UTILIZATION OF WEB BASE RESOURCES AND TEACHING OF BIOLOGY IN SECONDARY SCHOOL

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Web based resources is a hypermedia-based program which utilizes the attributes and resources of the world wide web to create a meaningful learning environment where learning is fostered and supported. Web based tools like personal computers, laptops, tablets, smart phones and other mobile devices are currently widely used throughout the world by people of all ages. Secondary school students are generations that have been online since a young age and in these condition the classroom must inevitably change and teachers must take advantage of these abilities of their students. It does not mean that computers can replace teachers, but they can have specific uses in a classroom or laboratory and may be successfully integrated in teaching and learning processes. The use of computer enables teachers not only to visualize and explain some processes, phenomenon or practical application, but also guide students in internet search and useful information selection, graphing and not at last, in word processing.

          Furthermore, the use of computer allows teachers to integrate the multiple intelligence theory in their classroom assuring the participation of the biggest part of the students to the lesson. The low interest and motivation of secondary school students in learning of Biology and other natural sciences is already well known (Fensham, 2006). There are some published data revealing computer assisted instruction and the use of the new technologies in Biology classroom contributed to the change of the attitude of students toward sciences (Sternberg, 2006) to the increase of retention of information and the ability of the students to solve problems (Huppert, 2002).

          Information are delivered through web based tools like computers using the internet, making it capable of instant updating, distributing, and sharing of information (Rosenberg, 2001). Activities like online forums, chats, mailing list, and web-quest are used to enhance teaching of Biology on the web. The outcome may include effective interaction, feedback, knowledge and skills transfer to facilitate learning. Web based instruction is one of the alternative strategies to education that uses computer resources for effective delivery of teaching web based resources provide integrated environments of various technologies to support diverse educators’ needs through the internet. The goal of these resources is to enhance face to face instruction and to deliver distance learning courses. Web-based tools allow one to carry out task online that is, learning activities are done on a web browser and no separate download or installation of other software is required (Kilby, 2008). All the teaching/learning activities are accessible from anywhere where there is internet connection.

          Therefore, the place of web based resources in the delivery of instruction as an alternative to conventional method to education cannot be over emphasized. As the number of participants in education continues to increase, so does the importance of providing effective instruction that focuses on the needs of learner increases. Successful web-based teaching/learning believed to revolve around learner-centered system of instruction designed to meet the needs of individual learners. It against this background that the study sought to investigate on the influence of Web-based resource u

Utilization and Biology Teaching in Secondary School in Ikono Local Government Area.

1.2  Statement of the Problem

Nowadays, Biology teachers and parents have expressed considerable concern about students’ poor performance in Biology during terminal examinations and having low pass in the final West African examination council (WAEC). It is ascertained that mode of teaching can affect the learners. The following have been outlined as part of the problems; Non availability of web based resources and poor utilization of web based resources. It therefore becomes necessary to elicit response from students and teachers themselves on what they feel are the cause of poor teaching is Biology (especially with regards to web based resources). The effective teaching and learning of science entails optimum utilization, careful use of and application of learning resources adequate funding, sufficient and qualified teaching staff, enough laboratory personnel and willingness of the learners to learn.

          However, opportunities for realizing the benefits of using web based resources utilization in teaching of Biology face a number of challenges in schools in Ikono Local Government Area. Mobile phone uses for teaching for primary, secondary and tertiary institution in Ikono is highly limited. Availability, accessibility and utilization of web based resources are the major challenges facing most secondary schools in Akwa Ibom State as a whole and Ikono Local Government Area in particular. With a ratio of one computer to 150 students against the ratio of 1:15 in the developed countries Uke (2009) it is against that this background that this study seeks the influence of web based resources utilization on the teaching of Biology in secondary schools in Ikono Local Government Area.

1.3 Objectives of the study

The purpose of this study is to examine the influence of web based resources utilization on the teaching of Biology in secondary schools in Ikono local Government Area. Specifically, the study seeks to;

1.    To access the availability of web-based resources among Biology teachers in secondary schools in Ikono Local Government Area.

2.    To examine the extent to which the utilization of personal computer (laptops) enhances the teaching of Biology in Secondary Schools in Ikono Local Government Area.

3.    To assess the extent to which the utilization of smart phones enhance the teaching of Biology in Secondary Schools in Ikono Local Government Area.

1.4  Significant of the Study

The outcome of this study would be of immense benefit to the following people; Students, Parents, Educational Administrators and Teachers.

i.               It will benefit the teachers in realizing the importance of web-based resources utilization in teaching of Biology.

ii.              The students themselves would realize the need of using web-based resources in their learning processes.

iii.              The school authority would benefit from these findings, this is because by the time it is known that web-based resources utilization enhances good teaching, the teachers will be encourage to use them.

iv.           The government will benefit from these findings by realizing the importance of web-based resources utilization in the effective teaching of Biology.

1.5  Research Questions

The following research questions will be formulated to guide the study:

1.    What is the level of availability of web-based resources for teaching Biology in secondary schools in Ikono Local Government Area

2.    To what extent does the utilization of laptops enhance the teaching of Biology in Ikono Local Government Area

3.    To what extent does the utilization of smart phones enhance the teaching of Biology in Ikono Local Government Area

1.6  Research Hypotheses

The following null hypotheses were postulated to guide the study;

1.    There is no significant influence of the used of laptops on the teaching of Biology in secondary schools in Ikono Local Government Area.

2.    There is no significant influence of the use of smart phones on the teaching of Biology in secondary schools in Ikono Local Government Area.

1.7  Limitation of the Study

The major problem encountered during my research work was finance. The study intended to cover all the secondary schools in Akwa Ibom State but due to financial constraints, the study was limited to only selected secondary schools in Ikono Local Government Area.

          Another serious limitation to this research project was time factor since I had to carry out the project and other academic activities simultaneously within the stipulated period of the semester, it was not easy.

1.8  Delimitation of the Study

 The study was delimited to web-based resources utilization and Biology teaching in selected secondary schools in the study area using Biology teachers in SSII as a target audience.

1.9  Operational Definition of Terms

Biology: it is the study of life in other word, It is the science that study living and non-living organism.

Teaching:  This is the act, practice, Occupation or Profession of a teacher that involves instructing the students through impacting knowledge or skill in them.

Utilization:  This refers to the application and usability of the available materials in the teaching of Biology.

Web-Based Resources:  These resources is a hypermedia-based program which utilizes the attributes and resources  of the worldwide web to create a meaningful learning environment where learning is fostered.

CHAPTER TWO

REVIEW OF RELATED LITERATURE

This chapter looks at a review of the literature of web-based resources utilization and Biology teaching in secondary schools in Ikono Local Government Area. It will be discussed under the following sub-headings;

v  Availability of Web-Based Resources and Teaching of Biology.

v  Utilization of Personal Computer (Laptop) and Teaching of Biology

v  Utilization of Smart Mobile Phones and Teaching of Biology

2.1 Availability of Web-Based Resources and Teaching of Biology

          Web-based learning tools provide integrated environments of various technologies to support diverse educators’ and learners’ needs through the internet. The goal of these tools is to enhance face to face instruction and to deliver distance learning courses. Each of these tools offers similar components, such as assignment submissions, quizzes and communication features. The primary motivation for developing these tools is to make it easier for instructors who have little knowledge of Hyper tech makeup language (HTML) and web navigation to put course materials on web (Evans, and Haase, 2001). However, the simplicity of use for novice users has significant drawbacks. For examples, these systems force instructors and course administrators to use predetermined navigation models and course formats. These constraints may have a negative impact on their flexibility and usability for administrators, teachers and students.

          Availability and use of computer to teachers and learners in schools will determine the role that computers plays in the classroom. Murdock and Desberg (2004) already saw that students could use computers to help them break out of the walls of the classroom to share and have access to all the wonderful information and experience that is now possible.

          Although Crooks (2014) realizes that what gets learned from such a multifaceted innovation (the computer) is not easy to evaluate. (Candan et al (2003) agrees that access to computers can ignite student’s thoughts and eventually move them towards a better learning experience. Accessibility of computers should enhance the easy use of computers as students and teachers alike consequently employ them more often.

Willoughly and Wood (2008) argue that the past several decades have produced rapid advances in computer technology and increased access to computers in both developed and developing nations. Global statistics shows that schools around the world are becoming increasingly well equipped with computer hardware Willoughly and Wood (2008).

The ministry of education (2006) realizes that access to computers in schools is supported by parents, development agencies such as NEPAD e-schools programme and the private sector. This support takes the form of donations of computer hardware from the corporate world or funding of the acquisition of hardware and software. However, access to computers could be highly improved if it is the government’s responsibility to ensure that all schools have computers. This is because the private sector cannot be put to task by the government for its inequitable distribution of the computer resources.

2.2 Utilization of Personal Computer (Laptop) and Teaching of Biology

          The most basic educational administrators are the classroom teachers when it comes to the use of teaching resources Bates (2005) noted that achieving quality in teaching and learning depends substantially on making learning resources such as the computer as accessible and interactive as possible. Bates (2005) also brought out the fact that the level of organizational support given to a technology is critical to its long-term success. Changes in administrative structures and procedures, improved technical support for staff and students, and additional staff development and training were support by crooks (2003) researchers such as Willoughly and Wood (2008) supported that computers continue to be underutilized in many schools. Statistics on access of computers in schools tell us little about the quality and quantity of learners and teacher interaction wit6h computers as seen by Jonassen (2000). Although computers may have been available in schools, only a few teachers use them. Teachers play a vital role in exposing students to computer technology by demonstrating how to use it effectively for teaching and learning. Teachers can only play this role if they are well equipped and confident that the technology is beneficial. Makau (2001) and Osondo (2010) concluded that computers are underutilized even when they are available.

          Murdock and Desberg (2000) found that around the year 2000 computer were being used in the united states of America for a wide range of activities in schools including drill and practice or tutorial instructions, promoting writing and language skills as well as using problem solving software or learning of programming languages; initially there was a fear and apprehension of the computer as disruptive in the developed world such as in the United State of America. The fears were thought to be responsible for the limited use of computers in the years of implementation in most countries and subjects Willoughly and Wood (2008). 

 Christensen (2002) clarifies that teachers are the main gatekeepers in allowing educational invitations to diffuse into their classrooms. learners’ belief in their teachers is very strong. The success of any initiatives to implement  technology in an educational program depends strongly upon the support and attitudes of the teachers involved as seen by Yuen, Law and Chan (2000). Osondo et al (2010) showed that positive attitudes toward computer are positively correlated with teacher’s extent of experience with computer technology. With familiarity, anxieties and fear towards the use of computers in the classrooms tend to decrease, and confidence increases for both teachers and students. The saying the practice makes perfect holds in relation to the use of computers in school. The confidence a teacher possesses in using computer together with accessibility to computer could greatly influence teachers’ effective implementation of the technology in the classroom. Positive teacher attitude toward computers is widely recognized as a necessary condition for effective use of all information and communication technology in the classroom of today.

The researcher believe that the availability and use of computers was worth investigating because computers in education have the capacity of replacing so many teaching technologies such as flip charts, textbooks and even to some extent real events and things. The versatility of the computing technology in teaching of Biology and other subjects is amazing, if only its availability and application could be well known.

2.3  

          Although it is generally recognized that the adoption of computers in education in the developed countries ha progressed well in the acquisition of basic skills in different areas of study, according to the ministry of education’s National Information and Communication Strategy for Education and Training (2006) , the impact of wed-based resources on the educational goals in Ikono is still inconclusive. Nevertheless, reported observations have been rapid expansion of knowledge, improvised examination outcomes enhanced communication and technical efficiency as well as decentralization in the delivery of educational services.

          These are great benefits although not in relation to the direct subjects taught in the school system such as Biology. The ministry also realizes the fact that computers have a more powerful role of increasing resources and improving the learning environment. This was echoed by researchers such as Ivers (2003), Carrington and Robinson (2009). This benefit can only be meaningful where a teacher sees that the learning environment (for the learner) is being improved in the same measure as the teaching environment (for the teacher).

          According to Mann (2006) using computers in teaching can enhance student’s achievement. Mann (2006) pointed out tat computers doo assist in improving student’s motivation due to among other things, its novelty.  Personal computers (laptops) provide what textbook cannot provide n all subject biology is included; for example, using computes, students can easily do a project and compare data with students in far off areas through the internet. Research also showed that students who used computers were more engaged and more independent in the computers. Peid and Rustiton (2002) put it that, computers could provide instant feedback that provides the learner with the individual attention that drives him or her to get height in terms of motivation. Another benefit of using computers in the classroom s is that it prepares students for the outside world (Mann 2006).

          This is a conclusion worth investigating because in order to get by in today’s job market$ one must be proficient in the use of technology specification computers. At the turn of the 21^st century, s)sixty (60) permanent of job r%queered skill in comport and network use. Educators must therefore prepare their students so that when they pardoner wit( school they will be marketable. As seen earlier in this research, secondary school is the structural within which the u{e of personal prompted should be seriously implemented to take root and be carried Tertiary level and eventually in to the job market.

2.4 Utilization of smart Mobile Phone and Teaching of Biology

          The uses of smart mobile phones are becoming popular as many  people can afford them. Currently, the use of mobile communication devices has gone beyond the traditional communication role that is it is now used in supporting teaching and learning. In education mobile phones have led to the evocation qt new paradigm known as mobile le`rning (Muuinda 2007). The rapid growth a access to mobile phones around the world and in Africa and west regions in particular have a potential of improving teaching, learning and institutional efficiencies to enable national education system transformation (UNESCO 2012). According to Huang , (2010), mobile learning applications can facilitate students not only learning contents conveniently but also interacting with others collaboratively anytime and anywhere. Hence, the development of M-learning as a new strategy for education has implications for the way students and tutors in educational institution interact.

          Ferry, (2009) described that modern mobile phones can be used to help students to access web-based content, remix it, share it, collaborate with others and create media rich deliverable for the classroom teachers as well as global audience. According to Cvi and Wang (2008), universities in United Kingdom (UK) have made the use of mobile phones to store and retrieve information such as e-books instructional matter,s, viewing students marks make.' teaching and learning practices lore effective. Moreover, Liaw (2009) r%ported that in higher education mobile phones can provide course materials to students including due dates for assignments, and information about time tackle anä Roo} changer.