EFFECT OF TECHNOLOGICAL INSTRUCTIONAL PACKAGE (TIP) ON

STUDENTS’ ACHIEVEMENT AND RETENTION IN SENIOR

SECONDARY SCHOOL BIOLOGY

Background to the Study

Science and technology are important tools for development and

productivity in any nation. Science is a necessity for every nation that wants to

maintain its independence, sovereignty, self-reliance, ensure growth, and have its

head held high among civilized nations. Muhammad (2014) observed that the

economic and political strength of a nation is always assessed in terms of its

achievement in science and technology. This is because science and technology

provide the basic tools of industrialization and economic development in the areas

of communication, transport, energy, information, pollution and waste control,

among others. In Nigeria, the study of science is of so great importance, that a lot

of emphasis has been laid on the teaching and learning of science with the major

aim of science education, being to equip the students to live effectively in this

modern age (National Policy on Education) (NPE, 2013). This can be achieved by

the inculcation of the necessary scientific skills which will enhance learners’

academic achievement and retention. The inculcation of science skill in students

can only be achieved through the proper teaching of various science subjects like

Biology, Chemistry, Physics, Mathematics, Health Science, Agriculture and others.

 Biology is an integral part of science and is one of the core foundational

science subjects' students are exposed to prepare them for future scientific

explorations and endeavors (Amonsa & Bassey, 2017). Biology has been a very

important subject in the field of science and has been linked to most human

activities including those of food, water, health, ecosystem management,

agriculture and conservation, amongst several others. Biology literacy has,

therefore, become relevant for everyone all over the world because of the

awareness it brings.

Biology is a natural science concerned with the study of life and living

organism, including their structure, function, growth, evolution distribution and

scientific exploration (Hadjichambis et al., 2015). The effective study of biology

will contribute in the improvement of agriculture which is basically one of the 17

sustainable development goals to be achieved by the year 2030. The importance of

Biology as a secondary school subject can be further illustrated by the fact that a

candidate must obtain a credit pass in it, for admission into any Nigerian

University to study such important science – based courses as Medicine,

Pharmacy, Biochemistry, Microbiology, Food Technology, etc.

Despite the importance of Biology to the individual and nation, reports have

shown persistent poor students achievement in SSCE conducted by WAEC (Chief

Examiners Report, 2019–2021). The situation has been fluctuating, yet persistently
under average achievement of students. None of the 3years recorded an average of

50% pass in SSCE examination. This poor achievement is not different from

WAEC record in Enugu state and Enugu north local government Area of Nigeria.

In 2015, out of the five South-East State in Nigeria that took part in SSCE by

WAEC, Enugu state took last position with 51.91%. In 2016, out of the 10 group A

states in Nigeria where Enugu state belongs, Enugu state took 9th position in

WAEC (Xmich, 2016). According to Examiner's report (2016), students only

performed better in biology practical (paper 3) and performed poorly in biology

objective (papers 1) and in biology essay (paper 2).

This problem, as highlighted above, has continued to generate several

research concerns among stake holders on the underlying factors responsible for

this, as well as possible ways to combat this poor trend of poor achievement.

Several reasons have been adduced for the poor achievement. Idoko and Njoku

(2017) reported poor laboratory facilities, and poor pedagogical characteristics of

teachers. Neji, Ukwetang and Nja (2014) reported learner's personal

characteristics. Authors like Olufunke (2012) and Igboabuchi (2010) lamented that

teaching biology in secondary schools is defective. This has posed a lot of threat to

students that have passion to undertake science courses that have biology as

prerequisite requirement for entrance to tertiary institutions. Despite the problem of

poor achievement in secondary school biology, the common practice in Nigeria

secondary school is that most of the students choose biology as one of the science

subjects with the assumption that it is very easy to pass and not because they are

interested in the subject.

Furthermore, there are other several factors responsible for students’ poor

achievement in biology. These factors as revealed in literature include; lack of

adequate instructional materials, poor instructional approach, lack of adequate

laboratory activities (Ibitoye & Fape, 2007; Okebukola, 2004), use of ineffective

method of teaching(Ezenwosu & Nworgu,2013; Okoyefi, 2014), over loaded

biology syllabus (Osuafor & Okigbo, 2013). Buttressing the above assertion on the

causes of decline in students’ achievement in biology examinations, ineffective

instructional approaches used by teachers at senior secondary school level in

Nigeria have been described as one of the major factors leading to students’ poor

achievement in biology examinations (Gambari, Shaibu, & Shittu, 2013). In line

with this, Omoniyi (2006) revealed that poor instructional approaches lead to poor

achievement and retention in science. Students’ retention of biology contents is

facilitated by instructional approach as this will enable them link the present

learning with previous learning.

In line with the above, retention is the act of remembering or the ability to

recall or recognize what has been learnt or experienced. Probably, if what has been

learnt is retained, it may lead to higher achievement because retention is measured

in collaboration with achievement (Iji, 2012). Retention is also the ability to store

facts and remember things easily (Aninweze, 2014). This implies that if there is no

proper storage structures developed in the learners, information recalling may be

stained and consequently resulting to poor achievement. Many researchers such as

Ogbonna (2007); Okereke (2006), have carried out studies in the past on retention

in various fields, and all viewed retention as an important sustenance of

achievement. This is supported by the assertion of Osemwinyen (2009) that poor

achievement and retention in biology is as a result of poor instructional approach

such as lecture/ expository approach, demonstration, discussion and so on. These

poor instructional approaches place a greater emphasis on information transfer

through memorization (Ibe, Nwosu, Obi, & Nwoye, 2016). The shortcomings of

these traditional instructional approaches resulted to the persistent search by

researchers for innovative ways to stimulate effective teaching/learning of Biology.

Innovative instructional approach is a proactive approach to integrate new

teaching methods into classroom. It encourages the teachers and students to

explore and use all tools to uncover something new. Innovative instructional

approaches help the students to develop creativity and problem-solving skills

thereby fostering achievement and retention. The teacher serves as a facilitator,

motivating and guiding students to construct their own knowledge (Guisti,2008).

Examples of innovative instructional approaches are computer aided instruction,

computer animation, cooperative learning, simulation, jigsaws, inquiry- based

learning, PowerPoint, flipped classroom and so on.

Furthermore, research have been conducted on some of the innovative

instructional approaches in the area of biology and the researchers advocated for

their use in biology teaching since they are activity-based as well as ensure

interactive, collaborative and tension- free classroom among learners (Ibeneme,

2000).The innovative instructional approaches develop creativity in students and

enhances students’ achievement and retention in Biology. Hence, much attention

should be placed on instructional approaches for students’ active participation in

learning. Therefore, there is need to focus research on innovative instructional

approach that is technology based which could enhance effective teaching and

learning.

Technology has become a fast-growing delivery tool in all educational

institutions at all levels with the increased availability of the internet, computers,

smart phones, Television, videotapes and other educational application. A

considerable number of researches have been conducted on several of these

technological media devices in identifying the kinds of educational contributions

they can make to improve the teaching and learning of science in schools. Today’s

secondary school students live in a world of immediate gratification, with

technology pervasive in their everyday lives. Teachers are faced with the challenge
of creating lessons that are both inspiring and able to integrate the skills and

techniques that students are familiar in and proficient in using when they have

students like this. The Technology Instructional Package evolved as a result of a

desire to meet students’ needs, develop 21st-century skills, and integrate

technology into everyday teaching (Bishop & Verleger, 2013; Roeh, Reddy &

Shannoh, 2013).

The Technology Instructional Package is a multimedia package made up of

visual text, verbal narration supplemented by simulation or animation. Instructional

material such as a Technology Instructional Package (TIP) which is supported by

text, sound and animation may have the potential to enhance learning. The more

the students’ senses are stimulated in the learning process, the better the students’

understanding. It is reported that learning is achieved mainly from seeing (83%),

hearing (11%), smelling (3.5%), touching (1.5%) and tasting (1%) (Zhou,

2021). The package will enable learners to proceed at their own pace. It is

interactive so students are active participants in the learning process. Students can

only proceed after mastering a given concept before proceeding to another one.

Another feature of the package is to provide remediation where learners encounter

difficulties. It is portable so students can download it into their phones, laptops,

tablets and other devices for repeated viewing after the lesson; therefore it is not
limited to the computer alone, hence the name Technology Instructional Package

(TIP).

Empirical evidence of the effects of technology instructional package

reveals that students taught with it perform better than their counterparts taught

with traditional teaching method. For instance, Izzet and Ozkan (2018) in physics

topic compared the effects of Computer Assisted Instructional (CAI) strategy and

traditional method of teaching; their findings revealed that the students taught with

CAI performed better than those taught with traditional instruction. Similarly,

other researchers like Satyaprakasha and Sudhanshu (2014) in their study of

multimedia instructional strategy to enhance achievement of senior secondary

school students, found similar result. On the contrary, Cetin (2017) in a study on

Lifelong Learning Tendencies of Prospective Teachers found that the group taught

with traditional teaching method performed better than the treatment group taught

using CAI. One related factor that is confronting the use of learner centered

method to teaching is its ability to have the same impact on both male and female

students equally. Gender is an important variable that has been linked to academic

performance in most parts of the world because of the culturally perceived role of

males and females. This raises the issue of gender in relation to achievement and

retention. Influence of gender on students’ achievement and retention in science

subjects has over the years attracted the attention and interest of scholars.
However, it is worthy of note that opinions and findings about the issue have been

diverse. For instance, the Trends in International Mathematics and Science Study

(TIMSS) data on gender of final year students among participating countries

internationally revealed that male students perform better than their female

counterparts in all participating countries except South Africa (TIMSS, 2007).

Some researchers like Meltem and Serap (2017) on their study on Gender

differences in academic performance in Science reported also that male students

perform better than their female counterparts in science. However, in a study by

Nnamani and Oyibe (2016) on gender and academic achievement of secondary

school students in Ebonyi State it was revealed that female students performed

better than their male counterpart in social science. Furthermore, some literature

reported that there is no gender effect on students’ performance in science and

mathematics concepts (Satyaprakasha & Sudhanshu, 2014). Further studies on the

efficacy of Technological instructional Package especially in biology in relation to

gender therefore becomes necessary.

Several recent studies have shown that information technology approaches

have a positive impacts on students’ achievement in science (Ugwuanyi et al.,

2019a, 2019b; Ugwuanyi et al., 2020a, 2020b, 2020c; Ugwuanyi & Okeke, 2020),

Social Science (Ejimonye et al., 2020a, 2020b) and Mathematics (Onah et al.,

2020) However, None of those studies was conducted using Biology students. As a
result, one can infer that in order to improve students’ academic performance,

contemporary instructional approaches involving technology (Technology

Instructional Package) should be incorporated into biology education. This work

was necessitated by the need to assess the effects of Technology Instructional

Package on biology students’ achievement and retention.

Statement of the Problem

The persistent poor achievement of students in Biology as revealed by both

research results and WAEC Chief Examiners’ Reports calls for concern especially

for teachers of Biology that enroll larger number of students. The problem has to a

large extent been attributed to ineffective teaching method employed by the

teachers – especially lecture teaching method which is teacher-centered.

Consequently, there is felt need to improve on the teaching and learning of

Biology by exploring the use of some innovative learner centered teaching–

learning methods, since it is believed that meaningful learning may be as a result of

active participation by students. Although, many studies had been carried out on

some innovative methods like Programmed Instruction and Computer Assisted

Instruction methods, findings have shown that they are student-centered and can

also enhance learning and achievement, but the problem of large class and non-

availability of computer systems in most Nigerian classes has made their

practicability nearly impossible. Therefore there is still the need to investigate

other innovative child-centered method that is affordable, readily available as well

as flexible, combining both package learning and practical activities (i.e. minds –

on and hands – on). Such a method should enable the teacher to easily diagnose

the problems of the individual learner and allows the learners to evaluate

themselves, receiving immediate knowledge of result. These calls for the trial of

another individualized method such as Technological Instructional Package (TIP).

Hence, the study was set to find answer to the question: What is the effect of TIP

on students’ achievement and retention in Biology?

Purpose of the Study

The purpose of this study was to determine the effect of the use of Technological

Instructional Package on students’ achievement and retention in Biology.

Specially, the study sought to:

1. Determine the effect of the TIP on students’ achievement in Biology

when taught the Unit of Life.

2. Determine the effect of the TIP on students’ retention in Biology when

taught the Unit of Life.

3. Find out the extent gender exerts influence on students’ achievement in

Biology when taught the Unit of Life.

4. Find out the extent gender exerts influence on students’ retention in

Biology when taught the Unit of Life.

 5. Find out the extent gender exerts influence on students’ achievement in

Biology when taught the Unit of Life.

6. Find out the extent gender exerts influence on students’ retention in

Biology when taught the Unit of Life.

Significance of the Study

The results of this study have both theoretical and practical significance.

This study is theoretically justified by the fact that cognitive development takes

place from the active interaction of the child with his environment. This means that

the basis of learning is the child’s own ability as he interacts with his physical and

social environment. The Piagetian theory of intellectual development holds that

cognitive development takes place from active interaction of the child with his

environment. This has a close relationship with the Technological Instructional

Package (TIP), which is student-centered. In other words, the TIP as a teaching

strategy in conformity with the theory emphasizes active interaction of the learner

with his environment while the teacher guides or facilitates the interaction. The

result of this study would therefore help in authenticating the tenets of Piagets

theory.

Apart from the theoretical significance, the result of this study also has

practical benefits. Practically, the findings of this study will hopefully be of

immense benefit to individuals, groups of people/professional bodies, the

government and the society at large. Specifically, the researcher hopes that biology

teachers, students, authors, curriculum planners, government and the society at

large would derive quite some benefit from the findings of the study.

One of the major problems in science teaching has been teachers’ choice of

expository teaching method as the method used in teaching. This has been found to

be ineffective in enhancing higher student achievement and retention. If the result

of this study shows that the use of TIP as a teaching strategy enhances students’

higher achievement and increases in their retention in biology, it would then form

the basis for curriculum planners to include it as another teaching strategy for

enhancing instruction.

The findings of this study would hopefully furnish authors of secondary

school biology textbooks with vital information that would enable the textbooks

appeal to the interest, experience and abilities of the students. Specifically the

findings of the study would, among other things, specify the type of activities that

are learner-centered and of interest to students and which if included in the texts

they use, will make such texts more beneficial to them.

Also if the present study establishes the efficacy of the Technological

Instructional Package (TIP) in enhancing students’ achievement and retention in

biology, then the result could trigger off more researches and innovations in

science teaching. Based on the findings, workshops and seminars on how to use
the Technological Instructional Package (TIP) in teaching different topics in

biology to enhance better performance in the subject could then be sponsored and

organized by relevant governments and such professional bodies as Science

Teacher Association of Nigeria (STAN).

The findings would also provide a type of guide for Biology teachers. It

would reveal the efficacy of TIP to the teachers based on which they would see it

as a more effective method of teaching the subject. In line with this, it is hoped

that the teaching and learning of Biology will become more interesting, effective,

meaningful and less tedious on the part of the teacher. The study would reveal to

the students the various interesting activities they should be involved in while

studying Biology. This would stimulate and retain their interest in the subject.

The findings of the study would also equip the students of Biology with better and

adequate knowledge of how best to study Biology better. From the findings of the

study the students would learn to make better use of their leisure times by engaging

in useful Biology activities. It would also provide them self-assessment guides.

The benefits of effective teaching and learning of Biology in the school manifest in

the society in a number of ways. For instance, the application of the knowledge of

the subject in solving health, nutrition and even agricultural problems in the society

by the students. This will make the society a better place. The students can apply
the knowledge only when they learn the subject well due to better teaching method

like TIP being used to teach them.

Scope of the Study

The study was delimited to the investigation of the effect of the

Technological Instructional Package (TIP) on Secondary Schools Students’

Achievement in and Retention of Biology concepts. The investigation was

restricted only to the topic – Unit of life as found in the Section of the Senior

Secondary School Biology Curriculum meant for SSII students. The choice of the

topic was informed by researches which identified the topic as one of those that

students find difficult to learn (Fauzi, 2021). The Unit of Life which deals with

forms in which cells exist, cell theory, cell structure and function and cell and its

environment as found in the curriculum will be developed into TIP by the

researcher on Romsowki model of 1984.

The study will be carried out with only SSII Biology students in four co-

educational secondary schools in Enugu Education Zone. This is to ensure that

gender, which is a major variable of interest in the study, received adequate

attention. SSII Biology students will be used for the study because the topic Unit

of Life is in their curriculum. Also SSII is the preparatory class for external

examinations like WAEC and NECO and Unit of life is one of the topics these
exam bodies usually set their questions from. Besides, the subunits developed

were:

1. Cell as a living unit:

- Forms in which living cells exist

- Cell as part of multicellular organism

2. The Cell

- the cell theory

- the cell structure and function of cell components

- differences and similarities between plant and animals cells

3. The cell and its environment:

- Diffusion

- Osmosis

- Active transport

- Plasmolysis

- Haemolysis

Research Questions

The following research questions were formulated to guide the study:

1. What are the differences in the mean achievement and standard deviation

scores of SSII Biology Students taught the Unit of Life with Technological

Instructional Package (TIP) and those taught the same topic using Lecture Method?
2. What are the differences in the mean retention and standard deviation scores

of SSII Biology students in BAT when taught the Unite of Life with TIP and those

taught the same topic using Lecture Method?

3. What are the differences in the mean achievement and standard deviation

scores of male and female SSII students in Biology Achievement Test (BAT) when

taught the Unit of Life with TIP?

4. What are the differences in the mean retention and standard deviations

scores of male and female SSII Biology students in BAT when taught the Unit of

Life with TIP?

5. What are the interactions between the teaching strategy and gender of SSII

Biology students in their mean achievement and standard deviation scores when

taught the Unit of Life?

6. What are the interactions between the teaching strategy and gender of SSII

Biology students in their mean retention and standard deviation scores when taught

the Unit of Life?

Hypotheses

The following hypotheses, which were tested at 0.05 level of significance, were

formulated to guide the study:

H01
 There is no significant difference between the mean achievement scores of

SSII Biology students taught the Unit of Life using the TIP and those taught using

the Lecture Method.

H02

There is no significant difference between the mean retention scores of SSII

Biology students taught the Unit of Life using the TIP and those taught using the

Lecture Method.

H03

There is no significant difference between the mean achievement scores of

male and female students in Biology Achievement Test (BAT) when taught the

unit of life using TIP.

H04

There is no significant difference between the mean retention scores of male

and female students in Biology Achievement Test (BAT) when taught the unit of

life using TIP.

H05

There is no significant interaction effect between instructional strategies and

genders on students’ mean achievement scores in Biology Achievement Test

(BAT) when taught the unit of life using TIP.

H06

There is no significant interaction effect between instructional strategies and

genders on students’ mean retention scores in Biology Achievement Test (BAT)

when taught the unit of life using TIP.

 CHAPTER TWO

REVIEW OF RELATED LITERATURE

This chapter deals with the review of related literature. The works of other

researchers which are relevant to the present study were reviewed and organized

under the following sub-headings:

Conceptual Framework
Theoretical Framework
Richard Mayer’s Cognitive theory of Multimedia Learning
Theoretical Studies
Technological Instructional Package and Its Principles
Mayer’s Multimedia Learning Model: Stages of Technological Instructional
Package
Implementation of Technological Instructional Package in Biology Classrooms
Benefits of Technological Instructional Package
Criticisms of Technological Instructional Package
Retention: Its skills and Features
Academic Achievement in Biology
Gender Issues in Science
Empirical Studies
Effect of Technological Instructional Package on Students’ Academic
Achievement

Effect of Technological Instructional Package on students’ retention

Gender and Technological Instructional Package
Interaction of Teaching Methods and Gender on Students’ Academic Achievement

Interaction of Teaching Methods and Gender on Students’ retention

 Summary of Review of Related Literature
2.1 Conceptual Framework

The conceptual framework showing the relationships between the variables

of interest in the study on Effect of Technology Instructional Package on Students’

Academic Achievement and Retention in Senior Secondary School Biology is

represented in Fig I.
INDEPENDENT VARIABLES
 Instructional Methods

LEVELS OF INDEPENDENT VARIABLES

INTERVENING VARIABLE DEPENDENT VARIABLES
 Technology Instructional Package (TIP)
 Conventional Lecture Method (CLM)  Gender  Retention
 Academic Achievement

Treatment with

Gender by Approach Interaction

EXTRANEOUS VARIABLES
CONCEPTS IN BIOLOGY
 Hawthorne effect
 Unit of Life
 Experimental bias
 Forms in which cell exist Controlling for
 Initial group differences
 Cell theory
 Subjects’ interaction
 Cell Structure
 Test knowledge

Figure I: Schematic Representation of the Study Concepts

In Figure I, the independent variables which are the instructional methods

(TIP and CLM) will be used to teach the selected concepts in biology. The

extraneous variables that may confound the outcome of the research which will be

controlled are initial group differences, experimenter bias, subjects’ interaction,

Hawthorne effect and test knowledge. The effect of the independent variables will

be observed on the dependent variables namely academic achievement and

retention in biology. Gender will be used as an intervening variable to make

explicit the relationship between the dependent and independent variables. Finally,

in addition, the interaction effect of gender and teaching methods on critical

thinking ability and academic achievement will also be observed and computed.

2.2 Theoretical Framework

Richard Mayer’s Cognitive Theory of Multimedia Learning anchored the

study.

2.2.1 Richard Mayer’s Cognitive Theory of Multimedia Learning

The study is guided by the Cognitive Theory of Multimedia Learning

(CTML) propounded by Richard E. Mayer in the 2010. The theory states that

people learn better from words and pictures than from words alone. CTML is a

cognition model that attempts to build a meaningful connection between words and

pictures. The theory explains that students learn more deeply with a combination of
words and pictures than with either words or pictures alone. Based on the theory,

multimedia or technology brings about meaningful learning, and meaningful

learning can only be said to have been achieved if the learner can apply the

knowledge of what he/she has learned in new situations. Principles such as

multimedia principles, coherence, personalization, and pre-training principles,

amongst others, that add more thought specifically to the construction of

presentations are found in the theory (Moreno & Mayer, 2010). The illustration

below explains the stages of multimedia learning as shown in Figure I

These principles are applied in the design of the Technological instructional

package used in this study. With the evolution of Technological instructional

Package in education, learning has gradually moved from the era of the teacher

being the repertoire of knowledge or the students being the passive recipients.
Now, the role of both teachers and students’ has significantly changed. Teachers

are now facilitators of learning and students are active participants in the learning

process. Learners retain more when a variety of senses are engaged in learning;

and that the experience allows them to retain and recall information.

Supplementing traditional teaching classroom with Technological Instructional

Package could enhance students' motivation to learn, and make them active in the

learning process, thereby, improving practice. There is an increased academic

success of students where multimedia techniques are applied, and this success is

attributed to the ability of multimedia technology to capture students’ interest and

get them engaged in the course of learning. This implies that the mental

representation and connections of learning materials in words and pictures enhance

students' engagement via active learning. Hence, Technological Instructional

Package, in its many formats, has been found to play a crucial role in education

indeed.

2.3 Theoretical Studies

The theoretical studies are discussed under the following sub-headings:

2.3.1 Technological Instructional Package and its principles

Technological instructional package is a form of computer-aided instruction

that uses two modalities concurrently (Mayer, 2010). The use of visual learning

(pictures, written text, animations, and videos) and verbal learning (spoken
narration) as discrete channels for delivering content is different from the

traditional classroom practice of lecturing to students or having students read

silently. Technological instructional package can be delivered by a teacher, but is

often delivered by a computer running a software application.

Essential to the cognitive theory of multimedia learning (CTML) is the

notion that the brain processes information using two discrete channels and two

discrete memory paths (Mayer & Moreno, 2000). According to Mayer and

Moreno, the verbal (auditory) channel is responsible for processing music, sound

accompanying video, and spoken words. The visual (ocular) channel processes

written text, animation, still images, and moving video images.

Richard Mayer states that there are a number of distinct principles at work in

Technological instructional package (Moreno & Mayer, 2000). The Multiple

Representation Principle indicates that meaningful learning occurs when both

channels (verbal and visual) are used at the same time. This process involves the

learner connecting the information from each channel and mentally cross-

referencing it in working memory, which improves learning. The Spatial

Contiguity Principle states that any text and visual content should be contiguous;

that is they should be close to each other on the page or screen. The Temporal

Contiguity Principle states that verbal and visual content should be contiguous in

time; both forms of content should be presented together in time rather than
asynchronously. Placing both words and pictures explaining the same content into

working memory at the same time is beneficial. If this information is out of synch,

the brain is less able to connect the information from the two channels. The Split

Attention Principle states that when showing visual content, it is preferable to

present words as verbal content rather than as text on the screen. This method is

preferable because the written text is processed visually with the images, while the

verbal text is processed through the ears with the verbal processing system (Mayer,

2010). The Modality Principle states that students learn better when text is

presented in verbal form (as narration) rather than in visual form (as written text).

Mayer suggests that this is due to the fact that when processing visual images and

written text, the learner is using the same channel, resulting in cognitive overload.

However, if the learner processes the same visual images with verbal text

(narration), he or she is using two distinct channels and thus better able to process

the information. The Redundancy Principle further refines the description of how

multimedia learning is most effective. Mayer states that while two channels of

content can be more effective, too much content can be counter-productive. In fact,

presenting animation and narration and written text is not more effective than

animation and narration alone. The final principle outlined is the Coherence

Principle. Mayer states that background sounds and music take away from the

learner’s experience rather than adding to it. These verbal distractions can overload
the auditory channel and take away from the ability to process essential auditory

content.

Mayer’s Multimedia Learning Model: Stages of Multimedia Learning

Cognitive theory of multimedia learning introduced by Richard E. Mayer in

2010 has been used in various disciplines, most especially areas, where

information technology is integrated (Chilton, 2012). According to Mayer,

Multimedia learning uses a three-stage model known as the Technological

instructional model that begins with concept continues with construct and that later

leads to proposition. Meyer’s model described the three stages or processes of

Technological Instructional package all of which one must go through for learning

to be most effective. The three stages include:

Concepts

As shown in multimedia model there are two channels used to process

information, the auditory and visual channels. The auditory channel processes

information in the form of sounds, and the visual channel processes visible

objects. In MMLT, these two channels combine to process the incoming

multimedia information.

Constructs

Visual and auditory information is taken in and transferred to sensory

memory (short term memory). Mayer (2002) explains that short term memory is
the first place where information is processed. After that, all the information

(sounds and pictures) is transferred to the working memory. The working memory

is where learners actively select the materials and organize them. The purpose of

the selecting and organizing process is to dynamically produce logical mental

constructs. The two memories have similar functions; however, the sensory

memory process information temporarily until it reaches long-term memory.

Mayer also stated that integrating the information with prior knowledge is

significant to successfully transfer the knowledge.

Proposition

The theory proposes that, by combining information from the two channels,

the information is transferred from short-term to working memory to be processed

in-depth with the help of prior knowledge, and that processing helps the

information stay in the learners’ long-term memory (Yue , 2013). The key idea of

the theory is that students can learn more effectively when they are given two or

more media and are engaged in processes of selecting the most relevant materials,

organizing them into cognitive mental representations, and finally integrating them

with their prior knowledge. In short, multimedia learning occurs when people build

mental representations from words (such as spoken text or printed text) and

pictures (such as illustrations, photos, animation, or video) to process information

and integrate them with prior knowledge. This process improves the possibility

that the information will go to long-term memory.

Figure II below shows the 3 stages of Technological Instructional Package and the

activities performed at each stage.

Concept Construct
(Planning/ trying out what (Reviewing/ reflecting
you have learned) on the experience)

Proposition
(Concluding/ learning from
the experience)

In Figure II above, the concept stage provides an environment in which

students are actively involved in information processing. These activities form the

basis for construct. From these construct, one assimilates the information and

forms abstract concepts and from these construct, develops new theories about the

world which they can actively test. If tested and proven wrong, the information

becomes a basis for a new experience.

2.3.3 Implementation of Technological Instructional Package in Biology

Classrooms

Biology as a science subject constitutes many facts and concepts that are

abstract in nature which students with learning problems often find difficult to
remember, and as a result may perform significantly lower in biology examinations

than their typically developing peers (Therrein, Taylor, Hosp, & Kaldenberg,

2011). Wurdinger and Rudolph (2009) in their study found out that an active

approach that can help inspire and motivate students to learn is Technological

Instructional Package as it allows students to possess and use analytical skills to

conceptualize learning experiences and at the same time develop decision-making

and problem-solving skills. Adeyemi and Awolere (2016) asserted that to

effectively implement Technological Instructional Package in the classroom, the

teacher should employ the following eight steps outlined below:

Step I: Introduction and grouping of students: The teacher introduces the lesson
and divides the students into specific groups for activities.
Step II: Concrete experience: Presentation of materials: Students follow
instructions as the teacher presents materials to work with.
Step III: Reflective observation: Students relay their previous experience on each
concept/topic.
Step IV: Abstract conceptualization: Students are exposed to new learning or
experience through measurements, observation, manipulation of apparatus etc.
Step V: Active experience: Students ask questions based on the differences and
similarities between their previous and new experiences.
Step VI: Conclusion and application: The students are guided to provide correct
answers to the questions raised.
Step VII: Summary: Students write the answers to the questions, submit their
papers and the teacher go through to mark.
Step VIII: Assignment: The teacher gives the students assignment.
 In using Technological Instructional Package, Carlson (2010) asserted that the

teacher assumes the role of a facilitator and guides rather than direct the learning

process. Carlson outlined a number of roles assumed by the teacher to effectively

Technological Instructional Package:

i. Be willing to accept a less teacher-centric role in the classroom.

ii. Approach the learning experience in a positive, non-dominating way.
iii. Identify an experience in which students will find interest and be personally
committed.
iv. Explain the purpose of the Technological Instructional Package situation to
the students.
v. Share your feelings and thoughts with your students and let them know that
you are learning from the experience too.
vi. Tie the course learning objectives to course activities and direct experiences
so students know what they are supposed to do.
vii. Provide relevant and meaningful resources to help students succeed.
viii. Allow students to experiment and discover solutions on their own.
ix. Find a sense of balance between the academic and nurturing aspects of
teaching.
x. Clarify students and instructor roles.
Similarly, Davis (2000) asserted that the major element of Technological

Instructional Package is the students being actively participating in their own

learning and thus, have personal roles in the direction of learning. These roles as

highlighted by Davis include:

 i. Students will be involved in problems which are practical, social, and
personal.
ii. Students will be allowed freedom in the classroom as long as they make
headway in the learning process.
iii. Students often will need to be involved with difficult and challenging
situations while discovering.
iv. Students will self-evaluate their own progression or success in the learning
process which becomes the primary means of assessment.
v. Students will learn from the learning process and become open to change.
This change includes less reliance on the instructor and more on fellow
peers, the development of skills to investigate (research) and learn from an
authentic experience, and the ability to objectively self-evaluate one’s
performance.
Supporting the premise, Ghavifekr and Rosdy, (2015) explained that

Technological Instructional Package teaches students through concrete

experiences, often occurring outdoors or outside of the classroom, providing higher

level thinking opportunities as well as opportunities for students to build a range of

non-cognitive and cognitive skills such as cooperation, collaboration,

independence, responsibility, creativity and critical thinking which in the long run

enhances their ability to obtain, retain and retrieve knowledge, hence increasing

their academic achievement.

Benefits of Technological Instructional Package

Technological Instructional Package can be considered as an effective

methodology for self-learning as it has lots of advantages to improve skills and

professional performance (Ghavifekr & Rosdy, 2015). It has been acknowledged

as a basic approach towards helping others to learn. According to Brennan (2014),

Technological Instructional Package has become more popular in science

education as it responds to the changing competitive environment of the society

which requires the learners to acquire more employability skills to be prepared for

the challenges in the future. Glick and Orsillo (2015) confirms that Technological

Instructional Package activities are very useful for energizing students, supporting

students’ motivation, enhancing students’ critical thinking skills, experience as

well as developing their ability to investigate the unknown, accept uncertainty and

to build their self-confidence. Supporting the premise, Chilton (2012) asserted that

Technological Instructional Package is more favorable than the traditional

classroom learning setting as it enhances much more the participation and

collaboration because students’ interaction which is not restrained to the set

classroom environment.

In line with the forgone, Luckner and Nadler (2002), who also relished in the
efficiency of Technological Instructional Package, summarized its benefits in the
following points:
Equality: Technological Instructional Package provides a common experience

where all participants are equal in their knowledge about the tasks and projects that

will challenge them. Using the projective technique, the group projects their
problem-solving skills, project management ability, and leadership style onto the

experience.

Meta learning: In the Technological Instructional Package, the group is asked to

step back and evaluate their performance. The review is about themselves, their

leadership, and the communication skills they gained.

Chaos and crisis in a safe environment: Teams are able to experience chaos,

disorder, crisis, and changing requirements for success in a safe environment

where the consequences for failure are limited.

Whole-body learning: Technological Instructional Package is an anchor for

cognitive material. Participants have a whole-body learning of cognitive principles

because the learning is graphic as it involves physical, mental, and behavioral

dimensions.

Common language: The experience provides a common language, experience, and

story, which can be related to the work environment.

Encourage risk taking: The experience allows participants to take new risks, try

on new roles, and make mistakes with no danger or cost.

Diversity of strengths: Many activities are designed to include a variety of

elements that will challenge arrange of team role skills. In other words, input from

all team members will be required to produce outcomes from projects specifically

designed not to suit just one team role style or behaviour.

Criticisms of Technological Instructional Package

Even though there are many benefits of Technological Instructional

Package, some educators criticize it for some reasons. For example, Schank (cited

in Efstratia, 2014) mentioned two reasons why learning by “doing” is not a normal

form of Education. Firstly, the learning approach is difficult to apply without

“doing” devices or in most cases, it is even difficult to define what doing means

with respect to a given subject or topic. For instance, if students are to be taught

how to view microorganisms using a microscope, the students can easily be taught

by “doing” manner (when doing devices are available) using the microscope in the

laboratory but when this device is not readily available, “learning by doing” is

usually abandoned as a teaching philosophy. Secondly, some educators and

psychologists have not really understood how “learning by doing” works and thus

hate to insist upon it.

Similarly, Knobloch (2003) asserted that although Technological

Instructional Package has been a basic component of education for many years, its

application in education often differs from the research based theoretical

framework of Learning. Additionally, some teachers often exclude the term

Technological Instructional Package in working with students when research

models (stages) of Technological Instructional Package may not completely guide

their pedagogy. Paddleford (2010) also criticized Technological Instructional

Package as an instructional method for time and money. Paddleford stated that in

order to develop a purposeful and differentiated lesson, the teacher needs time to

develop the different elements. This requires the teacher to be very clear about the

goals for the lesson and be prepared for the different outcomes. This takes careful

planning, which takes time. In addition, Technological method takes time to be

carried out in the classroom. If the teacher wants the students to learn a complex

process, then the teacher should be prepared to dedicate the needed time to the

lesson. But if the teacher does not plan it well, the teacher can lag behind because

the lesson will last longer than expected. Also, money can be a disadvantage of

Technological Instructional Package because at times it can cost money to expose

students to constant hands-on learning.

Finally, learning from Technology has its challenges since not all the

situations one encounters in life can be said to be enjoyable (Beard & Wilson,

2013). While many learning opportunities can be satisfying, not all learning

experiences would be chosen by the individual as a route to learning. Beard and

Wilson also stated that one of the arguments against Technological Instructional

Package is the difficulty of linking it to complex areas of technology, for example,

theoretical physics. Generally, Marin (2014) asserted that although this approach is

criticized by many critics due to its time wastage, lack of teacher’s know-how and

resources for implementation, Technological Instructional Package is still the most

convenient approach to inculcate and develop critical thinking abilities of learners

in the classroom in the 21st century as it fosters a hands-on minds-on experience

that makes learning interesting and learners’ active participants in the learning

process.

Academic Achievement in Biology

In all organized formal teaching-learning process, assessment of whether

learning has taken place or not is central and paramount. This is because

different categories of people who are involved in the educational system are

often interested in ascertaining the effectiveness of the entire teaching-learning

process. Academic achievement is the result of what an individual has learned

from some educational experiences. It refers to an academic position a student

occupies in the class relative to the position of others in the class usually

assessed by the teacher’s use of rating scales, tests and examinations (Anekwe,

2011). Aronson (2012) stated that academic achievement depicts student’s

performance on a standard of measurement such as performance test, skill test,

analytical test etc. Odagboyi (2015) hinted that academic achievement is

frequently measured in terms of examination performance using achievement

tests whose questions are selected from the contents the individual has been

taught over a given period of time in a particular program of instruction.

 Recognizably, academic achievement is very important in education as it is

used to ascertain how much an individual has benefited from a programme or to

what extent the programmed goals are achieved (Etuk, et al. 2016). Ricarda, Anja,

Anne and Linda (2017) stated that it prepares students for future careers, refines

their intellect, and helps in shaping their mind which in return can help them in all

spheres of life. Ricarda et. al further explained that academic achievement is the

benchmark of academic progress as it helps Educational bodies monitor students in

schools and make changes in the educational system where necessary, as it

prepares them for the future. So, in the context of this study, a student’s academic

achievement is defined as the gain in knowledge of a student which occurs as a

result of taking part in a learning activity or programme and will be ascertained in

the study using Biology Achievement Test (BAT).

Hitherto this study, several research works have been carried out to ascertain

students’ academic achievement in biology. For instance, Enohuean (2015)

investigated the effect of instructional materials on secondary school students’

academic achievement in biology. The study revealed that there was no significant

difference in the mean achievement scores of students in the two groups.

Duyilemi (2015) conducted a study on effect of constructivist learning

strategies on secondary school students’ academic achievement and retention in

biology. The study revealed that students in the experimental group achieved and

retained better than those in the control group when their scores were compared.

Similarly, Obialor (2016) in his study on effect of project work on students’

academic achievement reported that the mean achievement scores of students in

the experimental group differed from those in the control group in favour of those

is the experimental group.

In this study hence, students' academic achievement in biology will also be

ascertained using Technological Instructional Package irrespective of student’s

gender.

Retention in science

Farrant (2012) believed that increase in knowledge lies solely on the ability

to remember. He further explained that if an individual could not grasp and keep

hold of what was taught and learnt, it would seem like trying to fill a bucket

without bottom with water. This means that if one cannot retain what one learnt

then there is no need expecting one to perform in that activity in the future. That is

in line with what Bruner (2015) said, that students participation in a lesson was a

basis for understanding, achievement and retention. For instance, if a student

memorizes some principles, concepts or processes in the class and quotes them

when the teacher asks, and forgets them immediately, the student cannot be

expected to remember it in the future.

 Gambari (2014) asserted that individuals with high need for achievements

often are those who are optimistic about the future for its own sake rather than for

immediate reward. This means that high achievers are those with very good

retention of concepts learnt and can produce them whenever necessary.

Prawerti (2014) in a study on the effect of Direct-Discovery method and

demonstration method on Acquisition and retention of science process skills found

out that retention by students is facilitated by motivation, and by allowing the

students to find out things by themselves and to draw conclusion.

In the words of Ndukwe (2015), in his study on immediate achievement and

retention in expository versus project centered method of instruction in Biology,

using SSI students, “the result from the retention test, given 7 weeks after the

treatment had ended, showed that there is no significant difference in the two mean

scores.” This also falls in line with the findings of Sungur and Tekkaya (2006) who

found out that there is no significant difference in acquisition of science process

skills when two methods are employed. This is in contrary to the findings of

Erinosho (2006) who found out that there is a significant difference in the

acquisition and retention of the science process skills when different methods are

employed. Iloputaife (2001) and Eze (2012) in their independent studies on

achievement and retention of physics students found that male and female students

who offer physics have no significant difference in their mean achievement and
retention in physics. Furthermore, Eze (2012) found that the difference between

the students’ (male and female) mean post treatment retention test in physics was

not significant. However, Eriba & Sesugh (2016), and Onekutu and Onekutu

(2012) in their studies found out that male students achieve and even retain what

they have learnt better than their female counterparts at the secondary school level.

On the contrary, Nworgu, B. Ugwuanyi and Nworgu, I. (2014) found that sex had

a significant effect in favour of females on retention in physics. This is supported

by Weaver – Hightower (2008) and Omoniyi (2016).

Gender Issues in Science

Gender is a cultural construct that distinguishes the roles, behavior, mental

and emotional characteristics between male and female developed by the society. It

is a socially ascribed attribute which differentiates feminine from masculine

(Segal, 2003). Hornby (2010) simply defined it as sexual classification into male

and female. Okoye (2007) posited that the consequences of gender stereotyping cut

across economic, social, political, and educational development especially in the

areas of science. In the context of Education, gender issues are referred to as the

difference, both real and perceived, between boys and girls in their relative

achievements and opportunities (Westminster Institute of Education, 2006).

Issues related to gender in the teaching and learning of science has attracted the

attention of many researchers in Science Education in secondary schools regarding

the direction of achievement for either males or females. While some found out

that female students outperformed their male counterparts in science, others say

otherwise. And so, for over the years, no consensus has been reached concerning

this argument. For instance, Offiah and Egolum (2007) from their study revealed

that in science, male students are academically higher than their female

counterparts while Aniodoh and Egbo (2013) revealed that female students score

significantly higher than their male counterparts. On the contrary, Odutuyi (2015)

revealed that there is no significant difference in the performance of male and

female students in science subjects. Similarly, other researchers like Arigbadu and

Mgi (2004) and Bilesanmi-Awoderu (2006) provided reports that there is no

distinguished difference in the cognitive, affective, and psychomotor skill

achievement of students with respect to gender while Afuwape and Oludipe (2008)

found significant difference in the cognitive, affective, and psychomotor skill

achievement of students with respect to gender.

From the findings above, it can be deduced that the issue of gender

difference in students’ academic achievement and retention in science is still far

from being conclusive. De Lisle (2018) explains that despite this inconclusive

evidence concerning gender issues, most science teachers have stereotyped

subjects like mathematics, physics, chemistry and other earth related sciences to

male students and biology, food science and agricultural sciences to female
students. But when compared, several research reports (Okigbo & Agu, 2010;

Obialor & Osuafor, 2016; Chikwendu, 2018) have shown that the influence of

gender on students’ performance is still inconclusive whether in mathematics,

biology, or chemistry. Hence, as a result of this inconclusiveness in students’

academic achievement and retention in sciences with respect to gender, this study

will also investigate the influence of gender on secondary school students’

academic achievement and retention in biology.

2.4 Empirical Studies

2.4.1 Effect of Technological Instructional Package on Students’ Academic
Achievement
Alkan (2016) carried out a study to determine the effects of Technological

Instructional Package on student teachers’ achievement in chemistry as well as

their scientific process skills in Ankara, Turkey. Two research questions and two

null hypotheses tested at 0.05 alpha levels guided the study. The study adopted a

quasi-experimental research design, specifically the pretest posttest non-equivalent

control group design. While the treatment group received education through

Technological Instructional Package, the control group was taught with a

traditional teacher-centered approach. The sampling consisted of 40 student

teachers studying Chemistry Education at Hacettepe University. Data collections

tools were the chemistry achievement test and the scientific process skill test with
reliability coefficient of 0.64 and 0.83 respectively established using Kuder-

Richardson 20 formula.

Mean and standard deviation were used in answering the research questions

while Mann Whitney U-test and Wilcoxon Signed Rank Test were used in testing

the null hypotheses at 0.05 alpha levels. The findings of the study revealed that

there is a statistically significant difference between the posttest chemistry

achievement scores of the student teachers in the control and treatment groups as

student teachers in the treatment group, who were taught using Technological

Instructional Package performed higher than those of the student teachers in the

control group, who were taught using traditional teacher-centred. Based on the

findings, the study concluded that Technological Instructional Package is an

effective approach for enhancing students’ academic achievement and scientific

process skills in chemistry and hence, was recommended for implementation in

schools.

The reviewed study is related to the current study in research design, method

of establishing reliability as well as method of descriptive data analysis. That is,

the review and the current study both adopted the quasi experimental, non-

equivalent control group research design, Kuder Richardson 20 for calculating

reliability coefficient, Mean and Standard deviation for answering the research

questions. However, while the reviewed study was in chemistry measuring

achievement and science process skills in Ankara, Turkey, the present study will

be in biology in Enugu, Enugu State, also measuring achievement and retention.

Bada and Akinbobola (2017) investigated the effectiveness of Technological

Instructional Strategy (TIS) on students' achievement and scoring levels in senior

secondary school physics in Akure, Ondo State. Two research questions were

raised to guide the study. Also-, two null hypotheses were formulated and tested

for acceptance or rejection at 0.05 levels of significance. The study adopted the

pretest, posttest, non-randomized control group quasi-experimental design. Simple

random sampling technique was used to select two schools used for the study. The

sample used for the study was 95 senior secondary two (SS2) physics students

randomly selected from the two schools in Akure, Ondo State, Nigeria. The study

made use of Physics Achievement Test (PAT) with internal consistency of 0.82

ascertained Kuder Richardson Formula 21 for data collection.

The data collected were analyzed using descriptive statistics, t-test and

Analysis of Covariance (ANCOVA). Findings of the study showed among others

that Technological Instructional Strategy (TIS) had significant effect on physics

student’s achievement and scoring level in the concepts of Optics in physics. The

study concluded that teachers should be encouraged to adopt the use of

Technological Instructional Package in teaching the concept of Optics in physics in

order to improve student’s achievement in the subject.

The reviewed and current studies are related in the sense that both adopted the

same research design, instructional approach, and the same type of descriptive

statistic for answering the research questions. However, whereas the current study

adopted ANCOVA in testing the null hypotheses and Kuder Richardson 20 for

establishing reliability, the reviewed study adopted t-test and Kuder Richardson 21

for testing the null hypotheses and reliability coefficient, respectively. Also, the

current study will also measure students’ retention in biology in Enugu Education

Zone of Enugu State and not in Physics in Akure, Ondo State.

Nwoke (2017) investigated the enhancement of secondary school students’

achievement in geometry through Technological Instructional Package in Owerri

West Local Government Area of Imo State. Three research questions and three null

hypotheses tested at 0.05 alpha levels guided the study. The quasi-experimental

method adopting the pre-test post-test non-equivalent control design was used to

carry out the study. A sample of 233 senior secondary two (SS II) students from

four purposively selected secondary schools was selected for the study. The data

required for the study was collected through a 30-item researcher made objective

test questions with reliability coefficient of 0.86 determined using Pearson’s

product moment correlation formula. The control group was taught geometric

concepts using conventional method while the experiment group was taught using

the experiential learning approach.

 Data generated was analyzed using Mean and standard deviation in

answering the questions while ANCOVA was used in testing the three null

hypotheses at 0.05 level of significance. The result of the study revealed that

Technological Instructional Package enhanced students’ achievement in geometry

across gender and achievement levels. Based on the result, it was recommended

that Technological Instructional Package should be applied in teaching

mathematics in secondary schools to enhance students’ achievement.

Nwoke’s study is related to the current study in method of instruction,

research design, participants used in the study as well as method of data analysis.

That is, the review and the current study both adopted Technological Instructional

Package, non-equivalent control group research design, used SS2 students as well

as Mean and Standard deviation for answering the research questions and

ANCOVA in testing the null hypotheses at 0.05 alpha levels. However, while the

reviewed study was in mathematics in Owerri West Local Government Area of

Imo State using an instrument with its reliability established using Pearson’s

product moment correlation formula, the present study will be in biology in Enugu

Education Zone of Enugu State using BAT with its reliability established using

Kuder-Richardson 20.

Agsalog (2019) carried out a study on the effects of Technological

Instructional Package on the academic performance and motivation to learn

physics of grade 10 students in Libona, Bukidnon. Three research questions and

three null hypotheses tested at 0.05 alpha levels guided the study. The study

employed the quasi-experimental pretest-posttest control group design with two

intact groups who were randomly chosen to constitute the experimental and the

control groups. The sample used for the study was 60 grade 10 physics students

selected from two intact heterogeneous classes of students at Kinawe National

High School (KNHS) Kinawe, Libona, Bukidnon. 30 students were assigned to the

experimental group and another 30 to the control group. Two instruments were

used for data collection: A 30-item multiple choice Physics Achievement Test

(PAT) with a reliability coefficient of 0.78 established using Kuder Richardson 20

and an adopted motivation questionnaire were administered to the experimental

group and control group. Physics Achievement Test was administered as pretest

and posttest to measure students’ academic achievement in the two groups while

the motivation questionnaire was used to assess the level of motivation of students

taught with both the Technological Instructional Package and the conventional

teaching method. The PAT was constructed using a well-developed Task Analysis

Matrix (TAM) and a table of specifications while the Motivation questionnaire was

adopted.

Data collected were analyzed using mean and standard deviation in

answering the research questions while Analysis of Covariance (ANCOVA) was

used in testing the null hypotheses at 0.05 levels of significance. The findings of

this study revealed among others that there was a significant difference in the

academic performance of students taught with Technological Instructional Package

and that of those taught with the conventional method, in favour of students in the

experimental group. Based on the findings, it was recommended that mathematics

teachers should adopt TIP in their classroom to improve their students’

performance.

The current and reviewed studies are related in the sense that both targeted

TIP and Academic Achievement while adopting the same research design and

statistical tools for data analysis. However, while the reviewed study also measured

motivation with area of interest as Physics in Kinawe, Libona, Bukidnon using

Grade 10 students, the current study will measure students’ retention in biology in

Enugu State, Nigeria using SS2 students.

2.4.2 Effect of Technological Instructional Package on Students’ Retention

Chesimet, Githua and Ng'eno (2016) investigated the effects of

Technological Instructional Package on students’ mathematical retention among

secondary school students of Kericho East Sub-County, Kenya. Two research

questions and two hypotheses tested at 0.05 alpha levels guided the study. The

study adopted a Solomon Four Non-Equivalent Control Group Design under the

quasi-experimental research design. A sample size of 168 Senior Secondary School

Year two students drawn from four co-educational district secondary schools in

Kericho East Sub-County using simple random sampling technique constituted the

sample of the study. Mathematical Retention Test (MRT) was used for data

collection. The instrument was validated with the help of experts in the Department

of Curriculum Instruction and Education Management of Egerton University and

mathematics teachers from selected secondary schools. MRT was pilot tested to

estimate its reliability coefficient using Cronbach alpha which was found to be

0.778. In the experimental groups, Technological Instructional Package (TIP) was

used while Conventional Teaching Methods (CTM) was used in the control

groups. One experimental and one control group were pretested. At the end of the

treatment all the four groups were post tested using Mathematical Retention Test

(MRT).

Descriptive as well as inferential statistics were used in data analysis. These

included mean score and ANOVA. All statistical tests were subjected to test of

significance at alpha (α) level of 0.05. The findings of the study revealed among

others that TIP had a significant effect on students’ mathematical creativity as

students taught with TIP performed better in the mathematical creative test than

their counterparts in the control groups. Based on the findings, it was

recommended that mathematics teachers should adopt TIP in their classroom to

enhance students’ mathematical creativity and retention.

 The reviewed study is related to the current study in the sense that both

adopted the same instructional approach using SS2 students. However, whereas the

reviewed study adopted Cronbach alpha in establishing reliability and ANOVA for

testing hypotheses, the current study will adopt Kuder Richardson 20 and

ANCOVA for establishing reliability and testing hypotheses, respectively. Also,

the current study will measure academic achievement and retention in Biology in

Enugu State, Nigeria and not creativity in mathematics in Kericho East Sub-

County, Kenya.

Masek and Yamin (2012) investigated the effect of problem-based learning

(PBL) on students’ retention ability in Engineering in Malaysia. One research

question and one null hypothesis tested at 0.05 alpha levels guided the study. The

study employed an experimental pretest and posttest with control group design.

The participants were 53 undergraduate students in electrical engineering course,

who attended Electrical Technology Module (ET101) in their first semester, in the

Department of Electrical Engineering in the Malaysian Polytechnic. Translated

Cornell Critical Thinking Test Specimen set with reliability coefficient of 0.60

established using kuder Richardson 20 was used for data collection.

Data collected were analyzed using mean and standard deviation in

answering the research questions while ANCOVA was used in testing the null

hypotheses. The results suggested that students’ retention ability in the PBL group
had not been significantly different from their counterparts in the conventional

approach group. Based on the findings, recommendations were made.

The current study is related to the reviewed study in the sense that both measured

students’ retention ability using activity-based instructional method adopting the

same research design, method of establishing reliability for the test and statistical

tools for data analysis. However, while the current study will be in biology in

Enugu state, Nigeria using Technological Instructional Package, the reviewed

study was on Problem based learning strategy in Engineering in Malaysian

polytechnic, Malaysia. Also, the current study will use Watson-Glaser critical

thinking Appraisal for measuring students’ retention ability and not Translated

Cornell Critical Thinking Test Specimen set.

Duran (2016) carried out a study on the effect of inquiry-based learning

approach on secondary school students’ retention skills in science and Technology

courses in provincial city of Mugla, Turkey. Two research questions and two null

hypotheses tested at 0.05 alpha levels guided the study. A pretest posttest control

group design was adopted for the study. The population of the study consists of

189 6th grade students in the province. A sample of 90 students randomly selected

from four classrooms was used for the study. Both experimental and control group

were made up of 45 students each. An adopted Retention Scale Test was used for

data collection.
 Data collected were analyzed using mean, standard deviation, and analysis

of covariance (ANCOVA). The result of the findings revealed that learning science

and technology, supported with the guided activities developed in line, with

inquiry-based learning approach have significant effects on students’ retention

skills as students in the experimental group outperformed their counterparts in the

control group. Based on the findings, it was recommended that the stake holders in

education sectors should encourage and enforce the use of inquiry-based

instructional strategies in the teaching and learning of concepts in science subjects.

Duran’s study and the current study are closely related in the sense that both

measured students’ retention adopting the same research design, statistical tools for

data analysis and an activity-based learning approach. However, whereas Duran’s

study was on Chemistry using inquiry-based learning approach in Mugla, Turkey

the current study will be in Biology using Technological Instructional Package in

Enugu State, Nigeria.

Zhang and Lin (2018) conducted a research on the influence of Problem-

Based Learning teaching model on college students’ retention ability in English in

Jiangxi Province. One research question and one null hypothesis tested at 0.05

alpha levels guided the study. The research adopted a quasi-experimental research

design, specifically, the pretest posttest non-equivalent control group design. A

sample of 74 English major sophomore students from two classes, 35 students in

the experimental class, 39 students in the control class, who are randomly selected

from a second level university in Jiangxi province constituted the study. Data were

collected using questionnaire survey, test paper, experiment, and interview. The

reliability of the questionnaire was 0.810 established using Cronbach alpha while

the retention skill questionnaire was 0.91 ascertained using Kuder-Richardson 20.

Data collected was analyzed using descriptive statistics (mean and standard

deviation) in answering the research questions and independent T-test for testing

the null hypothesis in 0.05 alpha levels. The findings of the study revealed that

PBL teaching model improved students English retention temperament level

(analysis, openness and fair) and also, students’ English retention skills of analysis

and interpretation, but do not improve the English scores of the students

significantly. Based on the findings, it was recommended that teachers should

adopt PBL in teaching English studies as it helps to an extent improve students’

retention ability.

Zhang and Lin’s study and the current study are closely related in the sense

that both measured students’ retention ability adopting the same research design,

descriptive statistics for analyzing data and an activity-based learning approach.

However, whereas Zhang and Lin’s study was on English using problem-based

learning approach in Jiangxi province, China, the current study will be in Biology

using Technological Instructional Package in Enugu. State, Nigeria. Also, the

current study will adopt ANCOVA in testing the null hypothesis and not

independent t-test.

2.4.3 Technological Instructional Package and Gender on students’ Academic

Achievement

Nwafor and Abonyi (2016) investigated the effect of Technological

Instructional Package on the achievement of Junior Secondary School Students in

Basic Science in Abakiliki Education Zone of Ebonyi State. Gender was used as a

moderator variable. Three research questions and three null hypotheses tested at

0.05 alpha levels guided the study. The study employed a non-equivalent control

group quasi-experimental design. 300 Junior Secondary School Year three students

drawn from six secondary schools through stratified random sampling technique

constituted the sample of the study. In each of the schools one intact class was

drawn through simple balloting. The treatment group was taught using

Technological Instructional Package. The instrument for data collection was a 20-

item multiple-choice Basic Science Achievement Test with reliability coefficient

of 0.76 established using Kuder Richardson 20.

The data collected were analyzed using mean, standard deviation and

Analysis of Co-Variance (ANCOVA). Results revealed that the Technological

Instructional Package is superior to the conventional method in facilitating

achievement in Basic Science. The study also revealed that though females,

showed higher achievement than males, the difference in the mean achievement
was not statistically significant. Also, there was no significant interaction effect

between gender and instructional method. The researcher recommends that

Technological Instructional Package be adopted in the school system.

The reviewed study is related to the current study in research design, method

of establishing reliability as well as method of data analysis. That is, the review

and the current study both adopted the non-equivalent control group research

design, Kuder Richardson 20 for calculating reliability coefficient, Mean and

Standard deviation for answering the research questions and ANCOVA in testing

the null hypotheses at 0.05 alpha levels. However, while the reviewed study was

on basic science measuring only achievement in Abakiliki Education Zone of

Ebonyi State, the present study will be in biology in Enugu Education Zone of

Enugu State measuring also retention.

Okoli and Abonyi (2014) investigated the effects of Technological

Instructional Package on secondary school students’ achievement in biology.

Gender was used as a moderator variable in the study. Two research questions and

three null hypotheses guided the study. The study employed a non-equivalent

control group quasi experimental design. The sample for the study comprised of 74

Senior Secondary School Year one students drawn from two intact classes that

were randomly drawn from two co-educational schools in Awka urban areas of

Anambra State, Nigeria. Out of the two schools drawn for the study one was
assigned to the treatment group while the remaining school was assigned to the

control group. The treatment group was taught biology using the Technological

Instructional Package while the control group was taught the same concepts in

biology using the expository strategy. A Biology Achievement Test (BAT)

validated by experts in the field and with a reliability coefficient of 0.75 was used

to collect data for the study.

Data were analyzed using mean, standard deviation, and the Analysis of Co-

variance. The findings of the study revealed that students taught “Life Science”

with Technological Instructional Package outperformed their counterparts in the

control group taught with conventional expository strategy. The findings also

revealed that Technological Instructional Package does not discriminate across

gender in student’s achievement in biology as there was no significant difference

between the mean achievement score of male and female students in the

experimental group. Hence, the study recommended that Biology teachers should

adopt Technological Instructional Package in their classrooms to improve

students’ academic achievement.

The reviewed and the current studies are related in the sense that both

adopted the same research design, same statistical tool for data analysis and same

method of establishing reliability coefficient. However, the current study differs

from the reviewed study in topics, participants, and location. That is, whereas the
current study is on more topics (unit of life, forms in which cell exist, structure and

function of the cell) in biology using SS2 students in Enugu Education Zone of

Enugu State, the reviewed study was on only skeletal system using SS1 students

from only Awka urban Areas. Also, the current study will measure students’

retention which the reviewed study did not take into consideration.

Adeyemi and Awolere (2016) carried out a study to determine the relative

effects of Technological Instructional Strategy (TIS) and Generative Learning

Strategy (GLS) on students’ academic achievement in environmental concepts in

biology in three local government areas in Oke-ogun of Oyo State. The moderating

effects of gender and mental ability were also examined. Three research questions

and three null hypotheses tested at 0.05 levels of significance guided the study. The

study adopted pretest-posttest non-equivalent control group, quasi-experimental

design with 3x2x3 factorial design. A sample of 439 Senior Secondary School

Year one students involved in the study were randomized to TIS, GLS and Control

groups. Instruments used for data collection include Biology Achievement Test

(BAT), Mental Ability Test (MAT) and Instructional guides on TIS, GLS and

Conventional Strategy. BAT and MAT were subjected to face and content

validity. Using Kuder Richardson formular 20, the reliability coefficient of 0.74

and 0.86 was obtained for the BAT and MAT respectively.
 Data collected were analyzed using estimated marginal mean, Analysis of

Covariance and Scheffe Post hoc test. The findings of the study revealed that

treatment had significant main effect on students’ achievement scores as

participants in TIS had highest achievement scores than those in GLS and control

group. Also, there was a significant main effect of mental ability on students’

academic achievement in environmental concepts as students with high mental

ability had higher adjusted scores than those with low mental ability. On gender,

the findings revealed that there was no statistically significant main effect of

gender on students’ academic achievement in environmental concepts. The

findings of the study revealed that both Technological Instructional and generative

learning strategies enhanced students’ achievement in environmental concepts.

Hence, it was recommended that teachers should adopt TIS and GLS in teaching

environmental concepts in schools.

The reviewed and the current studies are related in the sense that both

adopted the same research design, same statistical tool (ANCOVA and mean) for

data analysis and same method of establishing reliability coefficient. However, the

current study differs from the reviewed study in location, participants and topics

taught. That is, whereas the current study is on different topics in biology using

SS2 students in Enugu Education Zone of Enugu State, the reviewed study was

only on environmental concepts using SS1 students drawn from three Local
Government Areas in Oke-ogun in Oyo State. Also, students’ retention will be

ascertained in the current study.

Effect of Teaching Methods and Gender on Students’ Academic Achievement

Nweke, Abonyi, Omebe and Njoku (2014) explored the effects of

Technological Instructional Package on pupils’ academic achievement in basic

Science and Technology in Ebonyi State. The study adopted a pretest, post-test,

non-equivalent control group design. Two research questions and two null

hypotheses guided the study. A total of 426 basic six pupils from 6 intact classes

participated in the study. Three intact classes were assigned to treatment group,

while the other three intact classes were assigned to control group. The treatment

group was taught Basic Science and Technology (BST) using Technological

Instructional Package, while the control group was taught the same topics using the

conventional teaching method. A Basic Science and Technology Achievement Test

(BSAT) with reliability coefficient of 0.83 established using Kuder Richardson 20

was used for data collection.

Research questions were answered using adjusted mean while the

hypotheses were tested at 95% confidence level using the Analysis of Co-variance

(ANCOVA). The results revealed that there was a significant difference between

pupils taught basic science and technology using Technological Instructional

Package and those taught BST using the conventional (traditional) teaching
method. Technological Instructional Package proved to be more facilitative.

Finally, it was found that there was no interaction effect between method and

gender on students’ achievement in basic science and technology.

The current study is related to the reviewed study in the sense that both

adopted the same research design, statistical tools for data analysis and

instructional strategy. However, the current study will be in biology using Senior

Secondary School Year two students in Enugu Education Zone whereas the

reviewed study was on Basic Science and Technology using basic six pupils in

Ebonyi State. Also, the current study will measure students’ retention.

Odinkpo and Arikpo (2015) investigated the effect of computer assisted

instruction (CAI) on pupils’ gender and achievement in basic science in primary

schools in Ibadan, Oyo State. Two research questions and two null hypotheses

tested at 0.05 alpha levels guided the study. Quasi experimental research design,

specifically, the pretest posttest non-equivalent control group of 2x2 factorial

research design was adopted for the study. A sample of 40 primary five pupils

selected using Purposive sampling technique in two private schools in Ibadan

North LGA, Oyo State constituted the study. Basic Science Achievement Test

(BSAT) of 25-items with reliability coefficient of 0.83 established using Kuder-

Richardson 20 was used in data collection.

 Data collected were analyzed using mean and standard deviation in

answering the research questions and Analysis of Covariance (ANCOVA) in

testing the null hypotheses at 0.05 alpha levels. Also, Sidak post hoc test was used

to explain the direction of significance between the groups. The findings of the

study revealed that there was a significant difference in mean basic science

achievement test among the groups, in favour of those in the experimental group.

However, the males achieved higher in basic science when they use computers

than the girls in the school. The result also showed that there was no significant

main interaction effect of teaching method and gender on basic science. Based on

the findings, it was recommended that teachers should utilize CAI in teaching

primary school pupils’ basic science to improve their academic achievement.

The current study is related to the present study in that both adopted the same

research design, same statistical tool (Mean, Standard deviation and ANCOVA)

for data analysis and same method of establishing reliability coefficient. However,

the current study differs from the reviewed study in location, participants and

subject taught. That is, whereas the current study is in biology using SS2 students

in Enugu Education Zone of Enugu State, the reviewed study was in basic science

using primary five pupils drawn from two private schools in Ibadan North LGA,

Oyo State. Also, the current study will adopt TIP and not CAI, although both are

innovative teaching approaches.

 Uzoma and Okoli (2019) investigated the effect of think-pair share

instructional strategy on secondary school students’ academic achievement in

Biology in Anambra State. Two research questions and three null hypotheses

guided the study. The study adopted a quasi-experimental research group design,

specifically the non-equivalent control group design. The sample of the study

comprises 73 (38 males and 35 females) SS2 biology students selected from two

public co-educational schools in Anambra East Local Government, Area.

Purposive sampling technique was used to select the sample. Biology Achievement

Test (BAT) with reliability coefficient of 0.95 obtained using Kuder-Richardson 20

formula was used for data collection. The experimental group was taught with

think-pair share instructional strategy while the control group was taught using

conventional method.

Data collected were analyzed using mean and standard deviation in

answering the research questions and Analysis of Covariance (ANCOVA) in

testing the null hypotheses at 0.05 alpha levels. The findings of the study reported

among others that a significant difference exists in the mean achievement scores of

students in biology in favour of those in the experimental group. However, there

was no significant difference in the mean achievement scores of male and female

students taught biology using think-pair share instructional strategy. On interaction

between gender and teaching methods, the findings also revealed that there was no
interaction effect of gender and teaching methods on students’ achievement in

biology. Based on the findings, it was recommended that teachers should adopt

think-pair share instructional strategy in the classroom to facilitate academic

achievement in biology.

The current and reviewed study are related in the sense that both adopted the

same research design, method of establishing reliability, statistical tools for data

analysis and on same subject. However, while reviewed study was in Awka East

Local Government Area using think-pair share instructional strategy, the current

study will be carried out in Enugu Education Zone using Technological

Instructional Package. Also, the current study will measure students’ retention.

Nwigwe and Osuafor (2019) explored the effects of constructivist-based

instructional model (5E instructional model) on secondary school students’

academic achievement in mathematics in Enugu Education Zone. Two research

questions and three null hypotheses tested at 0.05 alpha levels guided the study.

The study adopted a quasi-experimental design involving 2x2 factorial

arrangements. A sample of 96 SS2 mathematics students (49 in Enugu East LGA

and 47 in Enugu North LGA) were selected for the study using multi-stage

sampling procedure. Achievement test in Probability (ATP) was used for data

collection. The reliability coefficient of 0.84 was obtained for ATP using Kuder-

Richardson formula.
 Mean and standard deviation were used in answering the research questions

while Analysis of Covariance (ANCOVA) was used in testing the null hypotheses

at 0.05 alpha levels. The findings of the study indicated that constructivist-based

instructional model had significant effect on students’ achievement. However,

gender had no significant influence on students’ achievement. The findings also

reported that there is no interaction effect of gender and teaching methods on

students’ achievement in mathematics. Based on the findings, the study

recommended that teachers should be educated on the use of constructivist based

instructional model, which when utilized in the classroom, enhances students’

achievement in mathematics.

The reviewed study is related to the current study in research design, method

of establishing reliability as well as method of data analysis. That is, the review

and the current study both adopted the non-equivalent control group research

design, Kuder Richardson 20 for calculating reliability coefficient, Mean and

Standard deviation for answering the research questions and ANCOVA in testing

the null hypotheses at 0.05 alpha levels. However, while the reviewed study was

on mathematics in Enugu Education Zone of Enugu State using constructivist-

based instructional model, the present study is in biology in Enugu Education Zone

of Enugu State using Technological Instructional Package. Also, the current study

will measure students’ retention.

2.4.5 Effect of Teaching methods and Gender on Students’ Retention
Offiah (2005) carried out a study on the effectiveness of metacognitive

learning cycle in enhancing students’ retention abilities and achievement in

chemistry in Onitsha Education Zone. Eight research questions and eight null

hypotheses tested at 0.05 alpha levels guided the study. The research adopted a

quasi-experimental research design, specifically 2×3 factorial research design. The

population of the study consists of all the senior secondary School year one (SS1)

students in the thirty- three public secondary school schools in the zone. Purposive

sampling technique was used to select three out of the nine coeducational schools

in the zone. Using simple random sampling technique, the schools were assigned

to treatment 1, treatment 11 and control group. Data was collected using two

instruments: A test for understanding of chemistry (TUC) and Retention ability test

(RAT). TUC was validated by experts and a reliability coefficient of 0.96 was

obtained while RAT developed by Watson and Glaser (1964) was adopted and

used.

Data collected were analyzed using mean and standard deviation to answer

the research questions while MANOVA was used in testing the null hypotheses at

0.05 level of significance. The findings revealed that students taught chemistry

using metacognitive learning cycle strategy outperformed those taught with

Learning cycle learning strategy and traditional teaching method. Also, students
taught with MLC strategy had the highest mean gain score in retention ability

when compared to students in the LCS class and Traditional method group.

However, the difference in both tests using MLC has no significant gender effect

on students’ critical thinking ability. Based on the findings, it was recommended

that metacognitive learning cycle strategy should be adopted as an effective

strategy for teaching chemistry since it leads to enhanced learning.

Offiah’s study is related to the current study in the sense that both measured

students’ retention ability using the same research design and descriptive statistical

tools to answer the research questions. However, while Offiah’s study was on

chemistry using metacognitive learning strategy in Onitsha Education zone, the

current study will be in biology using Technological Instructional Package in

Enugu Education zone.

Asuai (2013) carried out a study on the impact of Retention on Performance

in Mathematics among Senior Secondary School Students’ in Lagos State. Three

research questions and three null hypotheses tested at 0.05 alpha levels guided the

study. Quasi-experimental design, specifically the pretest posttest non-equivalent

control group design was adopted for the study. Multi-stage sampling was applied

to generate a sample of 195 students for the study. Mathematics performance test

with high test stability of 0.75 and Watson-Glaser Critical Thinking Appraisal with
a reliability coefficient of 0.73, both obtained using test-retest reliability, were used

for Data collection.

Data collected were analyzed using mean and standard deviation in

answering the research questions and Analysis of Covariance (ANCOVA) for

testing the null hypotheses in 0.05 alpha levels. The findings of the study revealed

that there was a significant difference in Mathematics performance test scores

among the groups in favour of those in the experimental group. However, no

significant gender difference in Mathematics performance test was recorded in the

experimental group. Also, there was no gender interaction with the teaching

approach. Based on the findings, it was therefore recommended that in teaching

Mathematics in secondary schools, retention skills should be infused in the

curriculum of teachers’ education to improve students’ performance in

Mathematics.

The reviewed and current study are related in the sense that both measured

students’ retention using activity-based instructional strategies adopting the same

research design and statistical tools (Mean, Standard deviation and ANCOVA) for

data analysis. However, whereas the reviewed study was on mathematics in Lagos

State, the current study will be in biology using Technological Instructional

Package in Enugu Education zone.

 Samuel (2021) investigated the effect of computer animation (CAI) and

inquiry-based learning strategy on chemistry students' retention and achievement in

Otuocha Education zone. To achieve the purpose of the study, four research

questions and four null hypotheses tested at 0.05 alpha levels guided the study. The

study adopted a quasi-experimental research design, specifically static group

pretest posttest design. The population of the study was all the SS1 chemistry

students’ in Otuocha Education totaling 218 students drawn from 8 public schools

in the zone. Purposive sampling was used to select two schools while random

sampling technique was used to select two intact classes. A total of 92 senior

secondary class one (SS1) chemistry students was used for the study. Chemistry

Achievement Test (CAT) and Retention Ability Test (RAT) were used to collect

data for the study. The instruments were validated by experts and their reliability

was established at 0.87 and 0.76 respectively.

Data obtained were analyzed using mean and standard deviation to answer the

research questions and Analysis of Covariance (ANCOVA) to test the null

hypotheses at 0.05 alpha levels. The findings revealed that computer animation

instruction strategy was more effective in enhancing students' academic

achievement and Retention Ability in chemistry than activity-based inquiry

strategy. The findings of the study also revealed that in teaching students with CAI,

gender has no significant effect on students’ retention. Based on the findings, it

was recommended that chemistry teachers should adopt the use of computer

animation in their classroom instruction in order to enhance students' academic

achievement and retention in the subject.

Samuel’s study and the current study are related in the sense that both

measured students’ retention using activity-based instructional strategies adopting

the same research design and statistical tools (Mean, Standard deviation and

ANCOVA) for data analysis. However, whereas the reviewed study was on

Chemistry using computer animation and inquiry-based instructional strategies in

Otuocha Education Zone, the current study will be in biology using Technological

Instructional Package in Enugu Education zone.

Bustami, Syafruddin and Afriani (2018) conducted a study on the efforts to

enhance the retention skills of students’ in biology subject through a Contextual

Teaching and Learning (CTL) in Sintang, Indonesia. One research question and

one null hypothesis tested at 0.05 alpha level guided the study. The research used a

quasi-experimental method, specifically, the pretest posttest non-equivalent control

group design. A total sample of 62 SS2 grade students at SMA Negeri 4 Sintang

constituted the sample of the study. The treatment class with 32 students was

taught using the CTL learning, while the control class with 30 students was taught

using expository learning. Retention Appraisal Test developed by Richard Paul and

Linda Elder was adopted for the study.

 The data collected were analyzed using descriptive statistics (mean and

standard deviation) in answering the research question while T-test was used in

testing the null hypothesis at 0.05 alpha levels. The inferential statistical analysis

revealed that there was a difference in the retention skills between the CTL

learning and the expository learning in favour of those in CTL group. However,

there was no significant gender effect on teaching students with CTL. The results

of this research concluded that CTL learning is better in enhancing the retention

skills of students’ in biology subject on the learning material of environmental

pollution and was thus recommended for use by teachers in teaching environmental

pollution.

The reviewed and current study is related in the sense that both measured

students’ retention using activity-based instructional strategies while adopting the

same research design and descriptive statistical tools (Mean and standard deviation

for data analysis. However, whereas the reviewed study was carried out in Sintang,

Indonesia using Contextual Teaching and Learning approach, the current study will

be in Enugu, Nigeria using Technological Instructional Package. Also, the null

hypotheses will be tested at 0.05 alpha levels using Analysis of Covariance

(ANCOVA) and not T-test as in the reviewed study.

2.5 Summary of the Review of Related Literature

 In this chapter, effort was made to review the literature necessary for the

proper understanding of the variables of interest in the study. This review was done

under the following sub-themes: Conceptual Framework, Theoretical Framework,

Theoretical Studies and Empirical Studies.

Under the conceptual Framework, a flowchart showing the schematic

representation of the variables of interest in the study was used to show the

relationship between the variables in the study.

The theoretical framework for the study hinged on Richard Mayer’s

Cognitive Theory of multimedia Learning which states that people learn better

from words and pictures than from words alone. Based on the theory,

technology brings about meaningful learning, and meaningful learning can only

be said to have been achieved if the learner can apply the knowledge of what

he/she has learned in new situations

The theoretical studies of the research work covered seven major areas:

Technological Instructional Package and its principles, stages of Technological

Instructional Package, implementation of Technological Instructional Package in

biology classrooms, benefits of Technological Instructional Package, criticisms of

Technological Instructional Package, retention ability: its skills and features,

academic achievement in biology as well as gender issues in science. Also, several

empirical studies were reviewed for the study taking cognizance of the tenets of the
study to give the research work its empirical base. From the reviewed empirical

studies, it is seen that Technological Instructional Package has been on for a while

and very useful in the teaching and learning of science subjects. However, to the

best of the researcher’s knowledge on the available literature, no research work on

the topic has been carried out in biology in the entire Enugu Education Zone of

Enugu State to know if the learning approach is effective in enhancing students

retention and their academic achievement in biology, specifically. Thus, this

present study intends to bridge this gap by determining the effects of

Technological Instructional Package on students’ academic achievement and

retention in senior secondary school biology in Enugu Education Zone.

 CHAPTER THREE
METHOD
This chapter discusses the procedure adopted in the study under the

following sub-headings: Research design, area of the study, population of the

study, sample and sampling techniques, instruments for data collection, validation

of the instruments, reliability of the instruments, experimental procedure, control

of extraneous variables, method of data collection and method of data analysis.

3.1 Research Design

The study will adopt a quasi-experimental research design. Specifically, the

pretest-posttest non-equivalent control group of 2x2 factorial design was used.

Nworgu (2015) stated that quasi experimental research design is usually adopted

where random assignment of subjects to experimental and control groups is not

possible, hence intact classes were used for the study. Also, this research design

was adopted for the study because the administrators of the schools under study

may not permit the random assignment of participants to experimental and control

groups owing to the fact that it will disrupt the school setting and timetable. The

design of the study is symbolically represented in figure III below.

Group Pretest Treatment Posttest

E O₁ X₁ O₂
̶ ̶ ̶ ̶ ̶ ̶ ̶ ̶ ̶ ̶ ̶ ̶ ̶ ̶ ̶ ̶ ̶ ̶ ̶ ̶
C O₁ ͠ X O₂

Figure III: Design of the study

Where:
E= Experimental group
C= Control group
O₁ = Pretest on Biology Achievement and retention for E and C
O₂ = Posttest on Biology Achievement and retention for E and C
X₁ = Treatment with Technological Instructional Package
͠ X = Treatment with Conventional Lecture Method
̶ ̶ ̶ = Inequality of the two groups (E and C)
3.2 Area of the Study
The study will be conducted in Enugu Education Zone of Enugu State.

Enugu State is divided into six education zones – Awgu, Enugu, Agbani, Udi,

Nsukka and Obollo-Afor Zones. Enugu education zone is divided into three local

government areas, namely Enugu East, Enugu North and Enugu south Local

Government Areas. The researcher used Enugu education zone only to ensure that

all the students in both experimental and control groups share common educational

environment.

Enugu North, East and South Local Government Area which is used for the

study has nine towns of which Enugu is one of the towns. Enugu is the capital of

Enugu State strategically located midway between two major cities in Igboland,

Awka and Abakaliki. Its indigenes previously known widely for their mining skill

today are highly respected among the Igbo people of Nigeria for their technical and

business skill. Most of its urban dwellers are public servants and civil servants

while a few are farmers and traders.

 Apart from being a centre of commerce, Enugu town is also recognized

nationally as a centre of learning as three institutions of higher learning are situated

in the place namely: Enugu State University of Science and Technology,

Renaissance University Agbani and Enugu State College of Education,

(Technical). The LGA also has 23 governments owned senior secondary schools

which the study concentrates on. The researcher chose this particular zone for this

study because most of the schools in the area are adequately equipped with the

resources needed to carry out the experiment properly.

3.3 Population of the Study

The population of the study comprises 4761 (2233 males and 2528 females)

SS2 students offering biology in the 23 government owned senior secondary

schools in Enugu Education Zone of Enugu State (Post Primary School Service

Commission Statistics Division Enugu, 2022). See Appendix.

3.4 Sample and Sampling Technique

The sample of the study consists of 157 (58 males and 99 females) SS2

biology students drawn from two secondary schools out of the 4761 (2233 males

and 2528 females) SS2 biology students in the 23 senior secondary schools in

Enugu Education Zone, Enugu State (Appendix). The sample for the study was

obtained using multi-stage sampling procedure which was employed as follows:

Firstly, using simple random sampling technique (balloting without

replacement), one local government area was drawn from the three local
government areas in the education zone. Next, purposive sampling technique was

employed to select 2 co-educational public secondary schools in the chosen local

government area. Only co-educational secondary schools were selected for the

study to take care of gender variables in the study.

Out of the two selected schools, one was randomly assigned to experimental

group (TIP) and the other to the control group (CLM) using simple random

sampling technique (flip of a coin). In each of the two sampled schools, the various

arms of SS2 classes offering biology in the schools were listed on different pieces

of paper, folded, and using balloting; one of the arms was picked and used for the

study. The experimental group consists of 89 (38 boys and 51 girls) SS2 students

while the control group consists of 68 (20 boys and 48 girls) SS2 students making

the total sample number of students 157 as stated earlier (see appendix for sample

size).

3.5 Instruments for Data Collection

The instrument to be used for data collection is the Biology Achievement

Test (BAT) and Biology Retention Test (BRT) developed by the researcher. The

same test (BAT) will be used as the pre-test, post-test and retention test (RT). The

BAT is a fifty item instrument, made up of multiple choice questions/items with

five response option A – E and has two sections A and B. Section A sought

information on the personal information of the participants such as name of

student, school and gender while section B consists of the test items. The multiple

choice test was developed by the researcher from the topic ‘unit of life’ which is

taught at the second year of senior secondary.

Each correct answer in the BAT attracts 2 marks while each incorrect

answer or unanswered question has Zero mark. Thus, the highest possible score is

100 marks while the lowest possible score is zero (0). (See Appendices A, B, J and

K for the pre-BAT, post-BAT and their marking schemes respectively).

Development of Technological Instructional Package (TIP)

The Technological Instructional Package (TIP) is a teacher – developed

strategy of individualization. According to Shukura, (2015) the flexibility of the

TIP program is well illustrated by the fact that each individual teacher, and each

school district that adopts the TIP program, sets up a format that is unique, devised

to meet specific needs. Based on this the researcher developed the TIP used for the

study using the following components of TIP.

- Topic and subtopics

- Rationale

- Behavioural Objectives

- Pretest
- Learning Activities

- Quizzes / Unit Activities

- Posttest

Topic and Subtopics

Each of the Technological Instructional Package contains the topic under

study (i.e. the Unit of Life). This is further broken down into units and Subunits

which form the subtopics. These units and subunits are copied as they appear in

SSII curriculum from the Ministry of Education.

Rationale

Once the topic and subtopics (Unit and Subunits) were written, the

researcher then states the rationale. This is a narrative statement that is aimed at

providing the student with the reason for studying the topic or subtopics. This

explains the relevance of the topic within the frame work of the total curriculum of

the students’ everyday life on his future life.

Behavioural Objectives

This is stated by the researcher in terms of what the learner will be able to do

upon completion of each package. The researcher stated the objective to

communicate the intended goals to the learners; these were written in a simple
language. The domain, the number and the levels of performance of the objectives

are considered by the researcher and are all dictated by the content.

Pretest

Based on the content the researcher also states some questions to be the

pretest. This is a self-evaluation section that will enable the student to diagnose

weaknesses ahead of time, directly routing the student to necessary activities that

will ensure a more positive, rewarding learning experience.

Learning Activity

In this section of the package the researcher tried to provide diverse learning

activities that will help the learner to reach the already stated behavioral objectives.

It is in this section that the learner is introduced to the content, the various

activities that will be carried out by the learner, the materials needed for the

activities and the procedure for carrying out the activities.

Quizzes / Unit of Activity

Based on the Learning Activities of the content, the researcher posed some

questions, in forms of Unit Activity, to find out the extent to which the unit

objectives have been achieved. This also provided the learner with feedback on

their progress.

Posttest
 In this study, the researcher will administer the posttest at the end of the TIP,

this is to evaluate the fulfillment of all the objectives of the package developed by

the researcher. The posttest used in this study is used as an instrument to measure

the effectiveness of TIP and for data collection. (See Appendix G) for a sample of

Technology Instructional Package.

Validation of the Instruments

BATs were subjected to both face and content validations.

Face Validation

For face validation, the instrument was given to three experts, one in

Measurement and Evaluation and two in Science Education, all from Faculty of

Education, Nnamdi Azikiwe University Awka. The instrument was validated in

terms of clarity of the questions asked, proper wording of the items,

appropriateness and adequacy of the question/items to the students’ level of

understanding and experience and agreement of items with the Test Blue Print.

(See Appendix M).

Consequently, the validators made some comments which formed the basis

for either modifying or rejecting some of the items. After the validation, the

instrument was overhauled completely to reflect the validators’ contributions. (See

Appendix D for the validator’s comments).

Content Validation

To ensure the content validity, Test Blue Print was developed by the

researcher. The Test Blue Print was used to determine the number of items to be

generated from a particular subunit. To do this, the researcher took into

consideration the relative scope of the subunits. Thus subunits that are large in

scope attracted more questions than those ones that are relatively small in scope. In

all, a total of 50 multiple choice questions were generated from the subunits. The

test blue prints for both pre-and post – bats are shown as Appendix C.

3.7 Reliability of the Instruments

To determine the reliability coefficient of the BAT, the instrument (BAT)

was administered to an intact class of 40 SS2 students, similar to the experimental

group in one of the schools in Enugu North Education Zone (outside the zone

under study). Kuder-Richardson formula 20 (KR-20) was used to analyze the data

collected. The choice of KR-20 was because of two reasons: The levels of

difficulty in the question items are not equal and, the instrument is a multiple-

choice question dichotomously scored. The reliability coefficient for BAT was

found to be 0.85 (See Appendix T page 173).

3.8 Experimental Procedure

Before the commencement of the experiment, the researcher will write to the

respective school principals seeking for their permission to carry out the study in
their schools (Appendix U page 176). The procedure to be employed in carrying

out the experiment is outlined in four stages:

Stage 1: Briefing of the research assistants (classroom biology teachers)

The experimental group teacher will be briefed by the researcher before the

treatment process on how to effectively use Technological Instructional Package

while the control group teacher will be given the topics with the lesson plans and

then asked to teach the students as usual. This briefing period with the

experimental group teacher will last for one week on three contacts in which the

use of the lesson plan, the concepts to be taught as well as the procedure for

administering the instrument was extensively discussed. The briefing programme

for the experimental group teacher (research assistant) is as follows:

Day one
i. The researcher discusses with the research assistants on the topics to be
taught, the approach to employ and the duration of the exercise.
ii. Discussions on Technological Instructional Package
a. meaning of Technological Instructional Package.
b. steps of Technological Instructional Package.

Day two
i. Teaching and illustrating to the research assistant how to apply Technological
Instructional Package in the class while the lesson is going on.
ii. Demonstration by the research assistant on how to use Technological
Instructional Package according to the lesson plan.
Day three
i. Summary of the briefing
ii. Practice on using Technological Instructional Package in teaching selected
biology topics by the research assistant
iii. Corrections by the researcher, reactions of the research assistant and closing
of the briefing programme.
Stage 2: Pretest administration
In the same first week, after the briefing and prior to the commencement of

the treatment, the research assistants (classroom biology teachers), for the

experimental and control group will administer BAT as pretest to both groups after

which students’ scripts will be collected, scored, and recorded by the researcher.

Stage 3: Teaching of the students (Treatment)

From the 2nd to the 5th week, the research assistants will teach the biology

lesson contents (Appendix L Page 127) to both the experimental and control group.

The experimental group will be taught using the lesson plans on TIP (Appendix M

page 128) and teachers Guide ( Appendix G p 182) provided by the researcher to

the research assistant while the control group will be taught using CLM lesson

plans also developed by the researcher and given to the research assistant (see

Appendix N page 146). For the experimental group, the research assistant will, for

each week outline the contents of the lesson to be learnt on the Board before

embarking on a “doing” activity with the students. During this stage, the research

assistant will pass out a student activity sheet to the students in which they are

expected to record their activities step by step. After the “doing” activity, the
students, with the help of the research assistant, will reflect on their experiences

posing conflicting questions that need to be answered. To answer these questions

and obtain knowledge, the students work collaboratively exchanging ideas to find

solutions (answers) to their questions. Using these ideas (answers), the students

apply the knowledge gained in solving their problems (answering the teacher’s

questions and understanding the taught concept). A thorough week by week

activity for the treatments is documented in Appendix L page 127.

Stage 4: Posttest administration

At the end of teaching in the 5 th week, revision will be conducted for the two

groups after which, in the same week, BAT will be reshuffled and administered to

both groups as posttest by the research assistants. The students’ scripts will also be

collected, marked, scored, and recorded.

Retention Test

Two weeks after Posttest, the retention test will be administered and as

indicated earlier post-BAT will be used as the retention Test.

Control of Extraneous Variables

The extraneous variables that can exert some influence over the dependent

variables are identified and measures that will be taken by the researcher to control

these variables are shown below:

1. Hawthorne’s effect: This occurs when students become aware that they are

being used for a study and as a result adopt behavioural changes that could affect
the outcome of the study. To control this, the actual classroom teachers were used

in the study. The lesson was also carried out during the normal school timetable

and the tests administered during the continuous assessment periods. Also, the

participants in both groups were not informed that they are involved in any

research process. This helped to make them behave naturally preventing them from

acting in any manner that might influence the research negatively or positively.

2. Experimenter Bias: Experimenter bias in research is a process whereby a

researcher influences the results in order to obtain a desired outcome

(Shuttleworth, 2008). The researcher tried to minimize this by making use of the

actual biology classroom teachers to teach each group. Also, students’ in the two

groups will be administered the same instrument (BAT) which will be marked by

the researcher using the same marking scheme.

3. Initial Group Differences: The research design adopted for the study did

permit the random assignment of subjects to experimental and control group thus

creating room for differences between the subjects in the experimental and control

group in terms of knowledge. This initial difference will be controlled by the

researcher using Analysis of Covariance (ANCOVA). This statistical tool helped

the researcher to eliminate any further imbalances between the students.

4. Subjects’ Interaction: This occurs when students in the experimental group

relate or intermingle with those in the control group over the content of the study
or otherwise. The researcher tried to control this by purposively selecting schools

that are far apart from each other.

5. Test knowledge: This is a situation where the knowledge of pretest may help

the students know the answers to the posttest. To control this, the researcher did

not give the students feedback on their pretest, and the question items in the

posttest were reshuffled. Also, the exercise lasted for two weeks which is

considered enough time to reduce the pretest knowledge of the students.

Method of Data Collection

The pre-BAT was administered to the subjects before the treatment which

lasted for five weeks. At the end of the treatment, a parallel test (post BAT) was

administered. The scores for both the experimental and control group were

recorded accordingly. The test items in both the pre-test, post-test and retention

test were scored one mark each. The maximum mark was 50 while the lowest

mark was zero (0) (See Appendices J and K for the marking schemes).

3.11 Method of Data Analysis

The researcher used mean and standard deviation to analyze data and

provide answers to the research questions. Mean and standard deviation were used

because mean is the most reliable measure to central tendency. Also the standard

deviation is the most reliable estimate of variability (Nworgu, 2015).

 Analysis of covariance (ANCOVA) was used to test the hypothesis

formulated for the study at 0.05 level of significance. ANCOVA was used in other

to take care of the error of initial difference in the knowledge levels among the

research subjects. The pre-test scores were used as covariates for achievement and

for retention.
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Enugu State, Nigeria. Journal of Educational Research on Children, Parents
& Teachers, 1(1), 35-44.

Ugwuanyi, C.S., Nduji, C.C., Elejere, U.C., & Omeke, N.E. (2020d). Effect of
Flipped Classroom and Think Pair Share Strategy on Achievement and
 Retention Among Senior Secondary School Physics Students. International
Journal of Sciences: Basic and Applied Research (IJSBAR), 52(2), 136-148

Ugwuanyi, C.S., & Okeke, C.I.O. (2020). Enhancing University Students ’

Achievement in Physics using Computer-Assisted Instruction. International
Journal of Higher Education 9(5), 115–124.

Uzoma, J. I., and Okoli, J. N. (2019). Effect of Think-Pair-Share Instructional

Strategy on Secondary School Students Academic Achievement In Biology
In Anambra East Local Government Area, Anambra State. UNIZIK Journal
of STM Education, 3(1), 64–75.

Weaver-Hightower, M. B. (2008). An ecology metaphor for educational policy

analysis: A call to complexity. Educational Researcher, 37(3), 153– 167.

Wurdinger, S. and Rudolph, J. (2009). “Teaching Practices that Improve Student

Learning: Five Experiential Approaches. Journal of Teaching and Learning,
6 (1).

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Japan. Global Journal of Arts, Humanities and Social Sciences, 5(5), 32-47,

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 APPENDIX A

SECONDARY SCHOOLS IN ENUGU EDUCATIONAL ZONE

Source: Statistical Section PPSMB Enugu Zonal Office (2006)

ENUGU EAST

S/N Name of School Type of School Population

of SS II
1. St. Patrick’s Sec. School Emene Single Sex Boys 194
2. Girls Sec. School Emene Single Sex Girls 199
3. National Grammar School Nike Single Sex Boys 243
4. Girls’ Sec. Sch. Abakpa Nike Single Sex Girls 248
5. New Haven Boys’ Sec. Sch. Single Sex Boys 92
6. Trans-Ekulu Girls Sec. Sch. Single Sex Girls 246
7. Annunciation Sec. Sch. Nike Co-Educational 113
9. Comm.. Sec. Sch. Ugwogo Nike Co-Educational 82

ENUGU NORTH

S/N Name of School Type of School Population

of SS II
1. Queen School Enugu Single Sex Girls 649
2. City Girls’ Sec. Sch. Single Sex Girls 165
3. Urban G. S. S. Enugu Single Sex Girls 288
4. Metropolitan G. S. S. Enugu Single Sex Girls 273
5. Govt. Tech. College Enugu Co-Educational 781
6. Colliery Compre. S. S. Ngwo Single Sex Boys 90
7. Comm.. Sec. Sch. Iva Valley Co-Educational 113

ISI – UZO L.G.A.

S/N Name of School Type of School Population

of SS II
1. Comm. Sec. Sch. Neke Co-Educational 120

2. Isiuzo Sec. Sch. Ikem-Neke Co-Educational 104

3. Union Sec. Sch. Eha-Amufu Co-Educational 143

4. Comm.. Sec. Sch. Umuhu Co-Educational 190

5. Comm.. Sec. Sch. Eha Ohuala Co-Educational 112

6. Comm.. Sec. Sch. Mbu Co-Educational 154

7. Ogor Comm. Sec. Sch. Ikem Co-Educational 110

8. Comm.. Sec. Sch. Umualu Co-Educational 52

APPENDIX A
Biology Achievement Test (BAT) – (Pre – Test) FOR SS II

Section A: Personal Information

Name of Student: (Optional)

School:

Gender:

Section B: Instruction

Each question/item is accompanied by five options lettered A to E. Circle the letter

that corresponds with the answer to each question. Example

The organelles that synthesize carbohydrates in plant cells are

A. chromoplasts.

B. ribosomes.

C. mitochondria.

D. chloroplasts.

E. leucoplasts.

The answer to the example above is D.

1. Carbondioxide enters the stomata during photosynthesis through the process

known as

A. osmosis.

B. active transport.

C. diffusion.
D. haemolysis.

E. plasmolysis.

2. The cell membrane of a cell is said to be semi-permeable because

A. it allows only large molecular substance to pass through it into the cell.

B. it is actively involved in energy production in the cell.

C. it actively allows all substances to pass through it by diffusion.

D. it is actively selective in allowing substances pass through it.

E. fatty acids are only the building blocks of the membrane.

3. Which of the following organisms exist as a colony?

A. Paramecium.

B. Spirogyra.

C. Chlamydomonas.

D. Volvox.

E. Amoeba.

4. Study the diagram below and use them to answer the question that follows:

Cell in water Same cell in strong salt solution

The process illustrated above is

A. diffusion.

B. plasmolysis.

C. absorption.

D. permeability.

E. cohesion.

5. The organelles intimately connected with respiration in cells are the

A. microsomes.

B. plastids.

C. mitochondria.

D. chromosomes.

E. Golgi bodies.

6. Haemolysis of the red blood cells occur when blood is

A. put in hypotonic solution.

B. put in liquid nitrogen.

C. put in isotonic solution.

D. put in concentrated salt solution.

E. collected in a container.

7. Which of the following is NOT a plant cell organelle?

A. Golgi body.

B. Nucleus.
C. Fat droplets.

D. Ribosome.

E. Endoplasmic reticulum.

8. Which of the following is most important to all cell activities?

A. Nitrates.

B. Light.

C. Water.

D. Carbon(iv)oxide.

E. Chlorophyll.

9. The cell membrane consist of

A. Carbohydrates and lipids.

B. Vitamins and proteins.

C. Lipids and proteins.

D. Water and Sugar.

E. Starch and cellulose.

10. Which of the following is not likely to be found in the cell of a ripe tomato

fruit?

A. Chromoplast.

B. Chlorophyll.

C. Cellulose cell wall.

D. Mitochoridrion.

E. Mineral salts.

11. Osmosis can be defined as diffusion of

A. atoms and molecules through membrane to an area of higher concentration.

B. water molecules from a dilute solution to a concentrated solution across a

permeable membrane.

C. water molecules from an area of high concentration to an area of low

concentration.

D. water molecules from a dilute solution to a concentrated solution through a

semi-permeable membrane.

E. water molecules from a concentrated solution to a dilute solution through a

semi-permeable membrane.

12. Which of the following structures can be found only in plant cells?

A. Myofibrils.

B. Plastids.

C. Nucleolus.

D. Cell Vacuole.

E. Mitochondrion.

13. Which of the following processes is NOT applicable to the reaction of a cell

to concentration of a liquid medium?

A. Osmosis.

B. Haemolysis.

C. Diffusion.

D. Plasmolysis.

E. Radiation.

14. Which of the following processes explains the bursting of marine unicellular

organism when it is placed in fresh water?

A. Osmosis.

B. Diffusion.

C. Plasmolysis.

D. Haemolysis.

E. Flaccidity.

15. Which of the following is a similarity between a typical animal cell and a

typical plant cell? Presence of

A. cellulose cell wall.

B. chlorophyll.

C. centrally – placed nucleus.

D. cell membrane.

E. large vacuole.

16. Which of the following organisms does not exist as a single free-living cell?
A. Amoeba.

B. Volvox.

C. Euglena.

D. Paramecium.

E. Chlamydomonas.

17. In which of the following processes is a semi-permeable membrane

necessary?

A. Diffusion.

B. Osmosis.

C. Capillarity.

D. Cyclosis.

E. Hydrolysis.

18. Which of the following can function as a semi-permeable membrane?

A. Cell membrane.

B. Polythene material.

C. Blotting paper.

D. Filter paper.

E. Boiled yam tuber.

19. Which of the following processes is responsible for the perception of the

odour from a rotten egg broken at a far end of a laboratory?

A. Absorption.

B. Evaporation.

C. Diffusion.

D. Osmosis.

E. Transpiration.

20. When a plant cell is put into a hypertonic solution, its cytoplasmic content.

A. becomes swollen.

B. increases in number.

C. becomes plasmolysed.

D. disintegrates.

E. becomes turgid.

21. The scientist who discovered the cell while examining a thin slice of cork

under the microscope was

A. Robert Hooke.

B. Anton Van Leeuwoenhoek.

C. Mathias Schleiden.

D. Theodore Schwann.

E. Alexander Fleming.

22. In which of the following is a cellulose cell wall present?

A. Amoeba.
B. Mammalian white blood cell.

C. Spirogyra.

D. Paramecium.

E. Parasitic worms.

23. Which of the following organisms exits as a filament?

A. Euglena.

B. Amoeba.

C. Volvox.

D. Paramecium.

E. Spirogyra.

24. Potato strips left in strong salt solution for four hours were found to be soft.

This as because the

A. potato strips absorbed the salt by the process of osmosis.

B. potato strips absorb water by the process of osmosis.

C. cell sap of the potato strip was more concentrated than salt solution.

D. potato strips lost water by the process of ex-osmosis and become weak and

flaccid.

E. potato strips lost water by the process of diffusion and become flaccid.
25. Glucose is transferred from the intestinal lumen into the villi through a

process known as

A. diffusion.

B. osmosis.

C. plasmolysis.

D. translocation.

E. transcription.

26. Which of the following statements is correct about diffusion?

A. It involves the movement of water molecules only.

B. Molecules move from a region of higher concentration to a region of lower

concentration.

C. Differentially permeable membrane must be present for diffusion to occur.

D. It involves the movement of only solute molecules into the Bowman’s

capsule.

E. It occurs when a solute can no longer dissolve in a solvent.

Study the set up below and use it to answer questions 27 to 29.

27. This set up can be used in an experiment to demonstrate

A. diffusion.

B. tugor.

C. plasmolysis.

D. osmosis.

E. absorption.

28. Yam is used in this experiment because it

A. is a storage organ.

B. is permeable to solutes.

C. acts as a semi – permeable membrane.

D. possesses large pores through which liquids can pass.

E. is a plant material.

29. Which of the following results would not be expected if the set up was left

for several hours.

A. Increases in the size of the yam.

B. Movement of the salt solution into the water.

C. Decrease in the volume of water inside the yam.

D. Increase in the volume of salt solution in the beaker.

E. Movement of the water into the salt solution.

30. All the following processes in animals take place by diffusion except the

movement of

A. Oxygen in the alveoli into the living tissue.

B. Carbon dioxide from the lung tissue into the alveoli.

C. Nutrient materials from the mother through the placenta into the embryo.

D. Amino acids into the blood capillaries of the villi.

E. Materials from the glomerulus into the Bowman’s capsule.

31. In which of the following level of existence is food vacuoles present?

A. Parasitic worms

B. Colony

C. Filament

D. Single independent cell

E. Mammalian blood cells

32. If a drop of freshly drawn mammalian blood is mixed with a little common

salt on a slide and then after a few minutes, viewed under the microscope, the red

corpuscles will.

A. remain the same size.

B. swell up.
C. lose their red colour.

D. shrink.

E. clot.

33. Animal cells possess the following except

A. cellulose cell wall.

B. protoplasm.

C. vacuole.

D. nucleus.

E. cell membrane.

34. The cell is the functional unit of living organism because

A. multicellur organisms are made up of cells.

B. all the cells in a multiceular organism function as a single cell.

C. the function of a multicellular organism is the sum total of the functions of

its constitution cells.

D. the function of a single cell is superior to that of the multicellular organism.

E. the cells of a multicellular organism are similar in structure.

35. Which of the following is NOT a characteristic of any green plant cells?

A. The vacuoles contain sap.

B. The food stored is glycogen.

C. A protein body is present in the cytoplasm.

D. There are chromosomes in the nucleus.

E. Both nucleus and cytoplasm are enclosed in membrane.

36. Which of these scientists were directly concerned with the cell theory?

A. Theodore Schwann and Mathias Schleiden.

B. Robert Hooke and Charles Darwin.

C. Felix Dujardin and Mathias Schleiden.

D. Theodore Schwann and Robert Hooke.

E. Robert Hooke and Rodolf Vichrow.

37. Which of the following does not explain the cell theory?

A. Organisms with multicellular structure can attain maximal functional

efficiency.

B. All living organisms are composed of one or more cells.

C. The cell is the structural and functional unit of all living organism.

D. All existing cells come from the reproduction of pre-existing cells.

E. A cell contains information for its structural and functional development in

its nucleic acid.

38. Cells carrying out active transport have the following except having

A. numerous mitochondria.

B. a high concentration of ATP.

C. an immediate energy store.

D. numerous ribosomes.

E. a high cellular respiratory rate.

39. The cells of the yam tuber functioning as a unit could best be described as

A. colony.

B. an organ.

C. a tissue.

D. a filament.

E. a system.

40. To which of the following levels of organization does the stomach belong?

A. Organs.

B. Systems.

C. Tissues.

D. Cells.

E. Organisms.

41. The basis of growth involves the following processes except

Options

A. cell reduction

B. cell division

C. cell differentiation

D. cell enlargement
E. cell multiplication

42. Which of the following pairs of organisms exist as colonies?

A. Obelia and Euglena

B. Pandorina and Volvox

C. Chlamydomonas and Amoeba

D. Hydra and Spirogyra

E. Volvox and Hydra

43. Which of the following pairs of organisms are photosynthetic?

Options

A. Amoeba and Paramecium

B. Volvox and Rhizopus

C. Chlamydomonas and Euglena

D. Nostoc and Plasmodium

E. Hydra and Bacteria

44. The main similarity between unicellular and multicellular organisms is that

both

A. perform all life activities

B. exist as filaments

C. are plants

D. exist as colonies
E. are vestigal

45. One important characteristic of green plants is that they

A. possess specialized sense organs

B. are usually motile

C. are autotrophic

D. respond slowly to stimuli

E. are Tripoblastic

46. A serious disadvantage of complexity in higher organisms is

A. a high demand for food and energy

B. ability to function in many specialized roles

C. little amount of energy dissipated in functioning

D. specialization of parts of the body

E. new organism evolves

47. A group of similar cells performing the same function is

A. an enzyme

B. an organ

C. a tissue

D. an organelle

E. system
48. A plant which grows on another plant without apparent harm to the host

plant is called

A. a parasite

B. an epiphyte

C. a saprophyte

D. a predator

E. probiote

49. The oxygen given off during the process in the above question is derived

from

A. sunlight

B. water

C. carbon dioxide

D. atmosphere

E. wind

50. The unicellular organisms has how many cells

A. three

B. two

C. four

D. five

E. one
 APPENDIX B

Biology Achievement Test (BAT) – (Post – Test) FOR SS II

Section A: Personal Information

Name of Student: (Optional)

School:

Gender:

Section B: Instruction

Each question/item is accompanied by five options lettered A to E. Circle the letter

that corresponds with the answer to each question. Example

The organelles that synthesize carbohydrates in plant cells are

A. chromoplasts.

B. ribosomes.

C. mitochondria.

D. chloroplasts.

E. leucoplasts.

The answer to the example above is D.

1. One important characteristic of green plants is that they

A. possess specialized sense organs

B. are usually motile

C. are autotrophic
D. respond slowly to stimuli

E. are Tripoblastic

2. If a drop of freshly drawn mammalian blood is mixed with a little common

salt on a slide and then after a few minutes, viewed under the microscope, the red

corpuscles will.

A. remain the same size.

B. swell up.

C. lose their red colour.

D. shrink.

E. clot.

3. In which of the following processes is a semi-permeable membrane

necessary?

A. Diffusion.

B. Osmosis.

C. Capillarity.

D. Cyclosis.

E. Hydrolysis.

4. Which of the following structures can be found only in plant cells?

A. Myofibrils.

B. Plastids.
C. Nucleolus.

D. Cell Vacuole.

E. Mitochondrion.

5. In which of the following level of existence is food vacuoles present?

A. Parasitic worms

B. Colony

C. Filament

D. Single independent cell

E. Mammalian blood cells

6. To which of the following levels of organization does the stomach belong?

A. Organs.

B. Systems.

C. Tissues.

D. Cells.

E. Organisms

7. A plant which grows on another plant without apparent harm to the host

plant is called

A. a parasite

B. an epiphyte

C. a saprophyte
D. a predator

E. probiote

8. Carbondioxide enters the stomata during photosynthesis through the process

known as

A. osmosis.

B. active transport.

C. diffusion.

D. haemolysis.

E. plasmolysis.

9. The cell membrane consist of

A. Carbohydrates and lipids.

B. Vitamins and proteins.

C. Lipids and proteins.

D. Water and Sugar.

E. Starch and cellulose.

10. Cells carrying out active transport have the following except having

A. numerous mitochondria.

B. a high concentration of ATP.

C. an immediate energy store.

D. numerous ribosomes.
E. a high cellular respiratory rate.

11. The oxygen given off during the process in the above question is derived

from

A. sunlight

B. water

C. carbon dioxide

D. atmosphere

E. wind

12. Which of the following processes is responsible for the perception of the

odour from a rotten egg broken at a far end of a laboratory?

A. Absorption.

B. Evaporation.

C. Diffusion.

D. Osmosis.

E. Transpiration.

13. Which of the following is most important to all cell activities?

A. Nitrates.

B. Light.

C. Water.

D. Carbon(iv)oxide.
E. Chlorophyll.

14. Which of the following is NOT a characteristic of any green plant cells?

A. The vacuoles contain sap.

B. The food stored is glycogen.

C. A protein body is present in the cytoplasm.

D. There are chromosomes in the nucleus.

E. Both nucleus and cytoplasm are enclosed in membrane.

Study the set up below and use it to answer questions 15 to 17.

15. This set up can be used in an experiment to demonstrate

A. diffusion.

B. tugor.

C. plasmolysis.

D. osmosis.

E. absorption.

16. Yam is used in this experiment because it

A. is a storage organ.
B. is permeable to solutes.

C. acts as a semi – permeable membrane.

D. possesses large pores through which liquids can pass.

E. is a plant material.

17. Which of the following results would not be expected if the set up was left

for several hours.

A. Increases in the size of the yam.

B. Movement of the salt solution into the water.

C. Decrease in the volume of water inside the yam.

D. Increase in the volume of salt solution in the beaker.

E. Movement of the water into the salt solution.

18. The organelles intimately connected with respiration in cells are the

A. microsomes.

B. plastids.

C. mitochondria.

D. chromosomes.

E. Golgi bodies.

19. Which of the following organisms does not exist as a single free-living cell?

A. Amoeba.

B. Volvox.
C. Euglena.

D. Paramecium.

E. Chlamydomonas

20. The main similarity between unicellular and multicellular organisms is that

both

A. perform all life activities

B. exist as filaments

C. are plants

D. exist as colonies

E. are vestigal

21. Which of the following statements is correct about diffusion?

A. It involves the movement of water molecules only.

B. Molecules move from a region of higher concentration to a region of lower

concentration.

C. Differentially permeable membrane must be present for diffusion to occur.

D. It involves the movement of only solute molecules into the Bowman’s

capsule.

E. It occurs when a solute can no longer dissolve in a solvent.

22. Study the diagram below and use them to answer the question that follows:
 Cell in water Same cell in strong salt solution

The process illustrated above is

A. diffusion.

B. plasmolysis.

C. absorption.

D. permeability.

E. cohesion.

23. Which of these scientists were directly concerned with the cell theory?

A. Theodore Schwann and Mathias Schleiden.

B. Robert Hooke and Charles Darwin.

C. Felix Dujardin and Mathias Schleiden.

D. Theodore Schwann and Robert Hooke.

E. Robert Hooke and Rodolf Vichrow.

24. Which of the following is NOT a plant cell organelle?

A. Golgi body.

B. Nucleus.

C. Fat droplets.
D. Ribosome.

E. Endoplasmic reticulum.

25. Which of the following pairs of organisms exist as colonies?

A. Obelia and Euglena

B. Pandorina and Volvox

C. Chlamydomonas and Amoeba

D. Hydra and Spirogyra

E. Volvox and Hydra

26. When a plant cell is put into a hypertonic solution, its cytoplasmic content.

A. becomes swollen.

B. increases in number.

C. becomes plasmolysed.

D. disintegrates.

E. becomes turgid.

27. All the following processes in animals take place by diffusion except the

movement of

A. Oxygen in the alveoli into the living tissue.

B. Carbon dioxide from the lung tissue into the alveoli.

C. Nutrient materials from the mother through the placenta into the embryo.

D. Amino acids into the blood capillaries of the villi.

E. Materials from the glomerulus into the Bowman’s capsule.

28. Which of the following pairs of organisms are photosynthetic?

Options

A. Amoeba and Paramecium

B. Volvox and Rhizopus

C. Chlamydomonas and Euglena

D. Nostoc and Plasmodium

E. Hydra and Bacteria

29. The scientist who discovered the cell while examining a thin slice of cork

under the microscope was

A. Robert Hooke.

B. Anton Van Leeuwoenhoek.

C. Mathias Schleiden.

D. Theodore Schwann.

E. Alexander Fleming.

30. The basis of growth involves the following processes except

Options

A. cell reduction

B. cell division

C. cell differentiation
D. cell enlargement

E. cell multiplication

31. Haemolysis of the red blood cells occur when blood is

A. put in hypotonic solution.

B. put in liquid nitrogen.

C. put in isotonic solution.

D. put in concentrated salt solution.

E. collected in a container.

32. The cell membrane of a cell is said to be semi-permeable because

A. it allows only large molecular substance to pass through it into the cell.

B. it is actively involved in energy production in the cell.

C. it actively allows all substances to pass through it by diffusion.

D. it is actively selective in allowing substances pass through it.

E. fatty acids are only the building blocks of the membrane.

33. Osmosis can be defined as diffusion of

A. atoms and molecules through membrane to an area of higher concentration.

B. water molecules from a dilute solution to a concentrated solution across a

permeable membrane.

C. water molecules from an area of high concentration to an area of low

concentration.
D. water molecules from a dilute solution to a concentrated solution through a

semi-permeable membrane.

E. water molecules from a concentrated solution to a dilute solution through a

semi-permeable membrane.

34. The cell is the functional unit of living organism because

A. multicellur organisms are made up of cells.

B. all the cells in a multiceular organism function as a single cell.

C. the function of a multicellular organism is the sum total of the functions of

its constitution cells.

D. the function of a single cell is superior to that of the multicellular organism.

E. the cells of a multicellular organism are similar in structure.

35. Which of the following processes explains the bursting of marine unicellular

organism when it is placed in fresh water?

A. Osmosis.

B. Diffusion.

C. Plasmolysis.

D. Haemolysis.

E. Flaccidity.

36. Glucose is transferred from the intestinal lumen into the villi through a

process known as
A. diffusion.

B. osmosis.

C. plasmolysis.

D. translocation.

E. transcription.

37. The unicellular organisms has how many cells

A. three

B. two

C. four

D. five

E. one

38. In which of the following is a cellulose cell wall present?

A. Amoeba.

B. Mammalian white blood cell.

C. Spirogyra.

D. Paramecium.

E. Parasitic worms.

39. Which of the following organisms exist as a colony?

A. Paramecium.

B. Spirogyra.
C. Chlamydomonas.

D. Volvox.

E. Amoeba.

40. A serious disadvantage of complexity in higher organisms is

A. a high demand for food and energy

B. ability to function in many specialized roles

C. little amount of energy dissipated in functioning

D. specialization of parts of the body

E. new organism evolves

41. Which of the following processes is NOT applicable to the reaction of a cell

to concentration of a liquid medium?

A. Osmosis.

B. Haemolysis.

C. Diffusion.

D. Plasmolysis.

E. Radiation.

42. Potato strips left in strong salt solution for four hours were found to be soft.

This as because the

A. potato strips absorbed the salt by the process of osmosis.

B. potato strips absorb water by the process of osmosis.

C. cell sap of the potato strip was more concentrated than salt solution.

D. potato strips lost water by the process of ex-osmosis and become weak and

flaccid.

E. potato strips lost water by the process of diffusion and become flaccid.

43. Animal cells possess the following except

A. cellulose cell wall.

B. protoplasm.

C. vacuole.

D. nucleus.

E. cell membrane.

44. Which of the following is a similarity between a typical animal cell and a

typical plant cell? Presence of

A. cellulose cell wall.

B. chlorophyll.

C. centrally – placed nucleus.

D. cell membrane.

E. large vacuole.

45. Which of the following does not explain the cell theory?

A. Organisms with multicellular structure can attain maximal functional

efficiency.
B. All living organisms are composed of one or more cells.

C. The cell is the structural and functional unit of all living organism.

D. All existing cells come from the reproduction of pre-existing cells.

E. A cell contains information for its structural and functional development in

its nucleic acid.

46. Which of the following is not likely to be found in the cell of a ripe tomato

fruit?

A. Chromoplast.

B. Chlorophyll.

C. Cellulose cell wall.

D. Mitochoridrion.

E. Mineral salts.

47. Which of the following organisms exits as a filament?

A. Euglena.

B. Amoeba.

C. Volvox.

D. Paramecium.

E. Spirogyra.

48. The cells of the yam tuber functioning as a unit could best be described as

A. colony.
B. an organ.

C. a tissue.

D. a filament.

E. a system.

49. A group of similar cells performing the same function is

A. an enzyme

B. an organ

C. a tissue

D. an organelle

E. system

50. Which of the following can function as a semi-permeable membrane?

A. Cell membrane.

B. Polythene material.

C. Blotting paper.

D. Filter paper.

E. Boiled yam tuber.

 APPENDIX C

TEST BLUE PRINT FOR THE BAT (PRE-BAT) FOR SS II

Content Knowledge Comprehensiv Application Total

40% e 25%
35%

1. The cell as a 4 4 2 10
living unit (20%) 3, 16, 23, 41 22, 34, 31, 42 39, 40
2. The cell (30%) 6 5 4 15
7, 12, 21, 33, 9, 15, 35, 37, 10, 5, 8, 43
44
36, 45

3. The cell and its 10 9 6 25

environment 4, 17, 18, 27, 2, 6, 11, 13, 26, 14, 19, 24,
(50%) 25, 1, 20, 28, 29, 38, 47, 50 30, 32, 48
46, 49
Total 20 18 12 50
 TEST BLUE PRINT FOR THE POST – BAT FOR SS II

Content Knowledge Comprehensiv Application Total

40% e 25%
35%

1. The cell as a 4 4 2 10
living unit (20%) 39, 19, 47, 30 38, 34, 5, 25 48, 6
2. The cell (30%) 6 5 4 15
24, 4, 29, 43, 9, 44, 14, 45, 46, 18, 13,
20 28
23, 1

3. The cell and its 10 9 6 25

environment 22, 3, 32, 15, 32, 31, 33, 41, 35, 12, 42,
(50%) 36, 8, 26, 16, 21, 17, 10, 49, 27, 2, 7
40, 11 37
Total 20 18 12 50
 TECHNOLOGY INSTRUCTIONAL PACKAGE (TIP)

This is Technology Instructional Package designed on the topic ‘Unit of Life’.

One will be required to read through the package step by step at one’s own pace

and will be required to carry out the activities as contained in the package. One is

also free to draw the teacher’s attention whenever there is any obstacle. Before the

commencement of any lesson the teacher launches the application on the package

and the students observes the visual text, listens to the verbal narration and watch

the animations contained in each topic.

General Introduction on the Topic

The cells are the units of life of all living plants and animals. If a thin

section of plant is cut and examined microscopically, it will be seen to consist of

boxes like cavities or compartments, each of which is called a cell. Animals like

plants have cells as the unit of life. Even though they are small in size, the cells are

in vast number and make up tissues and organs of higher, multicellular organisms.

There are many trillion cells, each of which has special role to play in the overall

organization of the organism. In those organisms with one cell (unicellular) all the

functions of life are performed within the single cell.

Lessons One and Two (Week 1)

Class - SSII

Topic - The unit of life

Unit I - Cell as a living unit

Sub Unit - Forms in which living cell exist

Rationale: Cell exists in various forms and at different levels of complexity. The

lowest of these is just a single cell and the highest, is that in which the organism

consists of aggregate of cells.

Behavioural objectives of the lessons: Students will be able after performing the

following activities to:

1. Identify organisms that exist at different levels of life.

2. Differentiate one form of existence from the other.
3. Identify the different activities carried out by single cell organisms.
4. Draw the organisms that are identified in objectives 1 above.
Pre-Test

The students should attempt to answer the following questions:

1. Name some organisms that exist at different levels of life.

2. Say one difference between the unicellular level of existence and the

colonial level.

……………………………………………………………………

3. What are the different activities that are carried out by single cell organism

……………………………………………………………………
Forms in which living cell exist

Introduction

The cell has been referred to as the functional unit of life. It is the smallest

discrete form that can perform the life processes of movement, reproduction

nutrition, irritability, growth excretion and respiration. A cell which shows these

abilities is a living cell. Such a cell may exist in various forms based on the

presence or absence of dependence. The following forms are found:

1. Single independent forms:

When a single cell constitutes an organism such an organism is said to be

unicellular. A cell in this form requires no other cells to carry on with life

processes. A living cell existing in this form, may be free living and independent

in the sense that it lives in a natural physical environment like water, soil or

atmosphere air. Most unicellular organisms like Amoeba, Paramecium, Euglena

and Chlamydomonas live as single cell. Each cell, as a living unit, is capable of

reproducing, respiring, feeding, moving about, excreting and responding to stimuli

(growing and dying).

Activity

One is required to carry out this activity on one’s own and draw the teacher’s

attention when necessary.

Material Needed
 Pond water, grass culture (hay infusion culture), microscope, glass slide,

cover slips, prepared slides of Amoeba, Euglena, Chlamydomonas and

Trypanosoma.

Method Procedure

a. Using a pipette place a drop of the grass culture on a slide.

b. Cover with the slip, being careful not to trap air – bubbles under the cover

slip.

c. Examine the preparation under low – power and then high – power of the

microscope.

d. Repeat the same with the pond water. Answer the following questions.

1. What organisms do you find? ------------------------------------------

2. How many are fast moving? -------------------------------------------

3. Is there any organism with a clear structure for locomotion -------

------------------------------------------------------------------------------

4. Outline the activities that single cell organisms are able to carry out.

5. Give examples of single cell organisms

6. Examine the prepared slides provided and make full labeled diagrams,

noting the organelles possessed by the organism.

Filamentous forms
 Cells may be found organized into filaments. The best known of such is the

Spirogyra. In this organism cells are joined to form into a chain called filament.

Each of the cells is independent of the adjacent cells both physiologically and

reproductively. There are no cytoplasmic connections between the cells.

Activity

One is expected to carry out the following activity and write down one’s

observation, answering the questions that follow.

Material Required:

Fresh filament of spirogyra contained in pond water, forceps, dropping tube,

microscope, glass slides and cover slips.

Procedure:

a. Take a very little piece of a single filament of spirogyra and mount it on a

glass slide in a drop of water.

b. Place a cover slip over it, being careful not to trap air bubbles.

c. View under both low and high magnification of the microscope.

d. Draw, in detail what you see. Answer the following questions.

1. In one sentence describe the organization found.

2. How many cells do you have in the filament you have

drawn?---------------------------------------------------------------------------------

Colonial Form
 In some unicellular organisms reproduction by mitotic division result in the

production of daughter cells that may not separate into two independent organisms.

This soon develops into many individuals of the organism, but all stick together.

The cells may be held together by an envelope of a gelatinous materials secreted

by the cells. The cells are independent both physiologically and reproductively.

Some example include volvox, pandorina, etc.

Activity

One is required to carry out this activity and write down one’s observations

as well as answer the question that follows.

Materials Needed

Microscope, pond or ditch water sample, glass slide, cover slips.

Procedure

1. Place a drop of the water sample on the glass slide.

II Cover with a cover slip.

III View your preparation under the microscope.

Watch out for aggregate of cells that exist in mass.

1. What is the difference between the observation in this activity and the

diagram drawn in the previous activities.

2. Make your observations as much as you can.

------------------------------------------------------------------------------
 ------------------------------------------------------------------------------

------------------------------------------------------------------------------

3. Give examples of the organism that can exist in colony.

The teacher moves round the class evaluating the extent of learning of each

child, and at the same time attending to their questions and clarifying any difficult

aspect.

Unit Activity

1. What one relationship exist between the filamentous and colonial

organisms?

2. What is the peculiar nature of the filamentous organisms?

3. Name two organisms that belong to single cell organism.

Post-Test

The students should attempt to answer the following questions:

1. What are the different activities that are carried out by single cell organism

……………………………………………………………………

2. Say one difference between the unicellular level of existence and the

colonial level.

……………………………………………………………………

3. Name some organisms that exist at different levels of life.

Lessons Three and Four (Week 1)

Class - SS II

Topic - The unit of life

Unit - Cell as a living unit

Sub Unit 2 - Cell as part of Multi cellular organism

Rationale:

To ensure that students realize that in as much as cell exist in lower forms,

like single independent forms, filamentous form and colonial form, cells still exist

as part of multi-cellular organisms.

Behavioural objectives of the lesson:

Students will be able after performing the following activities; to:

1. Give examples of part of multi cellular organisms where cells can be found.

2. Name the different types of tissues found in the living organisms.

3. Draw some tissue found in some organisms.

4. Name some organ systems and their function, which are formed by

functionally related organs.

Pre-Test

The students should attempt to answer the following questions:

1. In what part of multicellular organisms are cells found

……………………………………………………………………
2. Mention some different types of tissues in living organisms

……………………………………………………………………

3. Name some systems and their function ………………………….

……………………………………………………………………

Cell as part of multi cellular organism

Introduction:

In the last unit, the forms in which living cells exist was studied, it was
found out that living cells exist as single independent organisms, example Amoeba,
as filament example spirogyra; in form of colony example volvox. Cells can as
well form part of the multi cellular organisms.
Cell as part of a multi cellular organism

The Tissue Level – in organisms which are more complex, the cells become

specialized in performing a particular function. Most of the cells are organized to

form tissue. Tissues are a collection of cells, having similar structure and

performing similar functions. In organism like hydra, there are several special

kind of cells such as several cells, primitive type of nerve cells, muscle cells and

stings cells. A group of each kind of cell works in a co-ordinated manner to carry

out a particular function. For example, the muscle cells work together to shorten

or lengthen the hydra’s body; the nerve cells form a kind of nerve net throughout

the body to transmit impulse, these special groups of cells are primitive tissues.

Activity 2.1
One is required to carry out the following activity on one’s own and draw the

teacher’s attention where necessary.

Materials Needed:

Microscopes, prepared slides containing body wall of a hydra.

Method / Procedure:

a. Using the microscope, mount the prepared slide of the hydra.

b. Be careful in adjusting the eye piece, so as not to crack the slide.

c. Answer the following questions.

1. Draw and label the body wall, showing the various cells about 3cm in

length.

2. Give a brief description of the cells seen in the microscope.

The Organ Level:

In higher plants and animals, different tissues are grouped together to form a

structure or an organ with a special function. In other words, an organ is a

collection of tissues in one part of the body of an organism, which are organized to

perform the same overall function. Group of tissues that work in co-ordinated

manner is known as an organ. The heart is an organ made up of muscle tissue,

connective tissue, nervous tissues and vascular tissue. These tissues work in a co-

ordinated manner and enable the heart to carry out the broader function of pumping

blood continuously. Each tissue by itself can only do part of the job or function.
Activity 2.2

One is required to carry out the following activity on one’s own and draw

the teacher’s attention where necessary.

Material Needed:

Displayed heart of a goat cut into longitudinal section (to show the vascular

tissues, the muscular tissues).

a. Observe carefully the organ displayed and identify the various tissues that

make up the organ __________________________

b. What is the name of the organ ___________________________

c. What is the function of the organ in the body _______________

d. From the knowledge gained from this unit, name other organs in the body of

higher animals ______________________________

Post-Test

The students should attempt to answer the following questions:

1. Mention some different types of tissues in living organisms

……………………………………………………………………

2. Name some systems and their function ………………………….

3. In what part of multicellular organisms are cells found

……………………………………………………………………
Lessons Five and Six (Week 2)

Class - SS II

Topic - The Unit of Life

Unit 2 - The Cell

Sub Unit 3 - The Cell Theory

Rationale: The idea of cell theory which is that cell is the basic unit of all living

things was firmly established by two German scientists who compared their slides

of plant and animal tissues.

Behavioural objectives of the lesson: The students will be able after performing

the following activities to:

1. State the cell theory properly.

2. Identify the scientists who contributed in the cell theory.

3. Narrate the history of cell theory.

4. Differentiate between the structure of the cell and cell theory.

5. Draw what they observe in the microscope.

Pre-Test

The students should attempt to answer the following questions:

1. State the cell theory ………………………………………………

2. Who were the scientists who contributed to the cell theory?

The Cell Theory

Introduction

A cell is the smallest or the basic, unit of life. It is the smallest unit of

matter (protoplasmic unit), which may meaningfully be described as living.

History of cell theory

The first scientist who was known to describe cell was Robert Hooke in 1665. He

was the first to use the term “cell”. He called the little pore he saw when he examined

thin slices of cork “cell”. He was one of the first people to make use of microscope.

Activity 3.1

One is required to carry out this activity on one’s own and draw the teachers’

attention when necessary.

Material Needed:

Onion, leaf stalks, sectioning knife, microscope, glass slide, cover slips, dropping

tube, forceps, iodine solution, biological stains e.g. methyl blue, eosin.

Method/Procedure

i. Using a pair of forceps, peel off carefully a piece of onion skin from an onion leaf.

ii. Place a little piece of the onion skin in a drop of water on a glass slide.

iii. Keep the onion skin flat on the glass slide. View under the lowest power of the

microscope.
iv. Repeat but this time place the onion skin in a drop of iodine solution placing cover

slip on preparation. View again but this time turning the objective of the microscope,

first to medium and then to high power.

v. Repeat but place onion skin in a drop of the biological stain provided and make a

drawing of two or three of the clearest of these cells.

vi. Answer the following questions.

a. How many cell types do you observe?...................................................

b. Describe the shape of the cell observed?................................................

…………………………………………………………………………
…………………………………………………………………………

c. What is the nature of the cell wall?.........................................................

…………………………………………………………………………
…………………………………………………………………………

By 1839, Mathias Schleiden and Theodore Schwann were sufficiently convinced to

declare that all organisms were indeed composed of units called cells. The essence of the

cell theory implies that:

- all living organisms consist of cells.

- all living things are either single cells or group(s) of cells and

- There is no life apart from the life of cells.

The teacher moves round evaluating the extent of learning of each child, and at the same

time attending to their questions and clarifying any difficult aspect.

Unit Activity
1. The first scientist to describe the cell was __________________

2. The scientist who discovered the cell while examining a thin slice of cork
under the microscope was ____________________
3. What are the names of the two scientists associated with the cell theory?
_______________________ and ___________________
Post-Test

The students should attempt to answer the following questions:

1. Who were the scientists who contributed to the cell theory?

2. State the cell theory ………………………………………………

Lessons Seven and Eight (Week 3)

Class SS II
Topic The Unit of Life
Unit 2 The Cell
Sub Unit 4 The Cell Structure and Function of the Cell
Rationale: There are plant cells and animal cells which have different structures.
These cells can be viewed with the aid of the microscope. They have different
organelles which have different functions.
Behavioural Objectives of the Lessons: Students will be able after performing
the specified activities to:
1. Identify plant cells and animal cells.
2. Differentiate between the diagram of plant cells and animal cells.
3. Explain and enumerate the functions of the organelles in plant and animal
cells.
4. Draw a well-labelled diagram of plant and animal cells.
 Pre-Test
The students attempt to answer the following questions:
1. Mention some organelles found in the cell ……………………...
2. Mention two differences between plant and animal cells ………..
…………………………………………………………………....
3. Name any three organelles found in the cell and say their function

……………………………………………………………………

The cell structure and function of the cell

Introduction

A cell proves to be a remarkably complex structure containing a variety of

organelles. Recent developments in techniques, which study the chemistry of

cells, are rapidly advancing our knowledge of the work of each organelles.

The main organelles of plant and animal cells and functions

Organelle Description Function

1. Nucleus Largest structure in a cell, Controls the cell activities

and usually spherical and contains the genetic
material

2. Nuclear membrane Double membrane around Controls movement of

the nucleus with pores substances into and out of
the nucleus. Keeps nuclear
material in place.

3. Cell membrane Outmost part of the animal Selectively controls

cell consists of lipid movement of substances into
molecules and protein. and out of the cell.

4. Endoplasmic Network of tubes in Involved in transportation of

reticulum (ER) cytoplasm, continuous with substances within the cell
cell and nuclear membranes. between the cell and its
 surroundings.

Rough ER Endoplasmic reticulum with Involved in transportation of

Ribosome arranged along it substances within the cell

Smooth ER Endoplasmic reticulum between the cell and its

without ribosome. surroundings.

5. Ribosome Tiny spheres, often along Where proteins are

surface of rough ER. synthesized.

6. Mitochondria Relatively large, often cigar- Where main stages of

shaped aerobic respiration occur

7. Lysosomes Thin-walled bodies Ingest and destroy foreign

containing enzymes. substances.

8. Golgi apparatus A series of disc-shaped sacs. Concentrates and store

secretions made in the cell.

9. Nucleolus Dense, solid body inside Concerned with RNA

nucleus. transcription.

10. Centrioles Two small granules near Take part in cell division
nucleus of animal cells

11. Chloroplasts Usually relatively large Site of photosynthesis.

organelles in plant cells.
Contain chlorophyll.

Activity 4.1

Carry out these activities and draw the attention of the teacher when necessary.

Materials Required
Mounting needle, glass slide, microscope, methylated spirit, dropping tube,
distilled water.
Method/Procedure
1. Gently scrape out the underside of the little fingernail using the mounting
needle.
2. place some of the scrapping on two glass slides. Mount one of the slide in a
drop of saliva and the other in a drop of distilled water.
3. dip the same little finger into some alcohol and then allow it to dry.
What do you observe?
4. run the fingernail lightly across the inside of the check. Place some of the
scraping’s on the two glass slide. Again, mount one of the slide in a drop of
distilled water.
5. gently place a cover slid over each preparation. Examine under low and then
high power. Observe and answer the following question.
a. Are they different from the epidermal cells of the onions………..
b. If different explain the differences observed …………………….
c. Draw a well-labelled diagram of plant and animal cells indicating all the
important organelles.
The teacher goes round to see how the students are following and guides them
where necessary.
Sub Unit Activity
1. The ribosomes on a cell are responsible for --------------------------
2. What is the function of the mitochondria? ---------------------------
3. The thread-like structure in a nucleus that contain the genes are the
------------------------------------
4. The green colour of leaves in a plant is made possible due to the presence of
----------------------------------------------------------------
5. The work of the nucleus is to ------------------------------------------
Post-Test
The students attempt to answer the following questions:
1. Mention two differences between plant and animal cells ………..
…………………………………………………………………....
2. Name any three organelles found in the cell and say their function

……………………………………………………………………
3. Mention some organelles found in the cell ……………………...

Lesson Nine (Week 3)

Class SS II
Topic The Unit of Life
Unit 2 The Cell
Sub Unit 5 The differences and similarities between plant and animal cells.
Rationale – Plants and animals cells have some similar characteristics as they are
all living things. Considering that they belong to different groups in classification
of living things, they also have some differences in their cells.
Behavioural Objectives of the lesson: Students will be able after performing the
following activities to:
1. appreciate the similarities in plant and animal cells.
2. differentiate between plants and animal cells.
3. draw the observed plant and animals cells in the microscope.
Pre-Test
The students should attempt to answer the following question.

1. Mention two similarities between plant and animal cells

……………………………………………………………………
 2. Mention two differences between plant and animal cells

……………………………………………………………………

Differences and similarities between plant and animal cells

Introduction

Plant and animals are the two groups of living things. They have their
differences and similarities and so plant and animal cells, which are the basic unit
of life, can also be compared to identify its similarities and differences.
However the comparison of plants and animals cells are enumerate below.
Plant Cell Animal Cell
Cell boundary The cell-membrane or plasma Animal cells have
membrane of the plant cell is relatively fragile cell
surrounded on it outside by a membranes which are
relatively stiff probably thick, cell- chemically more complex
wall. than the cellulose of plant
cell walls.

Nucleus The nucleus of plant cells are In the animal cell, the
usually off center embedded in the nucleus is usually central
restricted cytoplasm. in position.

Cytoplasm and Plant cells have many large

vacuoles vacuoles which contain water and There are usually no such
various salts. vacuoles in animal cells.
Contractile vacuoles are
present in protozoans.

Plastids The most common plastids in the Animal cell does not have
green plant are those containing chloroplasts.
chlorophyll, (chloroplasts).

Stored food The stored food in plant cells are The stored food in animal
mostly starch granules. cell are in form of
glycogen granules.
Centrioles These are absent in plant cells Centriole are present in
animal cells.

Size Plant cells are relatively large in Apart from the egg of
size. birds, animal cells are
usually small in size.

Activity 5.1:

One is expected to carry out the following activities. Draw the attention of

the teacher when there is need for assistance.

Material Needed: Fresh filaments of spirogyra, prepared slides of Amoeba,

forceps, dropping tube, microscope, glass slides and cover slips.

Method/Procedure: Mount a single filament of spirogyra in a drop of water.

Place a cover slip and view in both high and low magnification of the microscope.

i. Draw in detail what you see,

ii. View prepared slide of Amoeba and draw in detail

iii. Compare and contrast the two drawn specimens,

The teacher monitors the students activities properly.
Sub-Unit Activity
1. What is the difference between the plant and animal cells in relation to their
cell boundaries? …………………………………
.……………………………………………………………….......
2. Chloroplast is found in both plant and animal cells. True/False
3. Mitochondria are found only in plant cells. True/False
Post-Test
The students should attempt to answer the following question.

1. Mention two differences between plant and animal cells

……………………………………………………………………
2. Mention two similarities between plant and animal cells

……………………………………………………………………

Lesson Ten and Eleven (Week 4)

Class: SS II
Topic: The Unit of Life
Unit: The cell and its environment
Sub Unit 6: Diffusion
Rationale: No cell, tissue and organ live in isolation but continually interact with
its surroundings. Diffusion is one of the processes of exchange of material between
cell and its environment.
Behavioural Objective of the Lesson: Students will be able after performing the
following activities to:
1. define the term diffusion
2. demonstrate the process of diffusion
3. identify and appreciate the factors that affects the rate of diffusion
4. enumerate the biology significance of diffusion
5. Draw diagram showing how to demonstrate diffusion.

Pre-Test

The students should attempt to answer the following questions:

1. What is diffusion? ………………………………………………..
2. Mention at least 3 factors that affect diffusion
……………………………………………………………………
3. What are the biological significance of diffusion
……………………………………………………………………

Diffusion

Introduction

Diffusion is the movement of solute (gas or liquid) from a region where it is more
concentrated to a region where it is less concentrated. Diffusion occurs because
the molecules of gases and liquids are in constant, random movement. They tend to
spread through any available space until they are evenly distributed throughout the
space.
Activity 6.1

The student is expected to carry out the activity and call in attention of the
teacher where necessary.
To demonstrated liquid diffusion

Materials Required

Distilled or rain water, pipette, copper, sulphate, glass jar.

Method/Procedure

1. Pour about 100cm3 of distilled or rain water into a tall glass jar and allow it
to settle.
2. From a pipette placed, slowly run about 25cm3 copper sulphate solution.
A. What does it form?..........................................................................
3. Leave the jar undisturbed for two or more days and examine it daily.
a. What do you observe?....................................................................
b. Draw a well labeled diagram showing what you have just demonstrated.
Diffusion can also be demonstrated in a gaseous form.
Activity 6.2
The students are required to carry out this activity on their own and draw teacher’s
attention when needed.
Material Required

Litmus solution, test-tube, water, hydrochloric acid, tissue paper, rubber

band, basin or sink, ammonia solution.

Method/Procedure

1. Add a few drops of litmus solution to a test-tube of water.

2. Add sufficient hydrochloric acid to turn the litmus red.

3. Use tissue paper to cover the mouth of the test-tube and fasten with a rubber

band.

4. Invert the test-tube over a basin or sink to make sure it does not

leak.

Place the inverted test-tube over an open bottle of ammonia solution,

taking care not to breathe in the fumes.

a. What do you observe?.....................................................................

b. If there is a colour change what colour do you observe?
……………………………………………………………………
Having seen how diffusion occur, there are factors that can affect the rate of
diffusion. They are
1. Whether it is a gas or a liquid: gaseous diffusion is faster than liquid
diffusion as demonstrated above.
2. Molecular size: other factors being equal substances with large molecules
diffuse more slowly than those with small molecules.
3. Temperature: the higher the temperature, the faster the fluid diffuses.
4. Concentration gradient: this is the difference between the concentration of
the fluid in the area it is moving from, and the area it is moving towards. The
greater the difference, the faster the fluid diffuses, other factors being equal.
Having understood diffusion properly.
c. Give examples of diffusion processes in nature …………………
……………………………………………………………………
(The teacher move round the class evaluating the extent of learning of each
child, and at the same time attending to their questions and clarifying any difficult
aspect).
The biological significances of diffusion is that it facilitates the movements of gases
between an organism and its surroundings, such as in respiration and photosynthesis. This
movement is usually along a concentration gradient.
Unit Activity –

1. the perception of the odour from a rotten egg broken at a corner of the class
is made possibly by
----------------------------------------------------------------------------------------------------
-----------------
2. diffusion usually occur along ------------------------------------------gradient
3. The life processes where diffusion play prominent role are during
------------------ and ----------------------------------------------
Post-Test

The students should attempt to answer the following questions:

1. What are the biological significance of diffusion
……………………………………………………………………
2. What is diffusion? ………………………………………………..
3. Mention at least 3 factors that affect diffusion
……………………………………………………………………

Lessons Twelve and Thirteen (Week 4)

Class SS II
Topic The Unit of Life
Unit 3 The cell and its environment
Sub Unit 7 Osmosis
Rationale: Osmosis is one of the process through which cells interact with its
environment. It involves exchange of material between cell and its environment.
Behavioural Objective of the Lesson: Students will be able to after performing
the following activities to:
1. Explains the meaning of osmosis
2. Draw the diagram of an osmotic process.
3. Outline the biological significance of osmosis
Pre Test
The students should attempt to answer the following questions:
1. What is Osmosis?.......................................................................
2. Outline the biological significance of osmosis …………………
…………………………………………………………………..
Osmosis
Introduction
Osmosis is the passage of the molecules of a solvent from a less concentrated to a
more concentrated solution, through a semi-permeable membrane. The membrane
is said to be semi-permeable because it allows solvent molecules, but not solute
molecules to pass through it.
Activity 7.1: Demonstrating Osmosis
The student is expected to carry out the following activity and write down his/her
observation, answering the questions that follow.
Material Needed: 3 thistle funnels, cellophane, candle wax, pipette, sugar, test
tube, 3 beakers.
Method / Procedure
1. Prepare three thistle funnels by tightly fitting a piece of cellophane or
parchment around the base of each, fix with an elastic band, seal the edge with
melted candle wax to make it watertight.
2. Set up three apparatus with the beakers and labeled A, B and C. To make
the strong sugar solution, gradually add household sugar to water and stir until no
more dissolve. The funnels are filled by slowly releasing the appropriate liquid
down the inside wall from a pipette.
3. Mark the position of the liquid in each tube at the start of the demonstration
and again in about an hour.
a. Does the level rise in B?
b. Do you notice anything in A and C
If the level rises in B, but A and C remain unchanged, then osmosis has been
demonstrated.
c. Draw the experimental set up of osmosis.
The teacher moves round the class evaluating the extent of learning of each child,

and at the same time, attending to their questions and clarifying any difficult

aspect.

For water to rise in B in the above activity, the pressure in thistle funnels must be

more than the atmospheric pressure pressing down on the liquid surface. This is

known as the osmotic pressure or osmotic potential. The osmotic pressure varies in

relation to the concentration of the solutions involved. For example a 30%

solution has a higher osmotic potential than a 10% solution of the same substance.

Osmosis is a process of the living cell. It is very important to cells. It will not take

place in dead cells.

Activity 7.2: Demonstrating Osmosis in living tissue.

Material Required

Two young (unripe) paw-paw fruits or 4 irish-potato tubers, knife, concentrated

sugar solution, three beakers boiling water.

Method/Procedure

1. Prepare a concentrated sugar solution as in the previous activity.

2. Cut each paw-paw fruit into two, to produce four halves of which only three
will be used.
3. Peel the bottom of each half of the paw-paw fruit and slice the bottom off, so
that it will sit in the beaker.
4. Into one paw-paw half, A, pour some water. Mark the level and set it aside.
Into another half, B, pour some of the concentrated sugar solution and similarly
mark the level and set aside.
5. Place the third paw-paw half, C, in the boiling water for one to two minutes.
The treatment kills the cells of the fruits. Then cool the fruit.
6. Pour some of the concentrated sugar solution into this treated fruit, which
now become specimen C. mark the level.
7. Then place each specimen in a beaker of water. Allow to stand for two to
three hours.
a. What do you observe?..................................................................
b. Account for the differences between your observations in A and B, as well B
and C ……………………………………………….

………………………………………………………………………………………
…………………………………………………
Biological Significance of Osmosis: Osmosis allows the movement of water in
and out of living cells. This movement follows the concentration gradient of the
solution in and out of the cells.
Osmosis plays key roles in: opening and closing of stomata, the movement of
water from the soil into plants through the root hairs, the enlargement of plant
cells, the turgidity of plant cell.
Unit Activity

1. The membrane that is very important for osmosis to occur is

____________________________________________________
2. The passage of water or solvent molecule from a less concentrated to a more

concentrated solution, through a semi-permeable membrane is known as

________________________

3. The turgidity of plant cells are caused by ___________________

Post-Test
The students should attempt to answer the following questions:
1. Outline the biological significance of osmosis …………………
…………………………………………………………………..
2. What is Osmosis?.......................................................................
Lesson Fourteen (Week 5)

Class SS II
Topic The Unit of Life
Unit 3 The cell and its environment
Sub Unit 8 Plasmolysis
Rationale: Plasmolysis rarely occurs in nature, but is easy to induce
experimentally. It also involves exchange of materials between cell and its
environment.
Behavioural Objective of the Lesson: Students will be able after performing the
following activities to:
1. Explain the meaning of plasmolysis
2. Identify when plasmolysis occurs outside the classroom laboratory setting.
3. Draw a set up of plasmolysis
Pre Test
The students should attempt to answer the following questions:
1. What is Plasmolysis? …………………………………………….
2. What can cause plasmolysis in a cell? …………………………
Plasmolysis
Introduction
If a plant cell is placed in a solution that is more concentrated than it
contents, water passes out of the cell by osmosis. After a time, its vacuoles
collapse and the cytoplasm shrinks away from the cell wall. A plant cell in this
condition is said to be plasmolysed.
Activity 8.1
The student is required to carry out this activity on his/her own and draw the
teacher’s attention when necessary.
Materials Needed:
Filaments of spirogyra, pond water, microscope, blotting paper epidermis of onion
bulb.
Method/Procedure
1. Mount a few filaments of spirogyra or epidermis of onion bulb in pond water
and observed under the low power of the microscope. Note that the cells are turgid.
2. Remove the pond water with blotting paper, and replace with a drop of
strong salt solution. Observe the cells becoming plasmolysed as water moves out
of the cells into the salt solution by osmosis.
3. Remount the spirogyra or epidermis of onion bulb in pond water and watch
as the turgidity of its cells is restored.
a. Explain your observations when in salt solution
--------------------------------------------------------------------------------------------------
b. What is your observation when remount is pond water?
-----------------------------------------------------------------------------------------
The teacher moves round the class evaluating the extent of learning of each child,
and at the same time, attending to their questions.
Post-Test
The students should attempt to answer the following questions:
1. What can cause plasmolysis in a cell? …………………………
2. What is Plasmolysis? …………………………………………….

Lesson Fifteen (Week 5)

Class SS II
Topic The Unit of Life
Unit The cell and its environment
Sub Unit 9 Haemolysis
Rationale: Haemolysis does not normally happen, this is because the human
bodies usually maintain the same osmotic pressure between the red blood cells and
the fluid around them. But it is necessary to learn the reaction of the red blood
cells to the concentration of fluid around them.
Behavioural Objective: Students will be able to:
a. Explain the meaning the haemolysis
b. Name one area of the mammalian body where it occurs
c. Mention the conditions that facilitate haemolysis
Pre-Test
The students should attempt to answer the following questions:
1. What is haemolysis? ……………………………………………..
2. Name one area of mammalian body where haemolysis can occur
……………………………………………………………………
3. Name one condition that facilitate haemolysis ………………….
Introduction
 When a living cell is placed in a medium with less osmotic potential than the
cytoplasm of the cell, water molecules pass into the cell by osmosis. This leads to
increase in volume of the vacuole and the protoplasm. The cell content presses
against the cell wall in all directions causing it to be very firm and in some cases
leading to the bursting of the cell. This is known as heamolysis when it occurs in
red blood cells.
Activity 9.1
The student is required to carry out the following activity and write down his/her
observations, answering the questions that follow:
Material Needed:
Fresh blood, strong salt solution, microscope, distilled water, Petri dish.
Method:
1. Mix a drop of fresh blood (may be from a newly killed rate) with a drop of
strong salt solution, and observe under low and high powers of the microscope.
a. What is your observation -----------------------------------------------
2. Mix a second drop of blood with a drop of distilled water and observe the
red blood cells.
b. Write down your observations -----------------------------------------
Sub Unit 9 Activity:
1. The swelling and rupture of red blood cells is called ---------------
2. The loss of water from a cell when placed in solution more concentrated
than it is known as ---------------------------------------
3. Haemolysis is likely to occur in the red blood cells when
---------------------------------------------------------------------------------------
Post-Test
The students should attempt to answer the following questions:
1. Name one condition that facilitate haemolysis ………………….
2. What is haemolysis? ……………………………………………..
3. Name one area of mammalian body where haemolysis can occur
……………………………………………………………………

Lesson Sixteen (Week 5)

Class SS II
Topic The Unit of Life
Unit 3 The cell and its environment
Sub Unit 10 Active transport
Rationale: There are instances during which the general law governing the direction of
flow of materials may not be obeyed.
Behavioural Objectives:
The students at the end of the activities should be able to
a. Explain active transport
b. Outline the biological significance of active transport
c. Outline the qualities of the cells carrying out active transport
Pre Test
The students should attempt to answer the following questions:
1. What is active transport? …………………………………………
2. What is the biological significance active transport? ……………
……………………………………………………………………
3. Give one quality of a cell that carry out active transport ……….
……………………………………………………………………
Introduction
In certain processes solutes pass into or out of cells against the concentration
gradient. That is, solutes may pass through a membrane from a region of lower
concentration to one of higher concentration. This is opposite of what happens in
diffusion and osmosis. Such movement is described as active transport. Unlike
osmosis, it is not solely a physical process. Rather, it seems that there are
chemicals which actively carry specific molecules across the membrane, using up
energy in the process.
Biological importance of active transport
Active transport is particularly important in cells living the gut, where
absorption of digested food substances occurs, selective absorption by the kidney
and intake of mineral salts by root hairs.
Qualities of cells that is carrying out active transport:
Cells carrying out active transport have:-
 Numerous mitochondria
 A high concentration of ATP, and
 A high cellular respiratory rate
Unit Activity: 10
1. What is active transport?
----------------------------------------------------------------------------------------------------
--------------------------
2. Why is energy needed during active transport?
---------------------------------------------------------------------------------------------------
3. Name one biological significance of active transport
---------------------------------------------------------------------------------------------
4. What is the basic requirement of a cell that carries out active transport?
----------------------------------------------------------------------------------------------------
--------------------------------------------
Post-Test
The students should attempt to answer the following questions:
1. Give one quality of a cell that carry out active transport ……….
……………………………………………………………………
2. What is active transport? …………………………………………
3. What is the biological significance active transport? ……………
……………………………………………………………………
 APPENDIX H
TEACHERS GUIDE TO THE TECHNOLOGY INSTRUCTIONAL
PACKAGE (TIP)
Lesson 1 and 2 – forms in which living cells exist.
Unit 1 sub unit 1 form in which living cells exist
Activity 1.1
1. The likely organisms are – Amoeba, Euglena, paramecium, chlamydomona
spirogyra, etc.
2. This depends on your observation as you look through their microscope.
Some fast moving organisms are Amoeba, Euglena, paramecium. This is because
of their motile structure.
3. If the student can identify Euglena, paramecium and Amoeba the answer is
likely to be yes.
4. The activities include – Nutrition, reproduction, responsiveness, movement,
excretion, growth and respiration.
5. Examples of unicellular organisms are Amoeba, Euglena, Paramecium, etc.
6. Diagrams of the organisms on the prepared slide.
Activity 1.2
D. Diagram of spirogyra
1. The organism is in form of a thread with lines of demarcation between the
compartments. Each compartment is identical to the other. Inside each
compartment are tiny threads that are spiral in nature.
2. This depends on the observations made (2, 3, 4, 5, etc).
Activity 1.3

1. If the colonial form the existence is observed, the student should be able to
say that:
a. Presence of similar cells that exist in a mass while in the other observations
there are single cells and also there are similar cells arranged end to end in a thread
like form.
2. Teacher looks at the observation drawn by each student and observe the
slide under the microscope and see the relationship and guide appropriately.
3. Volvox
Sub Unit 1 Activity
1. They consist of cells that are similar vegetatively.
2. All the cells of the filaments are vegetatively identical and are arranged end
to end in a thread like form.
3. Amoeba, chlamydomonas, Euglena and Paramecium.
Unit 1 Subunit 2 – Cell as part of Multicellular Organism
Activity 2.1

1. Labeled diagram of the body wall of hydra

a. Epitheliomuscular cells:

- They are columnar cells with a based ending.

- The end has one or two processes that penetrates the mesoglea.

- The distal end is expanded and they are joined one to another.

b. Interstitial cells

- They are found between the musculo-epithelia cells.

- Are irregular or spherical in shape with nuclei.

c. Nematoblast / Cnidoblasts

- These are oval or spherical cells found within the musculo-epithelial cells.
- There is a nucleus and a swollen mouth.
- Contain a coiled thread – like structure.
d. Glandular cells
- They are fairly large with dense cytoplasm and large nuclei

e. Sensory cells

- These are narrow cells found between the musculo-epithelial cells.

- Their nucleus are small

- The outer end contains a small sensitive rod-like projection.
- The inner end contains a long thread like structure (nerve fibre).
f. Nerve cells
- These are located in the mesoglea
- There are several fine branched thread like structure (branched processes
nerve fibres) that meet each other.
Activity 2.2
a. - Vascular tissues
- Muscular tissues
- Connective tissues
- Nervous tissues
b. A heart
c. Pumps blood to all parts of the body
d. Liver, stomach, kidney, pancreas, lungs, bladder, eyes, ears, nose, brains,
muscles, testes, ovaries, etc.
Unit 1 Subunit 3 – The cell theory
Activity 3.1
a. One cell type – the epidermal cells.
b. The cells are oblong or more of rectangular shape
c. The cell wall is thick with double line.
Sub unit 2 Activity
1. Robert Hooke -
2. Robert Hooke –
3. Mathias Schleden and Theodore Schwann
Unit 2
Sub unit 4 – The cell structure and function of the cell components.
Activity 4.1:
a. They are different from the epidermal cells of the onions.
Skin from onion scale leaf Check lining cells
The wall demarcating each cell is thick The wall demarcating each cell is
(cellulose) thin
Nucleus usually by the side cell Nucleus usually centralized
The cells are rectangular in shape The cells are oval or spherical in
shape

b. Diagram of plant and animal cells

Sub unit 4 Activity
1. synthesis of protein
2. it is responsible for the generation of energy
3. chromosomes
4. chlorophyll / chloroplast
5. control the cells activities
Unit 2
Sub unit 5 – Differences and similarities between plant and animal
cells
Activity 5.1
Diagram of spirogyra:
iii. Diagram of Amoeba

iv. Comparison of spirogyra and Amoeba

--------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------
Sub unit 5 Activity
1. Plant cells are made up of cellulose cell wall while animal cells do not
contain cellulose.
2. False
3. False
UNIT 3

Sub Unit 6 – Diffusion

Activity 6.1
2a. It will form a distinct blue layer beneath the water.

3a. When left for a long time it becomes evenly distributed through the water.
b.
Activity 6.2

a. A blue stream moves up through the test tube as the molecules of ammonia

gas diffuse through the liquid and turn the litmus blue.

b. Blue colour.

c. Respiration and photosynthesis.

Sub Unit 6 Activity

1. Diffusion

2. Concentration gradient

3. Respiration and photosynthesis

Sub unit 7 – Osmosis

Activity 7.1: Demonstrating Osmosis

a. The level rises in B thistle funnel

b. There is no change in the level of the liquid in A and C

Activity 7.2 – Demonstrating Osmosis in Living Tissue.

a. There is a rise in the sugar solution in B but no rise in A and C.

b. The differences in experiment A and B are due to the fact that the paw-paw

in A is alive and contains water and there is also water in the beaker, so the two are

isotonic.
 While in B, the paw-paw is also alive but contains sugar solution making it

hyper-tonic to the water in the beaker on the other hand the paw-paw in C is dead

in as much as it contains sugar solution.

Sub unit 7 Activity

1. Semi permeable membrane

2. Osmosis

3. Osmosis

Sub unit 8: Plasmolysis

Activity 8.1

a. As the pond water is being replaced with strong salt solution, the cells start

to shrink away from the cell wall, due to loss of water. It became flaccid.

b. When it was remount in pond water the cells regained water and it became

turgid again.

Sub Unit 9 – Haemolysis

Activity 9.1

a. The red blood cells shrink and become wrinkled as they lose water by

osmosis.

b. The red blood cells swell up and burst as they gain water by osmosis.

Sub Unit 9 Activity

1. Haemolysis

2. Plasmolysis
3. Haemolysis is likely to occur in the red blood cells when there is differences

in the osmotic potential of red blood cells and the body fluid.

Sub Unit 10 – Active Transport

Sub Unit Activity 10

1. This is the movement of solutes in and out of the cells against the

concentration gradient.

2. Energy is needed because active transport is a physical process and there are

chemicals whose activity carry specific molecules across the membrane.

3. Intake of mineral salts by the root hairs, absorption by the small intestine;

selective reabsorption by kidney.

4. Cells are rich in mitochondria.

 APPENDIX I

LECTURE METHOD LESSON PLAN

Lesson Plan for the first week

Class Senior Secondary II (SS II)

Topic Form in which living cells exist

Duration 40 minutes for each lesson period.

Specific Objectives

At the end of the lessons, given all the materials needed, all the students of

SS II should be able to:

1. Identify organisms that exist at different levels of life.

2. Differentiate one form of existence from the other.
3. Identify the different activities carried out by single cell organisms.
4. Draw the organisms that are identified in objectives 1 above.
Instructional Materials

Pond water, pipette, forceps, dropping tube microscope glass slide, cover

slip.

Entry Behaviour

The students have learnt about micro-organism in their SS I and can name

some of them.

Entering Behaviour Tests:

The following questions are asked by the teacher to set induct the students.
 a. What are micro-organisms?

b. Name some micro-organisms

c. In what form do most micro-organisms exist?

Period One:

Content Teacher’s Activity Student Activity Strategies / Skills

Introduction The teacher introduces the lesson by The students Set induction
asking them questions like (a) What answer the
is a cell? (b) What is the make up of questions and listen
your body? The teacher explains to the teacher’s
that cell is the functional unit of life explanation.
and can exist in various forms based
on the extent of dependence.
Single Explains that living cells can exist as Watch teacher and Explanation
independent a single independent form and are listen to the
form said to be unicellular and can still teacher’s
Step 1 carry out all the life activities e.g. explanation
Amoeba, Paramecium,
Chlamydomonas.
Step II The life activities include,
movement, reproduction gaseous
exchange, nutrition, irritability, etc
Step III The teacher draw one of two of The students
these organisms on the Board to observe and listen
show the organelles and their to the teacher and
function and ask the students to make drawings of
draw some in their note books. the diagrams.
Evaluation The teacher asks these questions:
(a) Give examples of organisms that
exist in this form
(b) what life activities can they
perform.

Period two and three

Week One

Topic Forms in which cell exists

 Duration 40 minutes for each lesson period.

Content Teacher’s Activity Student Activity Strategies / Skills

Filamentous The teacher explains that apart from the The students Explanation and
form cellular form some living cells exist as watch the teacher questioning
filament. Example spirogyra. In which and listen to the
the cells are formed into a chain, each cell teacher’s
being independent of the adjacent cells. explanation. They
The teacher writes important points on the also attempt to
board and asks them questions. The answer the
teacher draws the diagram of the teacher’s
spirogyra using it to explain the questions.
independency of each compartment, this
include the activities of the cells, like,
photosynthesizing possession of nucleus.
What is a filament? Given an example.
Colonial The teacher explains that some cells exist The student’s Explanation
form in aggregate mass, held together by an listen and watch
envelope of a gelatinous cytoplasmic the teacher
materials, this is know as colony, example
volvox. Each of these aggregate of cells
can break off and live independently but
when fully matured they divide
mitotically to give rise to new cells that
are held together.
The teacher ask the students to view the The student’s Observations,
microscope in which this various forms move to the drawing and
have being displayed and note what, they microscope and taking down notes
observe and draw as he draw the diagrams observe and note
on the board. their observations
and draw the
diagram on the
board in their
books
Evaluation The teacher asks the following question The students
1) What are the various forms in which answer the
cells exists. question.
2) Mention the organizations that exist in
theses forms
3) What differences exist between the
filamentous and colonial forms
4) What activities are carried out by each
form.
 A Lesson Plan for the Second Week
Subject: Biology
Class: SS 2
Duration: 40 minutes for each lesson period
Topic: Cell as part of multicellular organism and cell theory
Specific Objective: By the end of the lesson, the students should be able to
1. Give examples of part of multi cellular organisms where cells can be found.

2. Name the different types of tissues found in the living organisms.

3. Draw some tissue found in some organisms.

4. Name some organ systems and their function, which are formed by

functionally related organs.

Instructional Material: The SSCE biology textbooks, necessary diagrams and

charts.
Entering Behaviour: The students see different organisms around them both in
their schools and at their various homes.
Instructional Procedure: Period One
Content Teacher’s Activities Student Strategy

Activities

Step I: SET The teacher asks the students The students look Questioning
INDUCTIO some questions based on their around them and
N previous knowledge. Look mentions what
around you what and what do they observed.
you observe? Mention the
organisms in your environments
Step II: The teacher defines a cell as the The students Explanation
The cell basic unit of life. It is the listens very
building block and fundamental attentively.
unit of any living organism.
 Cells are of various shapes and The students Use of example
sizes. The teacher shows the observes the
diagram of a cell on a chart and diagram
hangs it on the wall.
Step III The teacher explains to the The students pay Explanation
students that higher organism attention and
contain number of cells and are answers teacher
called multicellular organism questions
examples include spirogyra, Use of examples
fungi, hydra, higher animals,
higher plants and even man.
The teacher asks the students to
mention some multicellular
organisms they see around them.
Step IV The teacher says that man as a The students Explanation
multicellular organism has listens very
various cells like bone cells, attentively.
blood cells, skin cells, sex cells,
plant contains, phloem cells,
epidermal cells, sclerenchyma
cells, and many others. The
teacher shows the various charts
and diagrams of these cells Use of example

Step V The teacher summarizes the Summary

Summary lesson briefly with students and
and the teacher evaluates the
evaluation students by asking
Evaluation
1. Define a cell? The students
2. How is a cell part of a answer those
multicellular organism? Mention questions
some animal and plant cells
Closers The teacher corrects the students They copy the Closure
mistake, praises and encourages notes
them. The teacher issues out
some note to the students.
 Period Two and Three

Week Two

Topic Forms in which cell exists

Duration 40 minutes for each lesson period.

Instructional Procedure

Content Teacher’s Activities Student Activities Strategy

Step I The teacher revises the previous Answer the Questioning

Introduction lesson together with the students by questions
asking them evaluating question like –
Define a cell, mention some animal
cells.
Step II The teacher says that it was Robert The students listens Explanation
Cell theory Hooke an English scientist that and take down notes
discovered the cell with his crude
microscope in 1665. Those cells were
of a cork. In 1834 a French Biologist
named Dujardin discovered the living
part of a cell. It was celled
protoplasm. Later on a German
Botanist, Matthias Schleiden in 1838
discovered that plants were made of
cells. In 1839 another Germen
scientist, a Zoologist called Theodore
Schwann also discovered that animals
were built up of cells. The recent
discovery of both Schleiden and
Schwann formulated the cell theory in
1839.
Step III The teacher states the cell theory The students listens Explanation
which are and put down points
1) The cell is the basic unit and into their books.
functional unit of life
2) All living things are compose of a
cell or more.
3) All existing cells come from the
reproduction of cells.
4) A cell contains information for its
structural and functional development
in its nuclei acids which is transferred
 down from parent to offspring.
Step IV The teacher allows the students to ask The students ask Questioning
questions where they are not clear. questions
Then the teacher and the students Summary
Summary summarizes the lesson briefly.
Step V The teacher asks the students the The students answer Evaluation
Evaluation following questions. those questions
1) State the cell theory?
2) Who was the first man to discover
the cell? Who are the scientists that
formulated the cell theory. The
teacher corrects their mistakes, praises
and encourages the students
Closure The teacher issues out notes. The students copy Closure
the notes.
The teacher asks the students some The students answer Questioning
questions based on their previous the question.
knowledge that is related to the topic
at hand.
The teacher revise the week’s work The students Summary
together with the students. comply to the
lesson
The teachers makes some necessary The students copy Closure
points about the lesson, issues out down the note
notes to the students. inside their note
books

A Lesson Plan for the Third Week

Class: SS 2
Age: 16 years plus
Period: 3 periods
Duration: 40 minutes for one period
Topic: The cell structure and function of cells components, differences and
similarities between plant and animal cells.
Specific Objectives: At the end of the lesson, the students should be able
1. Identify plant cells and animal cells with afferent organ cells found in them.
2. Differentiate between the diagram of plant cells and animal cells.
 3. Explain and enumerate the functions of the organelles in plant and animal
cells.
4. Draw a well-labelled diagram of plant and animal cells.
Instructional Materials: The SSCE biology textbooks, available charts and diagrams.
Entering Behaviour: The students have learnt about the cell and its theory
Instructional Procedure: Period One
Content Teacher’s Activities Stud. Activities Strategy

Step I The teacher asks the students The students answer Questioning
Introduction some questions based on the the questions
and entering previous knowledge and
behaviour experience. Define a cell.
test Mention some plant and animal
cells. Who was the first
scientist to discover a cell.
State the cell theory.
Step II The teacher teaches the The students listen Explanation
The cell students that a cell has a very carefully to the
structure living material called teacher
protoplasm which is enclosed
inside a plasma membrane.
The protoplasm is composed
of a cytoplasm and a nucleus. The students watch Use of
The teacher hangs the cell and observe the cell examples.
diagram on the wall for the diagram. The
students to observe. The students names
teacher proceeds with the those organelles.
lesson by allowing the
students to enumerate some
of the organelles they
observe from the diagram.
Step III During this, the teacher The students pay Explanation
Function of explains the functions of the attention and put
the cell cell organelles, for example down the points
organelles the cell membrane otherwise
called plasma membrane is a
flexible structure made up of
protein and lipids and help to
protect the content of the cell
from escaping away from the
cell. It controls the materials
which enter or leave the cell.
It is selective in function.
2) The protoplasm is the
cell living material made up
of the cytoplasm and the
nucleus.
3) The cytoplasm is the site
for many chemical reactions
that occur inside the cell. It
is a jelly like fluid containing
many organelles. It is
capable of specialization
causing differences in cell
types.
4) The nucleus is larges
organelle found in the
cytoplasm. It is bounded by
nuclear membrane. This
organelle controls all the
cellular activities especially
reproduction. Any cell that
loses its nucleus, dies within
a short time.
5) The vacuole is a large
central fluid filled space
found in plant cells. It
contains the cell sap. The
vacuole is bound by a
membrane called tonoplest.
6) The mitochondrion is a
sausage shaped body
surrounded by a double
membrane. It is the
organelle responsible for
cellular respiration and
reactions producing energy.
Active cells contain many
mitochondria.
7) The plastids are
organelles found in plant
cells which may be coloured
or colourless. The colourless
ones are called leucoplasts
while the coloured ones are
known as the chromoplasts.
The green chromoplasts
contain the chlorophyll
which helps plants to
undergo photosynthesis.
8) Endoplasmic reticulum is
network inter connecting
tubers that help in transport
of materials inside the cell.
Sometimes it is clustered by
ribosome to from rough
endosplasmic reticulum.
9) The ribosome are dot like
structures scattered within
the cytoplasm. They are the
sites for protein synthesis
within the cell.
10) Golgi body is also
known as golgi apparatus
made up of flattened
glandular tubes which are not
interconnected. They seem
to be involved in secretion of
materials in the cell and help
in transport of hormones and
enzymes in and out of the
cell.
11) Lysosomes are small
round sacs that contain
digestive enzymes which
break down structural
substances in the cell. They
 also help in transport of
materials in and out of the
cell.
12) Centrioles are cell
feature that are found only in
animal cells. They are at
right angle to each other and
seem to be concerned with
cell division.
Step IV The teacher and the students The students Summary
summaries the lesson briefly contribute to the
lesson – how
Step V The teacher asks the students The students answer Questioning
Evaluation the following questions: those questions
1) Mention at least three
organelles found in a cell?
2) State the functions of at
least two organelles found in
a cell?
Closure The teacher gives notes to The copy the notes Closure
the students

Period Two and Three

Week Three

Topic The differences and similarities Plant and Animal Cell

Duration 40 minutes for each lesson period.

Instructional Procedure
Content Teacher’s Activities Stud. Activities Strategy

Step I The teacher asks the students The students Questioning

Introduction some questions on the previous answer the
lesson for instance: what is the question
function of cell membrane?
Which organelle is most
important in the cell and why?
Step II The teacher hangs up the The students Questioning
Differences diagram of plant and animal observe those
between cells on the wall. The teacher cells, and
plant and asks the students to observe mentions those
animals them closely, and mention feature absent in
cells certain organelles, which are one cell but
present in one cell and not in present in the
the other cell. The teacher other cell.
correct their mistakes.

Step III The teacher also asks the The students Questioning
Similarities students to enumerate those enumerate them
between organelles which are present in as they observed
plant and both plant and animals cells. from the
animals The teacher guides them along diagrams
cells the lesson.
Step IV The teacher finally summarizes The students Summary
Summary the lesson by saying that listens and put
1) There is no cellulose cell down the points.
wall in animal cell but it is
present in plant cell and this
gives it a definite shape.
2) There is no plastids in
animals cell but is present in
plant cell.
3) There is the presence of
centriole in animal cell but it is
absent in plant cell.
4) In animals cells there is little
or no vacuoles with out cell sap
but plant cells have large
vacuoles filled with cell sap.
5) Animal cell stores
carbohydrate in form of
glycogen but plant cell stores it
in form of starch.
Step V The teacher asks the students The students Questioning
Evaluation 1) Give two difference answer the
between plant and animal cells? question and
2) Name two similarities draw the
 between plant and animal cells? diagram in their
3) Draw a typical plant and an note
animal cells?
Closure The teacher gives notes to the They copy them Closure
students

A Lesson Plan for the Fourth Week

Class: SS 2
Age: 16 years and above
Duration: 40 minutes per period
Topic: The cell and its environment: diffusion: definition and significance.
Osmosis – definition and significance
Specific Objectives: by the end of the lesson, the students should be able to
1. define the term diffusion
2. demonstrate the process of diffusion
3. identify and appreciate the factors that affects the rate of diffusion
4. enumerate the biology significance of diffusion
5. Draw diagram showing how to demonstrate diffusion.
Instructional Materials: The SSCE biology textbooks, concrete objects like
necessary diagrams of diffusion process and osmosis.
Entering Behaviour: The students have learnt about cell, they perceive odour of
different perfumes.
Instructional Procedure: Period One
Content Teacher’s Activities Stud. Activities Strategy

Step I: The teacher asks the students The students Questioning

Introduction some questions based on their answers the
previous knowledge. If a question
perfume is used at the back of
the class will the odour be
 perceived all over
Step II: The teacher defines the term The students Explanation
Diffusion diffusion as a thermal process listen very
by which ions and molecules of actively
substances move from their
area of high concentration to an
area of low concentration until
an equilibrium is reached. The
difference in concentration of
the substance in the regions
before diffusion occur is called
diffusion gradient. If the
diffusion gradient is large the
diffusion process is rapid, but it
slows down as the difference in
concentration becomes less.
Diffusion in concentration
becomes less. Diffusion is
affected by temperature
change. Diffusion occurs
rapidly in gases because the
molecules move freely. In
solids diffusion is extremely
very slow but in liquid it occurs
slowly.
Step III: One can observe diffusion The students pay
Process of process when some of attention and put
diffusion potassium permanganate is down point.
dissolved in a beaker of water.
The teacher demonstrates it in The students Demonstration
the class. Another instance is observed what is
when few drops of liquid happening.
Bromine is put into a gas jar
and covered up. In living cells The students Explanation.
diffusion occurs during listen.
absorption of nutrients in plants
and animals. It is the process
by which respiration takes
place in organisms. Even
during transport of materials
 inside the cell, diffusion takes
place.

Step IV The teacher summaries the Summary

lesson briefly
Step V: The teacher asks The students
Evaluation 1. define the term diffusion answer the
2. give one example of questions
diffusion process
3. mention one importance of
diffusion.

Period two and Three

Week four
Topic Osmosis
Duration 40 minutes per period
Content Teacher’s Activities Stud. Activities Strategy

Step I: The teacher revises the last The students Questioning

Introduction lesson together with the recall what they
students. learnt in the
previous lesson
Step II: The teacher defines osmosis as The students Explanation
Osmosis a thermal process by which listen very
solvent molecules pass through carefully, put
a semi-permeable membrane down points
from a region of high
concentration to that of low
concentration
Step III: The teacher demonstrates The students Demonstration
Osmotic osmosis in non living thing and observe and puts
process that of living tissues. Using down points
yam or unripe paw and
cellophane
Importance The teacher explains also that The students Explanation
of Osmosis osmosis is a special type of listen and jot
diffusion. Osmosis is very point down
 important to living organisms.
It is the process by which water
and minerals salt enter the
plants through the root hairs. It
helps in the transport of
materials in cells and other
activities of the cells.
Step IV: The teacher together with the They contribute Summary
students summarize the lesson to the lesson
briefly.
Step V: The teacher asks the students They respond to Questioning
Evaluation to:- the questions
1. Define osmosis
2. Give an example of
osmosis?
3. What is the importance of
osmosis?
Closure The teacher dishes out notes to They copy the Closure
the students notes

A Note of Lesson for the Fifth Week

Class: SS 2
Age: 16 years plus
Period: Three periods
Duration: 40 minutes per period
Topic: Plasmolysis, Haemolysis and Active Transport.
Specific Objectives: By the end of the lesson the students should be able to
1. Explain the meaning of plasmolysis
2. Identify when plasmolysis occurs outside the classroom laboratory setting.
3. Draw a set-up of plasmolysis
Instructional Materials: The students’ textbooks on biology, charts and some
annotated diagrams.
Entering Behaviour: The students see some plants and vegetable dry up.
 Instructional Procedure: Period One
Content Teacher’s Activities Stud. Strategy
Activities
Step I: The teacher asks the students The students Questioning
Introduction some questions based on the answer the
previous knowledge and questions
experiences 1. What is
diffusion? 2. What is osmosis?
Step II: The teacher defines The students Explanation
Plasmolysis plasmolysis as the shrinking of pay attention to
protoplasm of plant cells from the teacher
their cell walls. It is caused by
loss of water from the cell
protoplasm to a hypertonic cell
surrounding. Plasmolysis
occurs through ex-osmosis.
The cell becomes week and
soft.
Step III: The teacher demonstrates it using The students Demonstration
Plasmolysis onions epidermis or that of a leaf, pays attention,
demonstration use cover slide, water, salt observes and
solution and microscope. The notes down
onions epidermal cells are put on point,
Process a slide, a drop of water added and
they are covered up with cover
slide. The arrangement is viewed
under the microscope. All the
cells, appear normal and turgid.
Then blotting paper is used to
blot out water. Then salt solution
is added to the onion epidermal
cells.
The set up is left for about five
minutes after which it is observe
again.
The observation shows that cell
membrane pulls away from the
cell wall and also the volume of
the cells decrease. It them means
that cells plasmolyse when
 surrounded by a hyper tonic
solution.
Step IV: The teacher summarizes the
lesson.
Step V: The teacher asks the students The student Questioning
Evaluation the following: answer the
i. What is plasmolysis questions
ii. Give its examples
Closure The teacher gives them notes They copy the Closure
notes

Periods Two and Three

Week five
Topic Haemolysis .
Duration 40 minutes per period
Instructional Procedure
Content Teacher’s Activities Stud. Activities Strategy

Step I: The teacher asks the students They answer the Questioning
Set- certain questions on the questions
Introduction previous knowledge. What is
plasmolysis?
Step II: The teacher says that The students Explanation
Haemolysis haemolysis is a process by listen very
which a red blood cell when attentively.
placed in a hypotonic solution
such as water absorbs up much
water through endosmosis
process and swells up to the
extent that it burst out.
Step III: The teacher shows the They watch the Explanation
chart/diagram of the process to diagram
the students.

Step IV: The teacher summaries the The students Summary

lesson together with the respond where
students. necessary
Step V: The teacher explains that there The students Explanation
Active are certain life processes in listens
Transport which the solutes pass into the attentively
cells against the concentration
gradient. That is a solute passes
through a membrane from a
region of lower concentration to
one of higher concentration.
Such movement is describe as
active transport. This
movement is possible due to
presence of some chemicals
which actively carry specific
molecules across membranes
using up energy.
Step VI: It is very important in
Importance absorption of food in the
intestine and in the root hairs.
The cells that carry out active
transport, contain a lot of
mitochondria.
Evaluation The teacher asks the students: The students Questioning
a. State the meaning of answer the
heamolysis question
b. Give example where it
occurs
c. What is active transport
d. Where does it occur