Effect of 5 Step Constructivist-Based Instructional Model on Student’s Achievement in Biology

Greener Journal of Educational Research

Vol. 11(1), pp. 1-5, 2021

ISSN: 2276-7789

https://gjournals.org/GJER

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Effect of 5 Step Constructivist-Based Instructional Model on Student’s Achievement in Biology

Amaefuna, A.I.¹; Ezeliora, B.A.²

¹Department of Science Education, Nnamdi Azikiwe University, Awka.

²Department of Science Education, Chukwuemeka Odumegwu Ojukwu University, Uli.

ARTICLE INFO	ABSTRACT
*Article No.:* 040721034 *Type: Research*	The study was carried out to investigate the effect of 5 step constructivist-based instructional model on student’s achievement in biology in Anambra State. Three hundred and eighty-five students were sampled using multi stage sampling technique. The study adopted a quasi-experimental research design. The control group was taught using conventional method while the experimental group was taught using constructivist-based model. Data was collected using biology achievement test (BAT). Mean and standard deviation were used to answer the research questions while analysis of covariance (ANCOVA) was used to test the null hypothesis at .05 level of significance. Data obtain revealed that there is a significant difference in the achievement of constructivist method, also male students taught with CBM perform better than female students. Based on the findings, recommendations were made among which is that teachers should engage students in constructivist classes, since it improved students with different intelligent levels, encouraged the ability to analyze facts and helped in divergent thinking towards biology in particular and science in general.
*Accepted:* 08/04/2021 *Published:* 15/05/2021
Corresponding Author Amaefuna, A.I.* *E-mail:* Ia.amaefuna@ unizik.edu.ng *Phone:* 08067254503
*Keywords: Effect; Constructivist-Based; Instructional Model; Student’s Achievement; Biology*

INTRODUCTION

Science is a systematic enterprise that builds and organizes knowledge by virtue of testable explanations and predictions about the universe. The role of science, particularly biology in the development of a nation cannot be over-emphasized. Science is highly valued in every part of the world and has been the bedrock of modern technological breakthrough. Biology is one of the core subject in Nigeria secondary school curriculum, mostly preferred by many students because it has less mathematical calculations and deals with non-abstract things. It is the key to economic, intellectual, sociological, human resources development and wellbeing of any society (Ezuike & Ayo Vaughan, 2020). Biology has a very high enrolment of students in Senior Secondary School Certificate Examination (SSCE) than physics and chemistry.

A sound knowledge of biology is a prerequisite factor for entrance into such profession like medicine, pharmacy, nursing, agriculture, forestry, biotechnology, nanotechnology and so on (Maduabum, 2014). Despite the importance of biology as one of the key subjects in realizing any nations scientific and technological aspirations, evidence of low achievement in the subjects by Nigeria students abound (Ige, 2010; Opara, 2011; Akinfe, Olofunmiyi & Fashiku, 2012; Anyaegbunam, Nwodo & Enibe 2015; Arokoy & Chukwu, 2017). Considering the importance and roles played by the knowledge of biology, the teaching of biology should be planned in a way that it would be taught to help the students to achieve greatness in science and technology in this 21^st century.

Students achievement is influenced by the teacher’s teaching method as observed by (Nwagbo, 2015; Akpan, 2013; Jajapraba, 2013; Akanwa & Ovute, 2014; Aydishel &Gharibi, 2015; Semerci & Batdi, 2015) when they opined that teacher’s teaching methods increased students achievement in subject area. According to Umar (2011), the method used in teaching contributes significantly to the academic achievement of the students. Problem solving and decision-making skills also make them to underachieve in science. There is need to use an innovative teaching method which is more activity-based using questioning, explanation, demonstration and collaborative technique such as constructivism.

Constructivism is activity based, student’s centered and interactive learning strategy which upholds the view that knowledge should be constructed by the learners through active mental developmental processes (Ekon & Nwosu, 2016). Nworgu (2016) developed an instructional model based on constructivism adopted from Stofflet and Stoddart (1994), which is a five-step instructional model comprising prior knowledge, exploration, discussion, dissatisfaction and application (PEDDA). It upholds that knowledge should be constructed by the learners through active mental developmental processes (Ekon, 2018). It is problem solving oriented allowing students to explore and work in groups. Constructivist-based model is all inclusive for teacher and students. It is against this background that this research was carried out in order to establish the effect of 5 step constructivist-based instructional model on student’s achievement in biology.

Statement of the Problem

Poor academic achievement of science students especially in biology at senior secondary school certificate examination by Nigeria students had been a cause of concern for biology teachers and other stake-holders in education. This has been blamed on many factors especially the way biology is being taught in schools. A lot of teaching methods have been tried but more has been able to make sufficient impact on student’s achievement in biology. Literature revealed that the predominant method used by teachers does not allow active participation of students. It is against this backdrop that this study sought to find out the effect of five step constructivist-based instructional model on secondary school student’s achievement in biology.

Objective of the Study

The objectives of the study are as follows;

i. To determine mean achievement scores of students taught biology using a 5 step constructivist-based instructional model and those taught using conventional teaching model (CTM).

ii. To find out mean achievement scores of male and female students taught biology using CBM.

Research Questions

The following research questions were answered;

i. What are the mean achievement scores of students taught biology using constructivist-based instructional model (CBM) and those taught using conventional teaching model (CTM)

ii. What are the mean achievement scores of male and female students taught biology using CBM.

Hypothesis

H01: There is no significant different in the mean achievement scores of students taught biology using CBM and those taught using CTM.

H02: There is no significant difference in the mean achievement scores of male and female students taught biology using CBM.

H03: There is no significant difference in the interaction effect of treatment and gender on the mean achievement scores of students taught biology using CBM.

Research Design

The research design used in this study is the quasi-experimental research design. This is because randomization tended to disrupt the school activities.

Population

The population of the study comprises 138,910 SS1 biology students (18,272 males and 120,637 females) in all the 150 co-educational secondary schools in six education zones of Anambra State.

Sample Size and Sample Technique

The sample of the study was made up of a total of 385 senior secondary 1 biology students and was drawn from the study, sampling was done in stages firstly purpose random sampling technique was use to select two co-educational schools from the six education zones. Then the next stage was simple random sampling technique to select six schools for experimental and six again for control groups respectively, while the third stage was the use of simple random sampling again to select intact classes from each of the schools. All the students in each of the intact classes were used for the study. The experimental group was taught the selected biology concept using the 5 step constructivist-based instructional approach while the control group was taught the same concepts using the conventional lecture method.

Instrument for Data Collection

The study was carried out using one instrument, Biology Achievement Test (BAT). The face validity and reliability of the instrument was equally obtained. Kuder Richardson K-20 formular was used and 0.77 reliability co-efficient was obtained.

Again, difficulty index was carried out and 93.8% was obtained meaning that most items fell within acceptable range and fit for any predictive purpose. Also 63.1 discrimination index was obtained which signifies that most item are within excellent range.

Data Analysis

Descriptive statistic using mean and standard deviation were used to answer research questions while Analysis of Covariance (ANCOVA) was used to test the hypothesis at .05 level of significance using SPSS version 20.0.

Research Question 1: What is the mean achievement scores of students taught biology using constructivist-based instructional model and those taught using conventional teaching method?

Table 2: Mean Achievement and Standard Deviation Scores of Male and Female Students taught Biology using Constructivist-based Instructional model

Teaching Approach	Gender	Pre-test			Post-test			Mean Gain Score
		N	Mean	SD	N	Mean	SD
CBM	Male	73	19.22	6.72	73	53.59	6.20	34.37
CTM	Female	103	17.00	6.19	103	49.94	5.36	32.94

Table 5: Analysis of Covariance of Interaction Effect of Gender and Treatment on Students Achievement in Biology

	Source	SS	Df	Ms	F	P
	Pre-test	42.64	1	42.64	1.2	.273
	Group	6103.38	1	1610	0172.34	.000
	Gender	1250.24	1	1250.4	35.30	.000
Group* Gender		4.33	1	4.33	.12	.725
	Error	13457.34	380	35.41
	Total	863003.00	385

Table 5 shows there is no statistically significant interaction between the mean achievement scores of male and female students taught biology using constructivist-based instructional model, F = .12, the obtained P-value (.727) is greater than the stipulated .05level of significance. The null hypothesis was therefore not rejected.

DISCUSSION OF FINDINGS

From the results, it was found out that there existed a significant difference between the academic achievement of students taught biology with constructivist-based instructional model and those taught using conventional teaching model. The result showed that the experimental group had a higher mean than the control group. Thus, the use of constructivist-based model facilitates the learning of biology concepts. The constructivist steps provide an opportunity for students to take active role in building their own knowledge. The results are consistent with the findings of Bimbola & Daniel (2010), Bagar, Kalender & Serika (2012), Ekoh & Nwosu (2016), Muligo & Owin (2016) that showed significant difference in achievement between the experimental and control groups when exposed to constructivist model. Again, Abdul-Raheem (2012) pointed out that male students performed better than their female counterparts after treatment.

RECOMMENDATIONS

From the study, the following recommendations were made;

1. Biology teachers are encouraged to use constructivist model because it has been found to construct student’s knowledge positively, allowed active participation and social interaction in the classroom with peers and facilitators.

2. Teachers should engage students in constructivist classes, since it improved students with different intelligent level, encouraged the ability of analysis, divergent thinking towards biology in particular and science in general.

REFERENCES

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Teaching Approach	Pre-test			Post-test			Mean Gain Score
	N	Mean	SD	N	Mean	SD
CBM	176	17.92	6.49	176	51.45	5.98	33.53
CTM	209	15.11	5.19	209	42.76	6.43	27.65

Source	SS	Df	Ms	F	P
Pre-test	146.35	1	146.35	3.79	.052
Group	6365.83	1	6365.83	165.07	.000
Error	14731.31	382	38.56
Total	863003.00	385

Source	SS	Df	Ms	F	P
Pre-test	666.51	1	666.51	12.80	.000
Group	1217.60	1	1217.60	23.39	.000
Error	19879.52	382	52.04
Total	863003.00	385