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ABSTRACT
The study investigate and analyze the simulation and
demonstrative method of on students’ academic achievement in basic
technology in ogba egbema ndoni lga of rivers state, Nigeria. The design
of the study was quasi-experimental with specifically the pre-test and
post-test. The sample of the study consisted of 159 senior secondary
school I students (80 males and 79 females) randomly selected from two
schools out of the secondary schools in ogba egbema ndoni lga of rivers
state, Nigeria. The experimental group comprised of 39 males and 39
females (78 students) while the control had 41 males and 40 females (81
student). Four research questions and two hypotheses guided the study.
The achievement test in simulation (ATIS) and achievement test in
demonstration (ATID) was used to collect data on the student
achievement. Means and standard deviation were used to answer the
research questions while the t-test was used to test the hypotheses a
0.05 level of significance. The results showed that simulation increased
students’ academic achievement in basic technology more than the
demonstrative method. There was no significant different in the
achievement of male and female students on the basic technology
concepts. Based on the results it was recommended that basic technology
teachers should be re-trained on the use of simulation in teaching while
the government and stake holders in Education should sponsor the
purchase of simulators to be used in teaching basic technology in
schools.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
There
is a rapid development in the world today and every Nation strives to
meet up with the requirement needed. She does so through science and
technology. Science and technology education therefore became the
factory that produces technologists, technicians, craftsmen and skilled
artisans who are required to change the economy of any nation. Basic
technological skills acquisition are necessary for nations to cope with
the present today challenges.
Avaa (2007) pointed out that
technology advancement can elevate Nigeria nation from a consumer to a
producer and from developing to a developed nation. Ali (2001) defined
technology as the successful application of scientific ideas,
principles, laws and theories, for the purpose of developing techniques
for and or providing goods and services. It is through technology that
appliances such as computers, televisions, refrigerators, fan, vehicles,
airplanes etc. are invented. Ali went furthers to state that science
benefits technology while technology enhances the understanding of
science. The contributions of science and technology to overall
development of all nations cannot be emphasized. This is the reason
science holds an important position in the curriculum of Nigerian
educational system.
In Nigeria, science teaching and learning are
emphasized in the National Policy on Education (FME, 2008). In order to
inculcate the necessary scientific knowledge, skills, competencies and
attitudes in various development: strategies such as World Declaration
on Education for Ail (EFA) are put in place in Nigeria educational
system. Other strategies like the NEEDS (National Economic Empowerment
goals) of MDGS (Millennium Development Goals) are put in place in orders
to meet these goals. Nigeria began to update the existing curriculum to
cater for the needs of the nation who is aspiring to be among the first
20 economist in the world by the year 2020. Basic technology education
became the best avenue to meet the global challenges facing Nigerian
Nation. Adesoji and Olatanbosun (2008) stated that it was as a result of
the recognition given to basic technology in the development of the
individual and the nation that it was made a core-subject among sciences
and science- related courses in Nigerian education system.
Basic
technology is a course of study introduced in the year 2007 into the
Primary and Junior Secondary School levels of the 9-3-4 system of
education presently practiced in Nigeria. It is an amalgamation of many
subjects. These subjects include; electrical/electronics, metal work,
simple mechanics, wood work, technical drawing, food processing, rubber
and plastic technology by the Federal Government of Nigeria (2009).
However, the purposes of pre-vocational training given to students at
the Primary and Junior Secondary School levels are: introduction into
the world of technology towards interest arousal and choice of a
vocation at the end of Junior Secondary School and professionalism later
in life; exposing students to career awareness by exploring usable
options in the world of work; and enabling youths to have an intelligent
understanding of the increasing complexity of technology, (Federal
Republic of Nigeria, 2007 ). As Comparative Education Study and
Adaptation Center (2007) puts it, the objectives include:
To provide pre-vocational orientation for further training in technology.
To provide basic technology literacy for everyday living and
To stimulate creativity (p. vii).
In
order to achieve these objectives, the syllabus and the course books
are structured and written in ways that would require the use of tools
and equipment in appropriate environment. Such appropriate environment
may be found especially in the laboratory or workshop.
Basic
technology is an indispensable pre-vocational base on which future
vocational choices are made. In their separate works, Ezeji S. C.
(2004), Nwachukwu, C. E. (2006), Ogwo and Oranu, R. N. (2006) and Okoro
O. M. (2006) all established that pre-vocational training requires same
facilities and similar curriculum components as will be required in the
real vocation, though at introductory levels. These components include;
general education, theory and related courses, workshop practice,
industrial training/production work, and small business management and
entrepreneurial training.
The quality and quantity of practical
experience gained by junior secondary school pupils in basic technology
is predicated on the availability of facilities and the management of
such facilities. Okoro O. M. (2006) pointed out that a good quality
programme is housed in physical facilities which are adequate, well –
planned and properly directed to provide realistic education. UNESCO
(2001) had stressed that for quality assurance in technological
development to be achieved; responsible national authorities should
establish criteria and standards, subject to periodic review and
evaluation, to be applied to all aspects of technical and vocational
education. Such criteria and standards should include physical
facilities, buildings, libraries, workshop layout, quality and type of
equipment, as well as safety measures meant to create a conducive
learning environment. Such a recommendation requires planning of
workshop facilities to enhance instructional activities and subsequent
achievement of the objectives of setting up the programme.
Some
author (Olatoge and Atuwape (2004), Adesoji and Ogini (2012) blamed the
poor achievement in basic technology to the poor academic background of
students in Basic sciences taught at the Junior secondary schools
classes (JSS 1-3) level. The main aim of teaching is to transfer
knowledge to the learners. For effective teaching and learning to take
place, the teacher needs to use different methods and techniques in
teaching. Unfortunately poor basic technology achievement has been
attributed to poor teaching methods used by teachers (Zimmerman in Nbina
(2010), Angela and Ugwuegbulam (2011) and Rasari (2004). The present
Nigeria basic technology classroom does not provide the fun, hands- on,
challenging, interactive and collaborative environment needed by new
generation of students who have be exposed to internet, computer usage,
hand-set and other sophisticated gargets. The problem of this nature can
only be solved by the use of simulation.
Simulations are tools
that facilitate learning through representation and practice in a
repeatable, focused environment (Aldrich 2004).
According to
Goldsim (2011) simulation helps to identify and understand factors which
control the system and or to predict the future behaviour of the
system. Simulation programmes can be applied to chemistry by providing
real life settings for the application of chemical concepts. Simulation
includes role plays, games, computer programs that encourage students to
become active participants in basic technology classroom. Simulation
can be inferior substitute, imitating an original or a display of not
real behaviours Simulations can be classified in many way:
- Physical simulation: Here the physical object is presented on a screen and the students learn about it.
- Process simulations: Processes that are not visible can be demonstrated using process simulations.
- Procedural simulations: Here procedures as follows in order to understand sequence of events.
-
Situational Simulations: This has to do with attitudinal and
behavioural changes of people. The students use this simulation to
explore the effects of different approaches to a problem. (Tippler,
2003)
Simulation has three types namely:
· Live Simulation: This shows human behaviour in real life. Examples is training of soldiers in war games.
·
Virtual simulations: Simulation occurs in a computer controlled
setting. For example a pilot flying and air craft but is controlled from
the control room.
· Constructive simulations: This does not
involve humans or equipment but by proper sequencing of events. For
example weather changes like wind directions. (Institute of Simulation
and Training (IST) University of Florida (2002).
In this thesis
life simulation will be used since humans (student) are involved.
Simulation in teaching and learning of basic technology helps
understanding of abstract and difficult concepts by allowing the
students to experiment on the variables that form the concept than
demonstration. Computer simulation helps students to develop their own
understanding of basic technology concepts over demonstrations. It also
helps the students to be independent problem solvers. Chen and Howard
(2010) observed that the use of simulations to teach basic technology
gives positive results over demonstration time. It is important to
determine whether male and female students will benefit equally with the
use of simulation in teaching basic technology.
Gender is any
physical and behavioural difference between males and females which are
social culturally based, (Okeke 2008, Ezeh 2013). Ogunleye and Babajide
(2011) observed that science subjects such as basic technology are given
masculine outlook by many educationists. That means that women and
girls grapple with a lot of discriminations and difficulties (Okeke,
2008). Applying feminist theory in Science Education which stated that
by changing the science curriculum and how science is taught with make a
significant change on women participation in science. This study will
then see the influence of simulation in students’ achievement in senior
secondary school basic technology.
Many theorists had advocated
for active participation of the learner in the learning process.
Vygotsky (1978) emphasized on social interaction as the best ways of
learning. To him a child learns better in collaborative activities than
when he/she learns alone. Vygosky social theory is applied in this study
since simulation involves role plays and computer programs that
encourage students to become active participants in the application of
basic technology concepts. Students are able to learn better when they
have social interaction among themselves and the relevant learning
resources. Simulation provides co-operative work skills and cognitive
apprenticeship needed in the study of basic technology. The teacher
provides simulated experiences which helps in demonstrating concepts to
students and makes for the students understanding of the concepts. Many
researchers had used simulation successfully.
1.2 STATEMENT OF THE PROBLEM
In
the year 2007, the Universal Basic Education scheme introduced basic
technology to replace introductory technology, with a desire to achieve
what could not be realized through introductory technology. Same
teachers of introductory technology and other workshop staff are used to
implement basic technology. Workshops used for introductory technology
are still being used for basic technology. According to Toby, (2000),
students cannot learn skills of their chosen occupation at maximum
efficiency with poor and obsolete equipment, neither will the students
develop positive attitudes towards the use of tools and equipment of
their trade if the laboratories/workshops are not properly managed and
facilities inadequately maintained. Therefore the problem of this study,
is to compare and analyze simulation and demonstration methods on
student's academic achievements in basic technology in ogba egbema ndoni
lga of rivers state, and put in question, is “How will basic technology
workshops be learn to improve the student academic achievement in the
secondary schools in Nigeria?
1.3 PURPOSE OF THE STUDY
The
general purpose of the study is to analyze by comparing the two
dependent variable simulation and demonstration methods of teaching on
students’
its academic achievement in basic technology. Specifically, the study seeks to:
1.
Analyze the difference in academic achievement of students taught basic
technology using simulation method with those taught using
demonstration method.
2. Determine the difference in the pre-test
and post-test mean scores of students after being taught basic
technology with simulation method of teaching.
3. Determine the
difference in the pre-test and post-test mean scores of students after
being taught basic technology with demonstration method of teaching.
4. Find out the means learning the students appreciate more with understanding.
1.4 SIGNIFICANCE OF THE STUDY
This
thesis is significant in various ways to various sectors, as will be
seen below; it will present in a precise manner, the importance of the
simulation and demonstration methods in learning. It is believed that
the findings of this research work should provide detailed information
on the use of simulation and demonstration methods in obtaining a high
student achievements and performance. It is also expected that the study
will benefit teachers, basic technology students, researchers and the
society in general.
The findings of the study should be useful to
teachers. It is expected that the findings will expose the basic
technology teachers to the importance of using the various informal and
innovative instructional methods (such as the simulation method) which
is more of student centered and commercially driven. By this exposure
the teachers could acknowledge the advantage over the traditional
teaching methods such as demonstration, which is teacher centered. It is
possible that by this outcome the basic technology teachers would
realistically adjust to the application of simulation method of teaching
for effective instruction. In turn, the students would have real focus
for better performance and achievements in their studies.
Subsequently,
it will go a long way to enhance the basic technology students’
effectiveness in the society by being capable of carrying out what they
have learned, thereby contributing to the building up of the society at
the local, national and international levels.
The research will
also be beneficial to the researcher. This is because the study will
expose the researcher to so many related areas in the course of carrying
out his research. This will enhance the researcher’s experience,
knowledge and understanding on simulation and demonstration methods in
learning.
1.5 SCOPE OF THE STUDY
This thesis will cover
the simulation method of teaching, its academic achievements on
students, demonstration teaching method, equally with its academic
achievements on the students, a comparative analysis of both means and
effects of gender on student achievements in basic technology studies.
The Study concentrate on areas of design and construction of gadget that
offer both theoretical and practical experience to the students. The
study will be restricted to only schools (junior secondary school) where
basic technology are taught in ogba egbema ndoni lga of rivers state.
1.6 RESEARCH QUESTIONS
For
a better understanding and comprehension of this research thesis, in
carrying out this study effectively, the following research questions
guided the study.
What is the difference in academic achievement
of students taught basic technology with simulation method and those
taught with demonstration method?
What is the effect of simulation on students’ academic achievement in junior secondary school basic technology?
Is there any differential effect of simulation on male and female students’ achievement in basic technology?
What
is the difference in the pre-test and post-test mean scores of the
students after being exposed to simulation method of teaching basic
technology?
What is the difference in the pre-test and post-test
mean scores of the students after being exposed to demonstration method
of teaching basic technology?
1.7 RESEARCH HYPOTHESIS
The
researcher formed some of the hypothesis which will be tested to
support this study. The hypothesis will be tested at 0.05 level of
significance.
The research hypothesis are as follows.
1:
There is no significant difference between the mean achievement of
students taught basic technology with simulation and those taught using
the conventional methods.
2: There is no significant difference
between the mean achievement of male and female students in Achievement
Test in Simulation (ATIS).
REFERENCE
Asiabaka, I. P. (2008). The Need for Effective Facility Management in Schools in Nigeria. New York: Science Journal 1(2): 10-21.
Babu,
A. R.; Singh V. P. and Sachdeva, R. K. (1997). Establishing a
Management Information Systems. In B.E. Swanson et al (Eds). Improving
Agricultural Extension, (108 – 134). A Reference Manual Rome: FAO.
Comparative
Education Study and Adaptation Center (2007). Introductory Technology
for Junior Secondary Schools: Ikeja, Lagos: Longman.
Comparative
Education Study and Adaptation Center (2007). Introductory Technology
for Junior Secondary Schools: Ikeja, Lagos: Longman
Dror, Y.
(1967). The Planning Process: A Facet Design in Planning, Programming
and Budgeting. In F.G. Lyden and E.G. Mitter (eds). A System Approach to
Management (pp.91-101). Chicago: Markham Publishing Company.
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