The effect of Mercedes model with embedded assessment strategy and technology on biology students’ learning outcomes in Lagos Nigeria.

  • ADENIKE JULIANAH OLADIPO Department of ScienceEducation, Distance Learning Institute, University of Lagos, Nigeria
  • Olusoji Olurotimi Adewumi Department of ScienceEducation, Distance Learning Institute, University of Lagos, Nigeria
  • Akinleye Oluyemi Ogundiwin Department of Science Education, Faculty of Education, National Open University of Nigeria
Keywords: Mercedes Model with Embedded Assessment Strategy and Technology, subject specialization, learning outcomes

Abstract

Abstract

Methods and strategies traditionally used in teaching science have been described by several researchers as being unsatisfactory and ineffective over many years.  Hence, this study examined the effect of Mercedes Model with Embedded Assessment Strategy and Technology on Biology students’ learning outcomes. A pretest-post-test control group, quasi experimental design was adopted for the study.  Two purposively selected EDs were randomly assigned to experimental and control groups. Three senior secondary schools were randomly selected from each ED. Altogether, a total of six schools in the two selected EDs were involved in the study. Two intact classes (one science and another non-science) were randomly selected from each of the six schools making a total of twelve classes. In all 568 Senior Secondary Class I biology students formed the sample size. Five instruments were used to generate data for the study, namely, Mercedes Model with Embedded Assessment Strategy and Technology in Diffusion (M2EASTID), Mercedes Model with Embedded Assessment Strategy and Technology in Osmosis (M2EASTIO). Conventional Lesson Plan on Diffusion (COLPOD), Conventional Lesson Plan on Osmosis (COLPO) and Test on Students’ Learning Outcomes in Osmosis and Diffusion (TESLOOD). Four hypotheses were formulated and tested at 0.05 level of significance. Data collected were analysed using frequency counts, means, deviation and analysis of covariance.  There was significant effect of treatment on students’ learning outcomes on selected biology concepts. Also, subject specialization has a significant effect on the dependent measures. Mercedes Model with Embedded Assessment Strategies and Technology therefore was effective and significantly improved students’ learning outcomes. Hence, it was recommended that biology teachers in senior secondary schools should adopt Mercedes Model with Embedded Assessment Strategy and Technology for teaching for understanding and application of biology concepts.

 

References

Abimbade, A. (2014). In the Classroom: Implications for E-learning. 32nd Proceedings of Nigeria Association for Educational Media and Technology (NAEMT), (pp. 6 - 8).
 
Achor, E. E. and Ukwuru, J. O. (2014). An Examination of the facilitative effect of the Computer Assisted Instruction (CAI) in Students' achievement in Chemical reaction and equilibrium. Education. 4.1:7-11.
Crossref
 
Ahmed, M.A. (2008). Influence of personality factors on Biology lecturers' assessment of difficulty levels of genetics concepts in Nigerian colleges of education. An Unpublished Ph.D. thesis, University of Ilorin.
Google Scholar
 
Ajewole, G. A. (1994). Effects of Guided Discovery and Expository Instructional Methods on the Attitude of Students to Biology. Journal of Research in Science Teaching, 28(5): 401-409.
Crossref
 
Akubuilo, D. U. (1995). Effects of Problem-Solving Instructional Strategies on Students Achievement in Biology. An Unpublished Ph.D. Dissertation, Faculty of Education, Nsukka: University of Nigeria.
 
Briggs, J. (1988). Approaches to Learning and to Essay Writing: In R.R. Schmeck (ed.). Learning Strategies and Learning Styles (185-228). New York: Plenum.
Crossref
 
Christianson, R.G, & Fisher, K.M. (1999). Comparison of student learning about diffusion and osmosis in constructivist and traditional classrooms. International Journal of Science Eduation, 21, 687-698.
Crossref
 
Erhan, D. and Okan, B. (2011). The relationship between students' exposure to technology and their achievement in Science and Mathematics. The Turkish online Journal of Educational Technology. 10. 
Google Scholar
 
Esiobu, G. O. (2000). Biology Teacher Awareness and Level of use of Mental Analogies in Teaching Difficult Concept in Biology. 41st STAN proceedings 2000.
Google Scholar
 
Federal Ministry of Education (FME). (2013). National Curriculum for Senior Secondary School Biology Lagos. Government Press.
 
Federal Republic of Nigeria (2004). National Policy on Education, 4th edition, NERDC Press, Yaba, Lagos, Nigeria.
 
Fisher, K.M., Williams, K.S., & Lineback, J. (2011). Osmosis and diffusion conceptual assessment. CBE-Life Sciences Education 10, 418-429.
Crossref
 
Gallagher, J. J. (2000). Teaching for Understanding and Application of Science Knowledge. School Science and Mathematics 100(6).
Crossref
 
Giancarlo, C. A., & Facione, P. A. (2011). A look across four years at the disposition toward critical Gough A. 2002. Mutualism: A different Agenda for Environmental and Science Education. International Journal of Science Education, 24, 1201-1215
Crossref
 
Iroegbu, T. O. (1998). Problem-based Learning, Numerical Ability and Gender as Determinants Skill as Senior Secondary Physics in Ibadan. Unpublished Ph. D Thesis. Teacher Education Department. University of Ibadan.
Google Scholar
 
James, T. and Shaibu, A. (1997). The Relative Effects of Inquiry and Lecture Methods on the Performance of High and Low Achievers in Senior Secondary School Biology. Journal of the Science Teacher's Association of Nigeria 32 (182): 59 - 64.
Crossref
 
Muhammad, R. J. (2011). Globalization and human capacity building in higher education through information and communication technology. 32nd Proceedings of Nigeria Association for Educational Media and Technology (NAEMT), 1-5.
 
Odom, A.L., & Barrow, L.H. (1995). Development and application of a two-tier diagnostic test measuring college biology students' understanding of diffusion and osmosis after a course of instruction. Journal of Research in Science Teaching, 32, 45-61.
Crossref
 
Odom, A.L., & Barrow, L.H. (2007). High school biology students' knowledge and certainty about diffusion and osmosis concepts. School Science and Mathematics, 107, 94-101.
Crossref
 
Ogundiwin O.A (2013); Effect of pre-theoretic intuition quiz and puzzle-based critical thinking motivation strategies on students learning outcomes in selected environment related concepts, in biology. Unpublished Ph.D. Thesis University of Ibadan. Pg. 38-40.
 
Ogundiwin, O.A. & Oladipo, A.J. (2018). Effect of puzzle-based strategy on Senior Secondary School students' science process skills in Biology in Oyo state. Journal of Curriculum and Instruction. 11, (1) 26-36.
 
Oguntunde, A. S. (2014). Development and effect of two computer-based multimedia instructional packages on learning outcomes of colleges of education pre-service distance learning teachers. A Post-field Report presented at the Joint Staff/Higher Degree Students Seminar Series, Department of Teacher Education, Faculty of Education, University of Ibadan.
 
Okebukola, P. A. O. (2013). Saving Nigeria from itself: Towards a redemption plan for education. A 50th Anniversary Lecture, Faculty of Education, University of Ibadan, Ibadan.
Crossref
 
Oladipo, A.J. (2009). Enhancing senior secondary school students' cognitive achievement in selected Biology concepts using Mercedes Model with embedded assessment strategy. Unpublished Ph.D Thesis, Faculty of Education, University of Lagos
 
Oladipo, A.J., & Ihemedu, C.M. (2018). Conceptual understanding of diffusion and osmosis among senior secondary school students in Lagos State. Journal of Science teachers Association of Nigeria.53,1-13.
 
Popoola, A. A. (2011). Effects of simulation-games method on the achievement and attitude of junior secondary school students towards Mathematics. Educational thought. 8.1: 12 - 21
 
She, H.C. (2004). Facilitating changes in ninth grade students' understanding of dissolution and diffusion through DSLM instruction. Research in Science Education, 34, 503-525.
Crossref
 
Solomon, J. (1994). The Rise and Fall of Constructivism. Studies in Science Education. 23:1-19.
Crossref
 
Udeani, U. (2002). Assessing the Level of Science Process Skills Acquisition of Nigerian Senior Secondary School Students in Lagos State. African Journal of Curriculum and Instruction. 1(1):210-218.
 
Verhoeff, R. P. (2003). Towards Systems Thinking in Cell Biology Education, Coeur d'Alene Press, Utrecht, The Netherlands.
 
WAEC Chief Examiners' Reports (2000, 2003, 2005, 2006, 2012) The West African Senior School Certificate Examination May/June: Chief Examiners Reports Nigeria, Yaba, Lagos.
 
Welch, W. (1985). Secondary Analysis and National Assessment in Science in the U. S. A. In B. Frazer and K. G. Tobins (Eds.) Secondary Analysis and Large-Scale Assessment West Australia Institute of Technology. Berth.
 
Zuckerman, J.T. (1998). Representations of an osmosis problem. American Biology Teacher, 60, 27-30.
Crossref


Total number of hits on abstract = 59 times

Downloads for 2020

Download data is not yet available.
Published
2019-12-31
How to Cite
OLADIPO, A., Adewumi, O., & Ogundiwin, A. (2019, December 31). The effect of Mercedes model with embedded assessment strategy and technology on biology students’ learning outcomes in Lagos Nigeria. ANNUAL JOURNAL OF TECHNICAL UNIVERSITY OF VARNA, BULGARIA, 3(2), 39-53. https://doi.org/10.29114/ajtuv.vol3.iss2.139
Section
MATHEMATICS, PHYSICS AND LANGUAGE TEACHING
Bookmark and Share