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STUDENT LEARNING TIME AND THEIR ACADEMIC PERFORMANCE IN BIOLOGY

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 Format: MS WORD ::   Chapters: 1-5 ::   Pages: 69 ::   Attributes: Questionnaire, Data Analysis,abstract, table of content, references ::   481 people found this useful

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CHAPTER ONE

1.0 INTRODUCTION

1.1 BACKGROUND OF STUDY

In today’s climate of school accountability, it is important to investigate the level academic achievement of students. It is because of the massive failure of students in SSCE-Biology subject. Frightened by the declining in the performance of students in biological science, Individual science association such as Science Teachers Association of Nigeria (STAN) have worked tirelessly for almost two decays to deal decisively on students’ academic under achievement in science by developing innovative teaching strategies that would improve learning of science.

In addition, many educational reform organizations and think tanks have heavily promoted such an option (Aronson, Zimmerman, & Carlos, 1999; Farbman & Kaplan, 2005; Little, Wimer, & Weiss, 2008; Pennington, 2006; Princiotta & Fortune, 2009; Rocha, 2007; Stonehill et al., 2009; The Education TrustWest, 2011). While conventional wisdom may expect a positive relationship between additional hours in the classroom and higher standardized test scores in biology, the scholarly evidence from empirical research on this subject is not extensive. Practitioners and policymakers in the education community often look to voluntary after-school programs for evidence on whether extending the learning day raises academic performance (Farbman & Kaplan, 2005; Farland, 1998; Learning Point Associates, 2006).

However, the success of after-school programs for only those who volunteer to participate in such programs does not necessarily support the mandatory extension of the school day as a policy to raise all student test scores. Furthermore, too few of the previous studies have examined a range of schools that exhibit the type of socioeconomic diversity present in many public schools in the Nigeria. This is important due to the documented challenges that such diversity presents to raising the overall academic performance of students.

In addition, school districts struggling to balance budgets during times of fiscal stress, and contemplating a decrease in teaching hours as a way to do it, need to understand the impact of this strategy on academic outcomes. Especially helpful would be how the effect of an expected reduction in learning time compares to the effect calculated for an alternative reduction in other inputs into a school site’s academic outcomes.

Accordingly, we provide an empirical examination of how differences in classroom time at a sample of public elementary school sites affects measures of average standardized test scores in biology recorded at these sites. We appropriately measure this impact through a statistical method (regression analysis) that allows us to control for other explanatory factors besides learning time that may cause differences in observed standardized test scores. Our results offer a way to estimate the effectiveness of extended learning time as a strategy to improve student achievement and close the achievement gap. More relevant to current challenges, these results also enable us to predict how student achievement would change if learning time decreases. Next, we review the relevant literature that seeks to understand how learning time influences academic achievement in biology. We divide this review into two sections.

1.2 STATEMENT OF PROBLEM

Over the years there have been records of massive failure in students’ achievement in Biology. Several factors that may affect the academic performance of students in biology have been looked into. One of the factors that may affect students’ academic performance in biology is the student learning time. Students’ learning time may affect the academic performance of students in the sense that there might be variation in the rate of assimilation among students with respect to the weather condition. Some student might assimilate faster in the morning while some in the afternoon. The study will try to examine students learning time and their academic performance in Biology.

1.3 AIM AND OBJECTIVES OF STUDY

The main aim of the research work is to examine students learning time and their academic performance in biology. Other specific objectives of the study are:

  1. to find out whether there is difference in students’ academic performance in biology between morning and afternoon pupils
  2. to determine the relationship between students’ learning time and their academic performance in biology
  3. to investigate on the factors affecting the academic performance of students in biology

1.4 RESEARCH QUESTIONS

The study came up with research questions so as to ascertain the above stated objectives of study. The research questions for the study are:

  1. Is there any difference in students’ academic performance in biology between morning and afternoon pupils?
  2. What is the relationship between students’ learning time and their academic performance in biology?
  3. What are the factors affecting the academic performance of students in biology?

1.5 STATEMENT OF RESEARCH HYPOTHESIS

H0: there is no difference in students’ academic performance in biology between morning and afternoon pupils

H1: there is difference in students’ academic performance in biology between morning and afternoon pupils

1.6 SIGNIFICANCE OF STUDY

The study on students’ time and their academic performance in biology will be of immense benefit to the entire secondary schools in Nigeria, the government (ministry of education) and other researchers that desire to carry out similar research on the above topic as the study will determine the difference in academic performance in biology between the morning and afternoon pupils. The study will also determine the factors affecting students’ academic performance in biology. Finally the study will contribute to the body of existing literature and knowledge in this field of study and provide a basis for further research

1.7 SCOPE OF STUDY

The study on students’ time and their academic performance in biology will cover on academic performance in biology, learning time in biology and the factors affecting students’ academic performance in biology.

1.8 LIMITATION OF STUDY

Financial constraint- Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Time constraint- The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work

1.9 DEFINITION OF TERMS

Academic achievement: Academic achievement or (academic) performance is the extent to which a student, teacher or institution has achieved their short or long-term educational goals

 

 

 


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Paper Information

Format:ms word
Chapter:1-5
Pages:69
Attribute:Questionnaire, Data Analysis,abstract, table of content, references
Price:₦3,000
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