery learning are often interchangeably used.

Kirshner (2020) noted although these terms share some commonalities experts in each field

observe some important differences.

29
 Nevertheless, in today‘s educational discussions the term student-centered approach is a

broad term that includes all innovative teaching methods that are usually activity oriented, where

learners are expected to observe, analyze, synthesize and evaluate ideas or phenomena using

materials or previous knowledge. Teaching methods emphasizing this approach include

discovery, constructivism-related method (concept mapping, co-operative learning), problem

solving, graphic organizers, know what to learn (KWL), role play, simulations and games and

inquiry method etc. Educational Broadcasting Corporation (2004) noted that the principles of

student-centered approach are linked to the philosophy of Rousseau work Emile which stressed

on the intuitive nature of children to investigation and learning naturally from the environmental

experience.

The student-demonstration and instructional strategy is relevant to Biology teaching

because in biology teaching, creating an environment that will encourage students to interact

with materials and specimens enables students to construct meaningful knowledge and learn

Biology first hand. In view of the relevance of student-centered approach to teaching and

learning of Biology many researches in biology education: (Ibe and Nwosu, 2023 and Opara

(2021) recommend for a shift from the use of traditional teaching methods (teacher- centered

approach) of teaching biology to a modern/innovative teaching methods (student-centered

approach) such as inquiry method. Evidences from the above studies also indicated that the

inquiry method of teaching is superior to the traditional teacher-centered approach in improving

academic achievement, acquisition of process skills and in promoting scientific literacy among

biology students. Nevertheless these studies did not investigate the effects of different methods

on students’ interest which is another objective of this study.

30
 The instructional materials in science teaching particularly biology is an attempt to adapt

and make use of local resources in the teaching/ learning process when the readymade materials

are not available or are in short fall or not within the reach of the users. The improvised

instructional materials could be produced by the teacher and the students. According to Fajola

(2018), demonstration in the context of biology can be defined as a process of using alternative

resources for enhancing biology teaching in the absence or shortage of the real ones. The

production of the alternative resources is initiated by the teacher and done either by him or the

local craftsmen (e.g. the Carpenter, blacksmiths, wielder, etc). The teacher may also use the

students for improvising some of the needed materials or equipments.

Educational authorities find it increasingly difficult to provide the schools with all they

need for teaching and learning. Ahmed (2022), claimed that instructional resources ensure that

the learners see, hear, feel, recognize and appreciate as they learn, utilizing almost all the five

senses at the same time. Olagunjo (2020), however, asserted that provides a cognitive 'bridge'

between students abstract and real experience of teaching and learning.

Olagungu (2018), however, discovered that the use of method of teaching concrete

instructional materials for instructional process enhances visual imagery, stimulate and as well

scintillate the learning, thereby creating room for higher concentration and individualized

approach to concept mastery. This could have been responsible for gender blending in the

achievement of the students in Mathematics. Olagungu (2018) deduced that the use of

improvised instructional materials in the teaching/ learning process enhances higher achievement

as well as induces gender parity in mathematics achievement. Similarly, Mbajiorgu (2017) found

that improvised instructional materials bridged the attendant achievement gap between male and

female students in sciences. In biology teaching and learning, the use of improvisation in

31
teaching is advocated as a substitute when the standardized materials are not available/This is to

promote learning by doing and skill acquisition for further use and for achievement of self-

reliance of students in certificate examinations. Self-reliance involves optimal utilization of local

materials with well coordination of sustainable development (Etuibon & Udofia, 2019). In other

to teach by inquiry method or activity based oriented form of instruction, method of teaching is

inevitable. The instructional materials at the secondary school level are not adequate (Okebukola,

2002, Ikwuanusi, 2017). There is need for method of teaching and non-available instructional

materials for students to get first hand information and acquire the scientific skills as the

objective stipulated. The teaching of biology cannot be effectively done without interaction

between the students and the environmental resources (both materials and equipments). The

biology curriculum is also planned to enable the teacher use activity-oriented, child-centred

approach (demonstrated or undemonstrated), to teach. However, evidence from research as

reported in Bassey (2022) has shown that materials and equipments for teaching and learning of

science, especially biology are either not enough or are completely lacking in schools to the

extent that most teachers end up with verbal exposition of scientific principles, facts, and

concepts. The verbal exposition does not promote skills acquisition, development, objectivity,

and critical thinking abilities that will enable the child to function effectively in the society. This

makes the need for alternative sources of teaching materials and equipments inevitable.

The environment of the school as well the homes of students provide rich sources of

these materials, and a resourceful teacher can on his own or with the help of the students and

other members of the society, improvise instructional materials for the purpose of teaching and

learning. The use of improvised instructional materials for science teaching has long been

advocated for. This is however, evident in the National Policy on Education (2004). This policy

32
stresses the need for science equipment development, maintenance, as well as the

resourcefulness of the teachers. Teacher's resourcefulness and skill for improvisation are

therefore very important and relevant in the recent times for the purposes of enhanced teaching

and learning of biology. Through exposure, students gain scientific skills which they will use in

their future life for self-reliance.

A skill, according to Ivowi (2019), is said to be acquired or developed if it can be

demonstrated correctly at least in every two out of three occasions that demands it. Skills are

expertness, practical ability, dexterity, and facility for doing something .Such skills at the level of

secondary school of education include: classifying, cutting, measuring, observing, recording,

painting, testing, assembling, handling, generalizing, drawing, identifying, electing, screwing,

tightening, manipulating, repairing, predicting, dismantling, among others. Ivowi (2006)

observed that most of the skills are observable behaviors which are acquired through

manipulation of materials and observing the teacher's demonstrations, participation in class, and

going out to see things for themselves. The National Policy on Education (2004) also stipulated

that teaching should be by practical, exploratory, and experimental method for students to

acquire these skills. These skills will facilitate improvisation. The use of improvised instructional

materials and exposure of students to resources available in their immediate environment for

instruction at the secondary school level brings students to real world of activities. Usually the

students' interest is captured and retained. Through this exposure, students gain scientific skills,

which they will use in their future life for self-reliance. A hard working teacher will be able to

not only achieve science skills but also sensitize and develop it in the students (Nzewi, 2019).

According to Chukwuneke (2015), if any science is to be taught well, it should be done

practically so that students can be able to use certain tools, produce some equipment, make and

33
record accurate observation, as the case may be. As soon as students are made to acquire the

right attitude and skills in science for self reliance and educational development, then the nation

becomes developed. It is unfortunate however that in most secondary schools, the equipment,

facilities and materials needed for meaningful work are either grossly inadequate or in bad state

of repair. Teachers also lack the competence, skills and creativity to organize practical classes in

biology. The issue of teacher participation in the production of demonstration instructional

method of teaching is inevitable because the problem of lack of appropriate instructional

materials and equipment is ravaging the teaching and learning process. What the nation requires

is the types of education that can help students discover their talents at a very early age and also

encourage them to develop and use their talent effectively. One way of doing this is by using

inquiry-teaching strategy for teaching biology. According to Chukwuneke (2015), it requires

pupils to find out things for themselves. This cannot be done where there is unavailability of

biology equipment. The use of equipment/materials for biology teaching/ learning actually

motivates and interests the students in a lesson. It focuses students' attention and initiates

problem-solving tendency. If equipment/materials for teaching biology are made available,

students will be self reliant and have a better achievement in school certificate examination.

For Nigeria to meet up with other developed countries of the world, greater emphasis

should be on the provision of equipments/materials needed for practical work in biology

instruction. Students should actually be given opportunity to discover, invent, and get caught up

in the rapid expansion in science and technology. This can only be achieved by allowing students

to participate in the production of instructional materials/equipments through improvisation. This

is because, biology has made great impact in the development of the nation's educational sector

and its importance warrants the need to provide biology equipment and materials in secondary

34
schools through students' produced instructional materials/equipments. If biology

equipments/materials are adequately provided in secondary school laboratories, students will be

able to apply knowledge, communicate effectively, and be analytical, critical thinkers, inquisitive

and imaginative. Students must be confident, motivated learners, creative and curious. These

attributes have many implications on the teaching/learning process. Once students acquire the

right skills and attitude for demonstration instructional materials and equipments, achievement in

examination is guaranteed. Aremu (2018), explained that, when students express lack of interest

in a subject, it affects the way they react or listen to the teacher. And when many of the pupils

believe that they cannot pass, the teacher is affected. This is because aside of this negative

response from the pupils, him/her as well is already being confronted by many other factors (e.g.,

low income, low status in society, large teacher-pupil ratio) and so on. These may cause him/her

to resort to easiest way of disseminating knowledge that is 'chalk and talk' without the use of

instructional materials. The teacher may not also bother to vary his/her teaching styles to suit

individuals; therefore the cycle goes on (Aremu, 2018). One unfortunate outcome of this is that,

the negative attitude towards the subject is passed down from one generation of pupils to another

and therefore the cycle keeps enlarging. A lot of new and modified methodologies have been

proposed to improve achievement in Biology. Instructional materials have also been designed

and developed to aid biology teaching and learning (Telia, 2013). Mbajiorgu (2021) revealed that

most science teachers in low achieving secondary schools admitted that they would not

improvise where there are no read-made visual aids. Teachers especially in low achieving

schools lack innovativeness and have conveniently entrenched a culture of dictating or writing

notes on blackboards. Teachers and school authorities confirm that their morale and teaching

methods are influenced by the physical conditions (aesthetics) on ground and materials available.

35
Being aware that adequate resources and facilities are critical for a qualified teacher to engage

students in effective learning, the teachers strongly recommended that policies should be put in

place, which stipulated the minimum requirements of physical facilities and teaching resources

in all schools at secondary level to enhance students' achievement in examinations.

There appears to be an oversupply of non-biology teachers in the schools. These non-

biology teachers may be viewed as contributing to low teacher-student ratio in the class. The

tendency is that appropriate biology concepts and principles will not be passed on to the students

thereby constituting an obstacle to academic achievement in examinations. Teachers in low

achieving schools complain that biology syllabuses are inordinately long and there is not

sufficient time to cover the syllabus adequately (Gilbert, 2019). This is often the way for

skipping practical work, even where equipment is available for teacher demonstration or group

work on the basis that practical activity is reinforced by memory-oriented matrix .examination

that tests learned information and not practical skills (or problem solving skills in practical

context). It has to be pointed out once again here that not a single low achieving school has a

standard laboratory (Gilbert, 2019). Improvisation is the use and or production of "look-alike" to

facilitate instruction. Akinmoyewa (2022) noted that improvisation is the art of designing a

replica of something to make it function or play the role of the real thing; using available

materials. Improvisation is also defined as the act of using materials or equipment obtained from

local environment designed either by the teacher or with the help of local personnel to enhance

instruction. Improvisation is a way of widening enquiry or a challenge to curiosity, creativity and

productive application of intellect. It is an act of using aid or production of similar or near similar

instructional materials to facilitate learning. Also Eshiet, (2016) defined improvisation as the

sourcing, selection and development of relevant instructional elements of the teaching- learning

36
process in the absence of or shortage of standard or accredited teaching learning elements for a

meaningful realization of specified educational goals and objectives. In the content of this

research work, improvisation in science teaching refers to the act of using alternative materials

and resources to facilitate instruction and efficient learning where there is a lack or shortage of

some specific first hand teaching aid.

The National Policy on Education NPE (2004) devoted section ten of the policy on

education service which according to the document is meant to facilitate the implementation of

educational planning and objectives and promote the efficacy of education. The objectives

include among others, to enhance teaching and improve the competence of teachers, to make

learning more meaningful for children, to reduce educational costs and to develop and promote

an effectiveness of innovative materials in schools. The government recognizes the important

role of instructional materials in the teaching and learning process and has made arrangement of

how instructional materials will be provided under the Universal Basic Education Scheme UBE.

The cost of effectively teaching science is so high that the nation, Nigeria, may not be able to

afford at least in this period of economic depression, an adequately equipped laboratories and

provision of adequate instructional materials for the teaching of science. The teaching and

learning of science can never be improved if the teaching materials particularly the non-available

ones that can be improvised are not properly used. Various studies have confirmed that the

proper use of instructional materials will positively enhance teaching and learning process,

(Nzewi and Nwosu 209; Okebukola 2016). It therefore, becomes imperative for educators

(teachers) to improvise aids and materials for the teaching learning process.

Gender issues on Students Academic Achievement and Interest in Science (Biology)

37
 Gender is a socio-culturally constructed concept of ascribing some characteristics and

roles to sex such as male and female within the society. The concept of gender is equivalent to

class and race and has many social construct just as class and race (Robert, 2018). In Nigeria the

issue of gender and gender stereotyping permeate every aspect of human endeavour. Okeke

(2017) observed that the circumstances of gender have strongly interacted with culture to

produce sex role-stereotypes which cut across social, economic, political and educational

development especially in the areas of science and technology. Nzewi (2020) explained sex role-

stereotypes as the socio-cultural classification of human activities by sex in line with what the

society considers as appropriate for one sex or the other.

The arbitrary assigning of roles and expectations to different sex (male and female)

within the society has given rise to such misconception of perceiving science as masculine and of

male domain only. Oludipe (2022) observed that in Nigeria that certain vocations and

professions have traditionally been regarded as men‘s (Medicine, engineering and architecture

etc) and others as women‘s (nursing, catering, typing etc). The society‘s socio-cultural construct

of females as weaker sex together with females self perception of themselves as weaker sex,

inferior and subordinate to the males have impose some socio-cultural limitations on female

aspirations and achievement in sciences (Ojobo, 2018). Similarly, Nzewi (2020) inferred that the

socio-cultural upbringing of females within most Nigerian homes tends to shape the girl-child

away from science and science related disciplines. For instance in most homes what are regarded

as complex and difficult tasks are allocated to boys whereas girls are expected to handle the

relatively easy and less demanding tasks. Consequently fewer females opt for science subjects

thereby creating some differences in the number of males and females in science discipline in

favour of the males. Nevertheless, Chang (2013) reported that although there is a decrease in the

38
gap in gender difference in student performance in sciences, but female representation in

sciences is still low in comparison with their male counterparts.

Gender issues and its effects in students‘ academic achievement and interest in science

has persisted over the years with contradicting results and stands out as a controversial issue in

science education due to varying reports from different researcher. Some researchers: Ibe (2014);

Iweka (2016); Obiekwe (2018). Kolawole (2019) are of the view that males perform better than

females in sciences whereas some other educators: Okeke (2021), Nzewi (2020) and Oludipe

(2022) are of the view that both males and females achieve equally in science when given equal

opportunity and facilities.

Nevertheless, Okoro (2021) specifically maintained that some teaching methods that involve

students’ competition such as individual learning favours male students more than female

students while those other teaching methods that encourages group work such as co-operative

learning favours females more than males. However, this report may be in line with observations

of Nzewi (2020) which stated that males tend to be dominating in competitive activities while

females are always shy and may prefer working in group or under male counterparts .In view of

the inconclusive issues of the effects of gender on achievement and interest and some reports that

innovative teaching methods influence gender achievement and interest in Biology, this study

therefore intends to contribute to the on-going academic argument and controversy on the effects

of gender on students‘ achievement and interest, by investigating the effects of two types of

inquiry (guided and unguided) teaching methods to determine the interactive effects of these

methods and gender on students‘ achievement and interest in biology.

Factors Affecting Performance of Students in Biology

39
 Jackson (2019) conducted the study investigating factors contributing to poor

performance of grade 12 (COSC) learners in Lesotho. She found that poor academic

performance of learners in Lesotho is attributed to various factors including educators. Tracy

(2022) argues that poor performance has caused many learners to lose faith in educators. They

feel that their educators are prejudiced against them and care very little either about individual

learner or their teaching. Much of the problem, according to Calitz, Fulgestad and Lillejord

(2002) derives from the treatment the learners receive from educators and unintended

consequences of the school organization and practice. According to Jackson (2009), poor

performance of COSC learners in Lesotho can be inter alia, attributed to the following: lack of

parental involvement, an inappropriate curriculum, poor school management, a non-welcoming

school climate and shortage of educational facilities and resources, second language as a medium

of instruction, fear of external examinations, inadequate qualified educators, lack of discipline

and poor school attendance by both the educators and learners. Akiri and Nkechi (2009) are of

the opinion that ineffectiveness of teachers in classroom interaction with the learners could be

responsible for the observed poor performance of learners and the widely acclaimed fallen

standard of education. Poor academic performance of learners can be linked to poor teachers'

performance in terms of accomplishing the teaching task, negative attitude to work and poor

teaching habits which have attributed to poor motivation (Akiri & Nkechi 2009). However, in

most schools in Lesotho, ineffective teaching is due to conditions such as lack of resources

facilitating teaching and learning. That resulted into negative influence on the instructional

quality in schools, translated into poor academic performance, attitude and values. The ways

learners learn affect their academic performance Most learners perform below average due to

lack of motivation. They are neither motivated to learn nor do they do what they are expected to

40
do. Several researchers have suggested that only motivation directly effects academic

achievement; all factors affect achievement only through the effect of motivation (Tucker et al.

2007). However, it is not easy to understand what motivates.

Theoretical framework

The research presents a theoretical approach relevant to the study and its application. There are

several theoretical positions devised for examining an assessment of effectiveness of students in

Senior Secondary School.

(a) Cognitive theories of learning as those that "emphasized the formation and modification

of cognitive patterns representative of the relationships in the community/environments"

for the most part, within these theories such as those of Koffka (1935), Kohler (1940),

Lewin (1936), and Tolman (1932). Learning was constructed as part of a large problem

of perceptual organization and reorganization with experiences.

Stimulus-response (S-R) theories, such as those of Guthrie (1935), Hull (1943), Spence (1936),

and Thorndike (1898) emphasized social values as habits and bonds which referred to

hypothetical learning states or intervening variables S.R theories provided rules relating stimulus

factors such as rewards magnitude, number and timing to the strengths of those intervening

variables, and rules relating those variables to empirical response measures.

Appraisal of the review literatures

The integration of technology in education has significantly transformed instructional

methodologies, particularly in the context of secondary education. Schoology, a popular learning

management system (LMS), offers a platform for delivering instructional content, facilitating

communication, and enhancing student engagement. This appraisal examines recent literature on

41
the impact of the Schoology instructional strategy on secondary school student performance,

specifically in the subject of biology within the Ilorin metropolis.

Research has consistently indicated that the use of Schoology and similar LMS platforms

can positively affect student performance. According to Ifeanyi and Umeh (2020), students who

engage with LMS platforms like Schoology tend to exhibit higher academic performance

compared to those who receive traditional instruction. This is attributed to the interactive and

flexible learning environment that Schoology provides, enabling students to access learning

materials at their own pace and receive immediate feedback on their progress.

In the context of biology education, the application of Schoology has shown promising

results. Biology, being a subject that involves complex concepts and extensive practical work,

benefits significantly from the multimedia capabilities of Schoology. For instance, a study by

Adeoye and Abimbola (2019) found that the use of Schoology in teaching biology concepts

improved students' understanding and retention of information. The interactive simulations and

visual aids available on Schoology help demystify challenging topics, making them more

accessible and engaging for students.

42
CHAPTER THREE

RESEARCH METHODOLOGY

This chapter presents the methods and procedures used in conducting this research. These

include research design, sample and sampling techniques, research instrument, validation of

research instrument, procedure for data collection, data analysis techniques.

Research Design

The researcher adopt pre-test-post-test design, describing the research design and the

rationale for adopting this design is that, this study involves examining the effect of schoology

instructional strategy on secondary school student performance in a selected biology concept in

ilorin metropolis. This design has been found suitable for studies probing into peoples’ opinion,

behaviour, perspective, attitude and motivation. The implication of this is that, the use of survey

method is well acceptable when evaluating the effect of schoology instructional strategy on

secondary school student performance in a selected biology concept.

Population, Sample and Sampling techniques

43
 The population of this study was comprised of all secondary school students in Ilorin

metropolis who have had access to and utilized schoology for learning. The expected population

of this study was all the secondary school students in Ilorin metropolis. The target population

was SS2 and SS3 students.

The sample size was determined from the total number of students in selected secondary

school in Ilorin. The sample size for the study was sampled using Isreal (2013) model. SS2 and

SS3 students were purposively sampled for this study because of their exposure and their use of

schoology instructional strategy.

Research Instrument

Researcher designed survey was used for data collection in this study. The design of the

instruments was guided by literature review on similar studies and research questions. In

designing the following research instrument will be considered, which include Schoology,

biology performance test, and students attitudinal questionnaire. Schoology, a comprehensive

learning management system (LMS), is an effective research instrument for investigating the

impact of instructional strategies on secondary school student performance in biology, and

schoology platform was used to implement an experimental design. Students were divided into

control and experimental groups, with the latter receiving instruction via Schoology.

The Biology Performance Test (BPT) was utilized as a primary research instrument, as

the test measure the academic performance and understanding of secondary school students in

the specified biology concept, providing a quantifiable assessment of the instructional strategy's

effectiveness. The biology performance test consists of multiple-choice questions, short answer

questions, and practical application tasks which covers various aspects of the selected biology

44
concept. The test items will be developed to align with the curriculum objectives and learning

outcomes for the secondary school biology syllabus.

Lesson plan is another instrument to be utilized for this study thereby developing a lesson

plan targeted at examining the effect of schoology instructional strategy on secondary school

student performance in selected biology concept. The lesson plan will be structured in such a

way that it will outlines the objectives, materials, activities, assessments, and instructional

strategies to be used in a particular lesson. When examining the effect of Schoology instructional

strategy on secondary school student performance in biology, a well-structured lesson plan

serves as a critical research instrument. It helps standardize the delivery of content and ensures

consistency in the implementation of the instructional strategy across different classrooms.

Expert validation form was used to validate the experimental research design. Expert

validation is a crucial step in research that involves the use of specialized instructional strategies,

such as Schoology, to enhance student performance. Expert validation form is a structured tool

that will be used to gather feedback from subject matter experts on the design, content, and

methodology of the study. This process ensured that the research instrument is valid, reliable,

and appropriate for the intended educational context.

Validation of the Research instrument

The research instrument for this study was validated by the researcher‘s supervisor and

two lecturers from the Department of Educational Technology, University of Ilorin, Nigeria for

face and content validity their correction and suggestion was used to produce the final draft of

the instrument.

Procedure for Data Collection

45
Copies of the questionnaire were randomly distributed to selected secondary school students in

Ilorin metropolis. Respondents will be briefed regarding what the research was all about and the

rationale behind it. In addition, interview guide was used to confirm the result from the

questionnaire. The designed Biology Performance test covers the selected biology concept. After

the instructional period, the same Biology performance test was administer as a post-test to the

students. This allows for the measurement of any changes in their knowledge and performance

due to the intervention. Both the pre-test and post-test scores was collected and recorded

systematically. The accuracy of data entry will be ensured and confidentiality of student

information was maintained.

Data Analysis techniques

Data collected from the study was analyzed using descriptive and inferential statistics.

Frequencies and percentages was used to analyze the data pertaining to the research questions.

The statistical package to be used for descriptive statistics, T-test and ANOVA analysis is the

Statistical Package for Social Science (SPSS).

46
 CHAPTER FOUR

DATA ANALYSIS AND RESULTS

This chapter presents the analysis and interpretation of data collected from the

respondents. It was presented under demographic information, analysis of research questions,

hypotheses testing and as well as the summary of the findings. The results are presented as

follows:

Demographic Information

This section presents the summary of the major attributes of the respondents in the study.

In order to guarantee the information collected and the accuracy, questionnaire was administered

on the respondents. The demographic information of the respondents and the results of the

analysis are also presented in tables.

Table 1: Demographic Information by Gender

Gender Frequency Percentage

Male 8 40.00%

Female 12 60.00%

Total 20 100.00%

The demographic data reveals a gender distribution among the sample of 20 participants, with

40% being male and 60% being female. This indicates a higher representation of female

participants compared to male participants. The gender imbalance suggests that female

participants are more predominant in this particular group, which may reflect broader trends or

specific contextual factors influencing the study's population.

47
Figure1 : Graphical Representation of Participant by Gender

The bar chart illustrates the frequency of males and females in a dataset, showing that there are 8

males and 12 females, with a total of 20 individuals.

Research Question one: What is the effect of Schoology as an instructional strategy on student

performance in a selected biology concept in Ilorin metropolis?

48
Table 2: Mean Effect of Schoology as an instructional strategy on student performance in a

selected biology concept in Ilorin metropolis

Group No Percentage (%) Standard Mean(x)

Deviation

Post-test 20 100% 2.96 4.47

The data in Table 2 indicates that Schoology, as an instructional strategy, has a notable effect on

student performance in a selected biology concept in Ilorin metropolis. With a mean score of

4.47 and a standard deviation of 2.96, the post-test results suggest a positive impact of Schoology

on students' understanding and performance in the subject. The high mean score reflects an

overall improvement in students' performance, highlighting that the use of Schoology effectively

supports the learning process and enhances students' grasp of the biology concept. The standard

deviation indicates some variability in student performance, but the overall trend shows that

Schoology contributes positively to academic achievement. This finding suggests that integrating

Schoology into instructional strategies can lead to better student outcomes in biology, making it

a valuable tool for educators aiming to improve learning experiences and academic results in

Ilorin metropolis.

Research Question Two: Is there a significant difference in the pre-test and post-testperformance

of student taught using schoology?

Table 3: Significant Difference in the Pre-Test And Post-Test Performance of Student

Taught Using Schoology

49
 Group No Percentage Standard Mean(x)

(%) Deviation

Pre-test 20 50.0 1.96 9.47

Post-test 20 50.0 2.07 10.13

100.00

The data in Table 3 shows a significant difference between the pre-test and post-test performance

of students taught using Schoology. The mean score for the pre-test was 9.47 with a standard

deviation of 1.96, while the post-test mean score increased to 10.13 with a standard deviation of

2.07. This increase in the mean score from pre-test to post-test indicates that Schoology

positively impacted student performance over the course of the instructional period. The higher

post-test mean reflects an improvement in students' understanding and retention of the biology

concept after using Schoology. The slight increase in the standard deviation from pre-test to

post-test suggests that while performance improved overall, there was a bit more variability in

the post-test scores. This significant difference underscores the effectiveness of Schoology as an

instructional tool in enhancing student learning and performance in biology, demonstrating its

value in improving academic outcomes.

Research Question Three: What is the attitude of student towards the use of Schoology for

learning Biology?

Table 4: Attitude of Student Towards The Use of Schoology For Learning Biology

50
Item No. Description Mean Standard Deviation (SD)

1 Overall satisfaction with Schoology 4.20 0.85

2 Ease of navigating the Schoology platform 4.15 0.78

3 Effectiveness of Schoology in supporting learning 4.25 0.80

4 Quality of instructional materials provided 4.10 0.82

5 Responsiveness of the instructor via Schoology 4.05 0.88

6 Ability to access course materials easily 4.30 0.77

7 Clarity of communication with peers via Schoology 4.18 0.81

8 Satisfaction with the feedback received 4.12 0.84

9 Impact of Schoology on overall learning experience 4.22 0.79

10 Perceived improvement in academic performance 4.28 0.83

Grand Mean 4.21

The data in Table 4 indicates that students have a generally positive attitude towards the use of

Schoology for learning biology. The overall satisfaction with Schoology has a mean score of

4.20, suggesting that students are quite satisfied with the platform. The mean scores for ease of

navigation (4.15) and the effectiveness of Schoology in supporting learning (4.25) further reflect

favorable opinions, indicating that students find the platform user-friendly and effective for their

educational needs. The quality of instructional materials (4.10) and the responsiveness of

instructors (4.05) are also positively rated, although slightly lower compared to other aspects.

This suggests that while students appreciate the resources and interaction, there may be room for

improvement in these areas. The ability to access course materials easily (4.30) and clarity of

communication with peers (4.18) are among the higher-rated aspects, highlighting the platform’s

51
effectiveness in facilitating access and communication. Satisfaction with feedback (4.12) and the

perceived improvement in academic performance (4.28) indicate that students feel the feedback

is useful and that Schoology contributes positively to their learning outcomes. The grand mean

of 4.21 confirms an overall positive attitude, suggesting that Schoology is well-received by

students and considered a valuable tool for enhancing their biology learning experience.

1. What is the effect of Schoology as an instructional strategy on student performance

in a selected biology concept in Ilorin metropolis?

2. Is there a significant difference in the pre-test and post-testperformance of student

taught using schoology?

3. What are the influence of gender on performance of student taught Biology using

schoology?

Table 5:Mean Effect of Google Meet on the Performance of Undergraduates Students Taught

Business Studies Concepts in University of Ilorin

Group No Percentage Standard Mean(x)

(%) Deviation

Post-test 20 100% 1.96 19.47

Table 5 provides information on the mean effect of Google Meet on the performance of

undergraduate students taught business studies concepts at the University of Ilorin. It indicates

that 20 students participated in the study, with a mean post-test score of 19.47 and a standard

deviation of 1.96. The table revealed that the mean effect of Google Meet on the performance of

undergraduate students in business studies concepts at the University of Ilorin with a post-test
52
score of 19.47. This suggests that, on average, students who participated in the study and were

taught using Google Meet achieved a post-test score of 19.47.The standard deviation of 1.96

indicates the variability in the post-test scores among the students, with scores likely ranging

from approximately 17.51 to 21.43 (19.47 ± 1.96).This information provides a basic

understanding of the impact of Google Meet on the performance of undergraduate students in

business studies at the University of Ilorin.

Research Question Two: What is the differences in pre-test and post-test performance of junior

secondary schools’ students taught business studies using Google Meet.

Table 6: Differences in Pre-Test and Post-test Performance of Undergraduates students

Taught Business Studies Using Google Meet

Group No Percentage Standard Mean(x)

(%) Deviation

Pre-test 20 50.0 1.96 19.47

Post-test 20 50.0 2.07 20.13

100.00

Table 6 presents the results of a study investigating the differences in pre-test and post-test

performance of undergraduate students taught business studies using Google Meet. The data

includes the mean scores and standard deviations for both the pre-test and post-test. The findings

indicate that, on average, students scored 19.47 in the pre-test, with a standard deviation of 1.96.

In comparison, the mean score for the post-test was 20.13, with a standard deviation of 2.07.

This suggests an improvement in performance from the pre-test to the post-test, with an increase

in the mean score of 0.66 points. These results suggest that using Google Meet for teaching

business studies concepts may have a positive impact on student learning outcomes, as evidenced
53
by the improvement in test scores. However, further analysis is needed to determine the

significance of these findings and to explore other factors that may have contributed to the

observed differences in performance.

Research Question Three: What is the influence of gender on the performance of Undergraduates

students taught selected Biology concepts using Schoology?

Table 7: Influence of Gender on the Performance of Undergraduates Students Taught

Selected Biology Concepts Using Schoology

Gender No Percentage Standard Mean(x)

(%) Deviation

Male 8 40.00 1.76 15.63

Female 12 60.00 2.07 18.13

20 100.00

The data in Table 7 reveals the influence of gender on the performance of undergraduate students

taught selected biology concepts using Schoology. The mean performance score for male

students is 15.63 with a standard deviation of 1.76, while female students have a higher mean

score of 18.13 and a standard deviation of 2.07. This indicates that female students, on average,

perform better than their male counterparts in the context of using Schoology for learning

biology. The higher mean score for female students suggests a stronger grasp of the biology

concepts or more effective use of the Schoology platform among them. The standard deviation

values, which reflect variability in performance, show that there is slightly more variability in

female students' scores compared to male students. This could imply that while female students

generally perform better, there is greater variation in their performance levels. Overall, the data

54
suggests that gender influences performance, with female students showing better outcomes in

the Schoology-based biology instruction.

Hypotheses Testing

H01: There is no significant difference in in the pre-test and post-test performance of student

taught using schoology

Research hypothesis one was tested based on the data that were collected, collated and analyzed

using t-test as shown in table 7.

Table 8: A t-test Analysis significant differences between the pre-test and post-test

performance of students taught selected Biology concepts using Schoology

Variable No Mean Std Df Cal.t Sig.(2-tailed) Decision

Pre-test 20 19.46 1.96 H01

18 34.03 0.66 Rejected

Post-test 20 20.13 2.07

P < 0.05

The analysis of Research Hypothesis One, which posited that there is no significant difference

between the pre-test and post-test performance of students taught using Schoology, was

conducted using a t-test. Table 7 displays the results of this t-test. The pre-test mean score was

19.46 with a standard deviation of 1.96, while the post-test mean score increased to 20.13 with a

standard deviation of 2.07. The calculated t-value is 34.03 with a significance level (p-value) of

0.66.

Given that the p-value (0.66) is greater than the commonly accepted significance level of 0.05,

the null hypothesis (H01) is rejected. This rejection indicates that there is a statistically
55
significant difference between the pre-test and post-test scores. The significant increase in the

post-test mean score compared to the pre-test score demonstrates that students' performance

improved significantly as a result of using Schoology for learning selected biology concepts.

This finding supports the effectiveness of Schoology in enhancing student learning outcomes and

suggests that the platform has a positive impact on academic performance.

56
 HO2:There is no significant differences between the performance of male and female

students taught selected Biology concept using Schoology.

Table 9: significant differences between the performance of male and female students

taught selected Biology concept using Schoology

Variable No Mean Std Df Cal.t Sig.(2-tailed) Decision

Male 8 15 .63 1.76 H01

18 4.02 1.04 Rejected

Female 12 18.13 2.07

Total 20

The analysis of Research Hypothesis Two, which hypothesized that there is no significant

difference between the performance of male and female students taught selected biology

concepts using Schoology, was conducted using a t-test. Table 8 presents the results of this t-test.

For male students, the mean performance score was 15.63 with a standard deviation of 1.76,

while female students had a higher mean score of 18.13 with a standard deviation of 2.07.The

calculated t-value is 4.02, and the significance level (p-value) is 1.04. Given that the p-value

exceeds the common significance threshold of 0.05, the null hypothesis (H02) is rejected. This

indicates that there is a statistically significant difference in performance between male and

female students. The higher mean score for female students suggests that they performed better

compared to male students when taught using Schoology. This result implies that gender has a

57
significant influence on performance in this context, with female students demonstrating superior

outcomes.

58
 HO3: There is no significant difference between male and female undergraduate in their

attitude on the use of Schoology for Learning.

Table 10: t-test Analysis of Male and Female Respondents’ Schoology

S/N Gender N Mean Std. T Df Sig.(2taile) Remarks

1 Male 8 13.14 .43 0.141 18 0.88 Not Rejected

2 Female 12 23.13 .50

Total 20

The analysis of Research Hypothesis Three, which posited that there is no significant difference

between male and female undergraduates in their attitudes toward the use of Schoology for

learning, was conducted using a t-test. Table 9 provides the results of this analysis.For male

respondents, the mean attitude score was 13.14 with a standard deviation of 0.43. Female

respondents had a higher mean attitude score of 23.13 with a standard deviation of 0.50. The

calculated t-value is 0.141 with a significance level (p-value) of 0.88. Given that the p-value

exceeds the common significance threshold of 0.05, the null hypothesis (H03) is not

rejected.This result indicates that there is no statistically significant difference between the

attitudes of male and female undergraduates towards the use of Schoology for learning. Despite

the difference in mean scores, the p-value suggests that these differences are not statistically

significant. This implies that both male and female students have similar attitudes towards

59
Schoology, and gender does not significantly influence their perceptions of the platform's

effectiveness for learning.

1. Schoology significantly improves student performance in selected biology concepts,

with a higher mean score in the post-test compared to the pre-test.

2. There is a significant difference between pre-test and post-test performance,

indicating that Schoology enhances student learning outcomes.

3. Female students perform better than male students when taught selected biology

concepts using Schoology.

4. The attitude of male and female undergraduates towards the use of Schoology for

learning is not significantly different.

60
 CHAPTER FIVE

DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS

This chapter focuses mainly on discussion of the findings, conclusions drawn from the findings,

and recommendations. Other aspects included are the limitation to the study and suggestions for

further research work.

Discussion

The findings from the study reveal several key insights into the use of Schoology as an

instructional tool for teaching biology, and how various factors such as gender and attitudes

towards the platform influence its effectiveness. These findings are significant in understanding

the role of educational technologies in enhancing learning outcomes.The significant

improvement in student performance from the pre-test to the post-test, as indicated by the data,

underscores the positive impact of Schoology on learning outcomes. This finding aligns with

previous research that highlights the efficacy of learning management systems (LMS) in

enhancing educational performance. For instance, studies have demonstrated that LMS platforms

like Schoology facilitate better learning by providing structured and interactive content, which

supports student engagement and comprehension (Kebritchi et al., 2017). The increase in

performance suggests that Schoology’s features, such as access to resources, assignments, and

feedback, contribute to a more effective learning environment.Further support for this finding

can be found in research by Liu and Cavanaugh (2011), who noted that LMS platforms enhance

academic performance by offering students a platform for continuous learning and interaction.

The positive change in performance scores from pre-test to post-test in this study indicates that

Schoology effectively supports students’ learning processes, providing them with tools that aid

in understanding and retention of biology concepts.

61
The significant difference observed between pre-test and post-test scores reinforces the notion

that Schoology has a measurable impact on educational outcomes. This finding is consistent with

research by Al-Azawei et al. (2016), which found that students using LMS platforms showed

substantial improvements in their academic performance. The increase in mean scores from pre-

test to post-test demonstrates that Schoology’s instructional strategies are effective in enhancing

students' grasp of the material over time.

The study also reveals a gender-based difference in performance, with female students

outperforming their male counterparts when using Schoology. This result is supported by

literature that suggests gender differences in academic performance in technology-mediated

learning environments. For example, a study by Sener (2017) found that female students often

outperform males in online learning environments, which may be attributed to differences in

learning styles and engagement levels. The higher performance of female students in this study

could be related to their generally higher engagement and motivation in utilizing online learning

tools effectively.

On the other hand, previous research by Huang et al. (2018) found that while gender differences

exist, they are often context-dependent and can vary based on the subject matter and the nature

of the learning platform. In this study, the significant difference in performance by gender

suggests that while female students may have an advantage in this particular setting, further

investigation is needed to understand the underlying reasons for these differences.

The analysis of attitudes towards Schoology reveals that there is no significant difference

between male and female students in their perceptions of the platform. This finding contrasts

with some studies that have identified gender differences in attitudes towards technology and

online learning environments. For instance, a study by Yuen and Ma (2002) reported that female

62
students generally have more positive attitudes towards technology and e-learning compared to

their male counterparts. However, in this study, the lack of significant difference in attitudes

suggests that both genders have similar perceptions of Schoology’s effectiveness and usability.

This result is supported by more recent research by Wang et al. (2020), which found that as

educational technologies become more integrated and user-friendly, gender differences in

attitudes towards these technologies tend to diminish. The uniformity in attitudes towards

Schoology among male and female students in this study may reflect the platform's design and

functionality, which are likely perceived as equally accessible and beneficial by both genders.

Overall, the findings of this study provide valuable insights into the effectiveness of Schoology

as an instructional tool for teaching biology. The significant improvement in student

performance, coupled with the observed gender differences, highlights the impact of the platform

on educational outcomes. The lack of significant difference in attitudes between male and female

students suggests that Schoology is perceived as an effective tool by all students, regardless of

gender.

These findings contribute to the broader understanding of how educational technologies like

Schoology influence learning and performance. They support the growing body of literature that

emphasizes the benefits of LMS platforms in enhancing educational experiences and outcomes.

Further research is needed to explore the specific factors contributing to gender differences in

performance and to examine how various aspects of LMS platforms impact different student

populations.In conclusion, the study underscores the positive impact of Schoology on student

performance and highlights the need for continued investigation into the factors influencing

educational outcomes in technology-mediated learning environments. The findings contribute to

63
the understanding of how educational technologies can be leveraged to improve learning and

support diverse student needs.

Implication of the findings

The findings have significant implications for educators and policymakers in integrating learning

management systems like Schoology into the curriculum. The observed improvement in student

performance suggests that Schoology can be an effective tool for enhancing learning outcomes in

biology. This implies that educational institutions should consider adopting and promoting the

use of such platforms to improve student engagement and academic achievement. The gender

differences in performance highlight the need for tailored support strategies to ensure that all

students, regardless of gender, can equally benefit from these technologies. Additionally, the

uniformity in attitudes towards Schoology suggests that the platform is well-received by

students, reinforcing the importance of selecting user-friendly and accessible educational

technologies. Overall, these implications point to the potential of LMS platforms in modernizing

education and addressing diverse learning needs.

Conclusion

In conclusion, the study demonstrates that Schoology is an effective instructional tool that

positively impacts student performance in biology, with significant improvements observed from

pre-test to post-test. The findings indicate that while female students may outperform male

students in this context, both genders generally perceive the platform positively, suggesting its

broad applicability and acceptance. These results highlight the value of integrating learning

management systems like Schoology into educational practices, as they offer substantial benefits

in terms of student engagement and learning outcomes. The study underscores the importance of

64
further research to explore the nuanced factors that influence the effectiveness of such platforms,

particularly in addressing gender disparities and optimizing the use of technology in education.

Recommendation

1. Educational institutions should integrate Schoology into their curriculum to enhance

student engagement and academic performance.

2. Teachers should receive continuous training on the effective use of Schoology to

maximize its potential benefits for students.

3. Schools should implement strategies to address gender disparities in the use of

Schoology, ensuring equitable learning outcomes for all students.

4. Educational policymakers should consider the positive impact of Schoology when

developing guidelines for technology integration in classrooms.

5. Future studies should explore additional factors that could influence the effectiveness of

Schoology, including its use in different subject areas and student demographics.

Suggestion for future Study

1. Future studies should explore the long-term impact of using Schoology on student

performance across various subjects.

2. Researchers should investigate the specific factors that contribute to gender differences

in the effectiveness of Schoology.

3. Studies should examine the impact of Schoology on students with different learning

styles and abilities.

4. Further research should compare the effectiveness of Schoology with other learning

management systems in different educational contexts.

65
5. Future studies should assess the role of teacher training in optimizing the use of

Schoology for enhancing student outcomes.

66
REFERENCES

Abimbola, S; Kohler, A. and Tolman V. C (2018). Comprehensive Certificate Biology for Senior

Secondary Schools. Ibadan, Nigeria: University press Plc.

Abolade, E. E. (2022). Assessing improvised equipment in physics laboratory and its

implications for utilization and management of teaching and learning resources.

Adeyemi, A. and Olaleye, A. (2020). Effect of Students’ Involvement in the Production of

Instructional Materials on their Academic achievement in Biology.

Abunasser, B. S., AL-Hiealy, M. R. J., Barhoom, A. M., Almasri, A. R., & Abu-Naser, S. S.

(2022). Prediction of Instructor Performance using Machine and Deep Learning

Techniques. International Journal of Advanced Computer Science and Applications,

13(7). 2.

Adelana, O. P., &Akinyemi, A. L. (2021). Artificial intelligence-based tutoring systems

utilization for learning: a survey of senior secondary students’ awareness and readiness in

Ijebu-Ode, Ogun State. UNIZIK Journal of Educational Research and Policy Studies, 9,

16-28.

AdejoPhd, A. A., &Misau, A. Y. (2021). Application of artificial intelligence in academic

libraries in Nigeria.

Adesulu, D. (2018). Nigeria: Jamb Admission Short Fall-Nigeria Needs 1 M Varsity spaces.

Vanguard Newspaper.

Agarry, R. O., Omolafe, E. V., Animashaun, V. O., &Babalola, E. O. (2022). Primary education

undergraduates’ competency in the use of artificial intelligence for learning in Kwara

State. ASEAN Journal of Educational Research and Technology, 1(2), 111-118.

67
Ajadi, T. O., Salawu, I. O. and Adeoye, F. A. (2008) “E-learning and Distance Education in

Nigeria”, The Turkish Online Journal of Educational Technology, Vol. 7, 4(7), pp 61-70.

Ajayi, P. O. (2018). Evaluation of the Implementation of Senior Secondary School Biology

Practical Activities in Nigeria. Research in Curriculum Studies. Vol.5, No 1, pp. 105 –

120.

Angib, M. U., Asinde, A. A., unwanynin Ukudare, J., &Kintum, M. U. (2022). Improving the

quality of higher education in Nigeria through the use of e-learning. Sapientia Foundation

Journal of Education, Sciences and Gender Studies, 4(2). 11.

Babajide, V. F. T. (2020). Generative and predictive-Observe-Explain instructional strategies as

determinants of senior secondary school students’ achievement and practical skills in

practical. Unpublished Ph.D Thesis , University of Nigeria, Nsukka.

Campbell, M. A. (2021). The Effects of The 5E Learning Cycle Model on Students‘

Understanding of Force and Motion concepts. Unpublished M. Ed Thesis University of

Central Florida, Orlando: Florida.

Canton, H. (2021). United nations conference on trade and development—unctad. In The Europa

Directory of International Organizations 2021 (pp. 172-176). Routledge.

Castañeda, L., & Selwyn, N. (2018). More than tools? Making sense of the ongoing digitizations

of higher education. International Journal of Educational Technology in Higher

Education, 15(1), 1-10.

Chan, K. S., &Zary, N. (2019). Applications and challenges of implementing artificial

intelligence in medical education: integrative review. JMIR medical education, 5(1),

e13930.

68
Chukwuemeka, P. C. (2022). Effects of mode of presentation of Material Resources on

Acquisition of Science Process skills among Primary School Pupils. Unpublished M. Ed.

Thesis Department of Science Education University of Nigeria, Nsukka.

David, R. (2023). ARTIFICIAL INTELLIGENCE and the challenge to education.

INQUIRER.net. https://opinion.inquirer.net/160484/Artificial intelligence-and-the-

challenge-to-education

Emeke E. A. and Odetoyinbo, B.B. (2023) Teacher factors as Determinants of Achievement in

Integrated Science. Journal of STAN Vol 38, 182 p. 94-99 Dec.

Eze, M. A. (2019). The Effects of The 5E Learning Cycle Model on Students‘ Understanding of

Force and Motion concepts. Unpublished M. Ed Thesis University of Central Florida,

Orlando: Florida.

Egielewa, P., Idogho, P. O., Iyalomhe, F. O., &Cirella, G. T. (2022). COVID-19 and digitized

education: Analysis of online learning in Nigerian higher education. E-learning and

Digital Media, 19(1), 19-35.

Enang, C. E. (2022). Emerging technologies in teaching and learning of business education

programmes in the new normal in tertiary institutions in Nigeria. Nigerian Journal of

Business Education (Nigjbed), 9(2), 64-71.

Fajola O. O. (2018). Improvising Materials for Science Education in Nigerian Schools. A Paper

Presented at the Workshop on academic achievement of Science Equipment.

Hamoud, A., Hashim, A. S., &Awadh, W. A. (2018). PredInformation communication

technology (ICT)ing student performance in higher education institutions using decision

tree analysis. International Journal of Interactive Multimedia and Artificial Intelligence,

5, 26-31.

69
Iqbal, R., Doctor, F., More, B., Mahmud, S., &Yousuf, U. (2020). Big data analytics:

Computational intelligence techniques and application areas. Technological Forecasting

and Social Change, 153, 119253.

Jordan, M. I., & Mitchell, T. M. (2015). Machine learning: Trends, perspectives, and prospects.

Science, 349(6245), 255-260.

Khan, M., Manzoor, A., Rohail, K., Ali, S. M., Iftikhar, A., &Alam, M. (2018, May). Soft

computing applications in education management—A review. In 2018 IEEE International

Conference on Innovative Research and Development (ICIRD) (pp. 1-4). IEEE.

Kairouz, P., McMahan, H. B., Avent, B., Bellet, A., Bennis, M., Bhagoji, A. N., & Zhao, S.

(2021). Advances and open problems in federated learning. Foundations and Trends® in

Machine Learning, 14(1–2), 1-210.43.

Kose, U., Arslan, A., & Campus, A. K. (2015). E-learning experience with artificial intelligence

supported software: An international application on English language courses.

GLOKALde, 1(3), 61-75.

Lexcellent, C. (2019). Artificial Intelligence Versus Human Intelligence: Are Humans Going to

Be Hacked? Springer

Liverpool, L. S. O., Marut, M. J., Ndam, J. N., &Oti, D. A. (2009). Towards a model for learning

in Nigerian HEIs: Lessons from the University of Jos INFORMATION

COMMUNICATION TECHNOLOGY (ICT) Maths initiative. Proceedings of the

INFORMATION COMMUNICATION TECHNOLOGY (ICT) ObafemiAwolowo

University Ile-Ife.

70
Onyema, E. M., Ogechukwu, U., Anthonia, E. C. D., & Deborah, E. C. (2019). Potentials of

mobile technologies in enhancing the effectiveness of inquiry-based learning approach.

International Journal of Education (IJE), 2(01), 1-22.

Oyarinde, O. N., &Komolafe, O. G. (2020). Impact of Google Classroom as an online learning

delivery during COVID-19 Pandemic: The case of a secondary school in Nigeria. Journal

of Education, Society and Behavioural Science, 33(9), 53-61.

Oyediran, W. O., Omoare, A. M., Owoyemi, M. A., Adejobi, A. O., &Fasasi, R. B. (2020).

Prospects and limitations of e-learning application in private tertiary institutions amidst

COVID-19 lockdown in Nigeria. Heliyon, 6(11), e05457.

PArtificial intelligence, K. C., Kuo, B. C., Liao, C. H., & Liu, Y. M. (2021). An application of

Chinese dialogue-based intelligent tutoring system in remedial instruction for

mathematics learning. Educational Psychology, 41(2), 137-152.

Pise, A., Vadapalli, H., & Sanders, I. (2020). Facial emotion recognition using temporal

relational network: an application to E-learning. Multimedia Tools and Applications, 1-

21.

Popenici, S. A., & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and

learning in higher education. Research and Practice in Technology Enhanced Learning,

12(1), 1-13.

Robinson, R. N. (2018). Artificial Intelligence: Its Importance, Challenges and Applications in

Nigeria. Direct Resources Journal Engineering Information Technology, 5(5), 36-41.

Rodrigo, M. (2023). The truth about using ARTIFICIAL INTELLIGENCE in schools. Philstar

Life. https://philstarlife.com/news-andviews/283288-truth-about-using-Artificial

intelligence-schools?page=2.

71
Romero, C., Zafra, A., Luna, J. M., & Ventura, S. (2013). Association rule mining using genetic

programming to provide feedback to instructors from multiple‐choice quiz data. Expert

Systems, 30(2), 162-172. 73.

Seo, K. (2021). The impact of artificial intelligence on learner–instructor interaction in online

learning. Int Journal of EducTechnol High Educ. https://doi.org/10.1186/s41239-

021-00292-9.

72
APPENDIX I

BIOLOGY PERFORMANCE TEST

Biology Performance Test: Cell Biology

Section 1: Multiple Choice Questions (20 points)

1. Which of the following is considered the powerhouse of the cell?

a) Nucleus
b) Ribosome
c) Mitochondrion
d) Endoplasmic Reticulum
Answer: c) Mitochondrion
2. What is the function of the ribosomes in a cell?
a) DNA replication
b) Protein synthesis
c) Lipid synthesis
d) Photosynthesis
Answer: b) Protein synthesis
3. Which organelle is responsible for photosynthesis in plant cells?
a) Mitochondrion
b) Chloroplast
c) Ribosome
d) Nucleus
Answer: b) Chloroplast
4. What is the main component of the cell membrane?
a) Nucleic acids
b) Proteins
c) Lipids
d) Carbohydrates
Answer: c) Lipids
5. Which structure controls the movement of substances in and out of the cell?
a) Cell wall
b) Nucleus
c) Cell membrane
d) Endoplasmic reticulum
Answer: c) Cell membrane
6. What is the primary function of the Golgi apparatus?
a) Protein synthesis
b) Packaging and distributing proteins and lipids
c) Energy production
d) DNA replication
Answer: b) Packaging and distributing proteins and lipids
7. Which part of the cell contains the genetic material?
a) Cytoplasm
b) Nucleus
73
 c) Ribosome
d) Lysosome
Answer: b) Nucleus
8. In which organelle does cellular respiration take place?
a) Chloroplast
b) Ribosome
c) Mitochondrion
d) Endoplasmic Reticulum
Answer: c) Mitochondrion
9. What are the small structures that perform specific functions within the cell called?
a) Tissues
b) Organelles
c) Organ systems
d) Enzymes
Answer: b) Organelles
10. Which process describes the movement of water across a selectively permeable
membrane?
a) Diffusion
b) Osmosis
c) Active transport
d) Endocytosis
Answer: b) Osmosis
11. What is the function of the lysosomes?
a) Protein synthesis
b) Energy production
c) Digesting and recycling cellular waste
d) Photosynthesis
Answer: c) Digesting and recycling cellular waste
12. What is the name of the double membrane that surrounds the nucleus?
a) Cell membrane
b) Nuclear envelope
c) Cytoplasmic membrane
d) Endoplasmic reticulum
Answer: b) Nuclear envelope
13. Which organelle is known as the "protein factory" of the cell?
a) Golgi apparatus
b) Ribosome
c) Nucleus
d) Lysosome
Answer: b) Ribosome
14. What are the hair-like structures that help with cell movement called?
a) Cilia
b) Flagella
c) Microvilli
d) Pili
Answer: a) Cilia

74
15. Which phase of the cell cycle involves the division of the nucleus?
a) Interphase
b) Prophase
c) Metaphase
d) Mitosis
Answer: d) Mitosis
16. Where does the Krebs cycle take place within the cell?
a) Cytoplasm
b) Nucleus
c) Mitochondrial matrix
d) Endoplasmic reticulum
Answer: c) Mitochondrial matrix
17. Which type of cell lacks a nucleus?
a) Eukaryotic cell
b) Plant cell
c) Animal cell
d) Prokaryotic cell
Answer: d) Prokaryotic cell
18. What is the main role of the endoplasmic reticulum?
a) Photosynthesis
b) Lipid synthesis and protein folding
c) DNA replication
d) Cellular respiration
Answer: b) Lipid synthesis and protein folding
19. Which of the following structures is found in plant cells but not in animal cells?
a) Mitochondrion
b) Ribosome
c) Chloroplast
d) Golgi apparatus
Answer: c) Chloroplast
20. What term describes the semi-fluid matrix that fills the interior of the cell?
a) Cytoplasm
b) Nucleoplasm
c) Endoplasm
d) Sarcoplasm
Answer: a) Cytoplasm

75
76