Development and Validation of a Module for Teaching and Learning of the Skeletal System for Biology Education Students in Federal University Dutsin-ma Katsina State
Abstract
This quantitative survey research employed a structured questionnaire to investigate the effectiveness of an instructional module designed for teaching the skeletal system in biology education. The study targeted a sample of 120 respondents from diverse educational backgrounds, and data collection was conducted using a convenient sampling technique. The questionnaire focused on assessing the perceptions of students and instructors regarding the instructional strategies, multimedia elements, and technological aspects of the developed module. The Statistical Package for the Social Sciences (SPSS) version 27 was utilized for data presentation and analysis, with one-sample t-tests applied to evaluate the hypotheses formulated. The results revealed that the instructional strategies and multimedia elements incorporated in the module were generally well-received, as evidenced by the high agreement percentages for statements related to diversity, engagement, and support for various learning styles. Moreover, participants expressed positive views on the module’s effectiveness in improving their understanding, retention, and critical thinking skills related to the skeletal system. The t-test analyses indicated statistically significant positive mean scores across various aspects of the module, suggesting a notable impact on learning outcomes. In conclusion, the study underscores the effectiveness of the instructional module in enhancing biology education, with a particular focus on the skeletal system. The positive feedback from both students and instructors, coupled with statistically significant findings, reinforces the module’s relevance and applicability. Recommendations include further refinement of the module based on participant feedback and exploration of its implementation in diverse educational settings. This study contributes valuable insights to the field of biology education, emphasising evidence-based instructional strategies and technology integration for optimal learning outcomes.
CHAPTER ONE
INTRODUCTION
Background to the Study
Biology education plays a pivotal role in shaping students’ scientific understanding, and the effectiveness of teaching methods directly influences the depth of comprehension (Ajaja, 2009). A well-rounded education in biology is essential for students to grasp the intricate workings of living organisms, and this begins with a strong foundation in fundamental concepts. Among these, the skeletal system holds particular significance, serving as a cornerstone in understanding the structural framework of the human body and other organisms (BSCS, 1993). The Federal University Dutsinma in Katsina State recognizes the crucial role of the skeletal system in biology education and acknowledges the need for a robust module to enhance teaching and learning in this area.
The skeletal system, comprised of bones, joints, and associated tissues, provides structural support and facilitates bodily functions such as movement and protection of vital organs. Its intricate network is central to the study of anatomy, physiology, and overall biology. However, traditional teaching methods often fall short of delivering complex biological concepts, including those related to the skeletal system (Ajaja, 2009). This gap in instructional materials and methods can hinder students’ understanding and retention of vital information. Recognizing this, the Federal University Dutsinma in Katsina State aims to bridge this gap by developing and validating a comprehensive module specifically tailored for biology education students.
Ajaja’s (2022) evaluation of teaching methods, specifically Ausubel, Bruner, and Karplus, highlights the importance of assessing the effectiveness of various instructional strategies. The choice of teaching method significantly impacts students’ ability to comprehend and retain information, especially in the complex field of biology. The development of a module for teaching the skeletal system involves careful consideration of these instructional strategies to ensure a comprehensive and engaging learning experience for students.
Chukwuneke (2020) emphasizes the challenges in science education in Nigeria and the need for repositioning to achieve rapid national development. This underscores the importance of addressing specific challenges in the biology education curriculum, such as the effective teaching of the skeletal system. The availability and use of science equipment, as highlighted by Chukwuneke (2022), also play a crucial role in enhancing the learning experience. A well-developed module for teaching the skeletal system should take into account the accessibility and utilization of relevant science equipment to facilitate hands-on learning.
The development of the module also aligns with the call for modern methods in science education in Africa (Iloputaife & Gbamanja, 2019). The integration of innovative and contemporary teaching methods is essential in capturing students’ interest and fostering a deeper understanding of biological concepts. Gyuse and Ada (2021) further emphasize the importance of professionalism in science teaching, indicating that the module should not only be effective but also align with the standards of professional science education.
Maduewesi and Igbo (Eds.) point to the broader issues and challenges in Nigerian secondary school education (n.d.). A well-designed module for teaching the skeletal system should address these challenges, providing a solution that contributes to the overall improvement of biology education. Additionally, Ndioho’s (2021) research on the effect of constructivist-based institutional models on students’ achievements in biology suggests that the module should incorporate constructivist approaches to enhance student learning and engagement.
Nwagbo’s (2021) exploration of the relative efficacy of guided inquiry and expository methods in teaching biology speaks to the importance of considering different instructional approaches in module development. The choice of instructional methods should be guided by research findings to ensure the module’s effectiveness in achieving its objectives. Nwagbo’s (2018) work on science, technology, and mathematics (STM) curriculum development further emphasizes the need for a focused approach to problems and prospects in the delivery of the biology curriculum. The module should align with the broader curriculum goals and objectives.
Obe (2018) highlights the significance of continuous assessment in Nigerian schools. The developed module should incorporate effective assessment strategies to gauge students’ understanding and guide instructional adjustments. Ochonogor and Ajaja (2023) emphasize the importance of diverse teaching methods, reinforcing the need for the developed module to provide a multi-disciplinary approach that caters to different learning styles.
Ogunniyi, Okebukola, and Fafunwa (2020) contribute to the discussion by addressing primary school science and methods associateship certificates. While the focus is on primary education, the principles of effective teaching and learning are transferable to secondary education. The module for teaching the skeletal system should consider foundational concepts that lay the groundwork for more advanced studies.
Urevbu’s (2020) exploration of methods of science teaching provides additional insights into effective instructional strategies. The module’s design should align with established methods while incorporating innovative approaches to make the learning experience dynamic and engaging for biology education students.
Statement of Problem
The field of biology education is integral to shaping students’ scientific understanding, and the effectiveness of teaching methods significantly influences the depth of comprehension (Ajaja, 2009). Despite the importance of this discipline, there exists a persistent gap in instructional materials and methodologies, particularly concerning the teaching of complex biological concepts such as the skeletal system. This gap is not unique to a particular institution but extends to a broader context, including the Federal University Dutsinma in Katsina State.
The skeletal system, a foundational element in the study of biology, poses a particular challenge in terms of effective teaching. Traditional methods, as highlighted by Ajaja (2009), often fall short of delivering these intricate concepts, hindering students’ ability to grasp the complexities of the skeletal system. The dearth of engaging and comprehensive instructional materials in this area exacerbates the problem, limiting the potential for a meaningful and lasting understanding.
Chukwuneke’s (2022) work on the availability and use of science equipment in the teaching and learning of biology underscores another critical gap. The inadequacy of relevant science equipment can impede hands-on learning experiences, restricting students’ ability to explore and apply theoretical knowledge in practical settings. This gap not only affects the effectiveness of teaching but also diminishes the overall quality of the learning experience.
Furthermore, the existing challenges in science education in Nigeria, as highlighted by Chukwuneke (2020), indicate a need for repositioning and improvement. The current state of science education, including the teaching of the skeletal system, necessitates a targeted intervention to align with modern methods and address the broader issues within the curriculum.
To address these gaps, there is a pressing need to develop and validate a comprehensive module for teaching and learning the skeletal system. This module should not only incorporate diverse and innovative instructional strategies, as advocated by Gyuse and Ada (2021) but also consider the accessibility and utilization of science equipment, as emphasized by Chukwuneke (2022). By doing so, this study seeks to contribute to the enhancement of biology education at the Federal University Dutsinma and, more broadly, to the improvement of science education in Nigeria.
Objectives of the Study
The specific objectives of this study, framed in past tense, are as follows:
- To develop a comprehensive module for teaching and learning the skeletal system in biology education, incorporating diverse instructional strategies and multimedia elements.
- To assess the effectiveness of the developed module in enhancing students’ understanding and retention of skeletal system concepts.
- To validate the module through rigorous testing and evaluation, ensuring its applicability and relevance to the biology education curriculum.
Research Questions
To guide the study, the following research questions were addressed:
- What instructional strategies and multimedia elements are suitable for developing a comprehensive module on the skeletal system?
- How effective is the developed module in enhancing students’ understanding and retention of skeletal system concepts?
- What are the perceptions of both students and instructors regarding the usability and impact of the developed module?
Research Hypotheses
The study tested the following hypotheses:
Null Hypotheses(H0):
- There is no significant difference in the performance of students who use the developed module compared to those who receive traditional instruction alone.
- The developed module does not positively influence students’ attitudes and interest in learning about the skeletal system.
Alternative Hypotheses(H1):
- There is a significant difference in the performance of students who use the developed module compared to those who receive traditional instruction alone.
- The developed module positively influences students’ attitudes and interest in learning about the skeletal system.
Significance of the Study
This study holds profound significance as it possesses the potential to usher in a transformative era in the pedagogy of the skeletal system within the domain of biology education. The identified gaps in current instructional materials regarding the skeletal system pose considerable challenges to students’ comprehensive understanding. The developed module, born out of this study, aspires to be a catalyst for change by meticulously addressing these existing gaps. The overarching goal is to not merely provide a stopgap solution but to fundamentally elevate the learning experience for students at the Federal University Dutsinma.
The envisioned impact of the module is multi-faceted. Firstly, it seeks to enhance students’ comprehension of the intricate details of the skeletal system. By incorporating innovative instructional strategies and utilizing modern pedagogical approaches, the module aims to break down complex concepts into digestible components. Through this approach, students can engage more deeply with the subject matter, resulting in a nuanced and profound understanding of the skeletal system’s structure and function.
Furthermore, the module aspires to instil a deeper appreciation for the subject matter among students. The traditional methods have often failed to capture the innate fascination and importance of the skeletal system. The developed module, however, intends to infuse a renewed sense of curiosity and interest, fostering a connection between students and the biological intricacies of the skeletal system. This deeper appreciation goes beyond the confines of academic requirements, potentially inspiring students to pursue further exploration and research in the field.
Beyond the immediate confines of the Federal University Dutsinma, the study envisions a broader impact by serving as a model for other educational institutions. The methodologies, strategies, and outcomes derived from the development and validation of this module could offer valuable insights to educators and administrators seeking to enhance their biology education curriculum. By disseminating successful practices and methodologies, the study contributes to the collective advancement of biology education on a regional and, potentially, a national scale. Thus, the study not only elevates the quality of education at the Federal University of Dutsinma but also sets a precedent for educational innovation and improvement across diverse academic institutions.
Scope of the Study
In the past tense, this study focused on the development and validation of a module for teaching and learning the skeletal system specifically tailored for biology education students at the Federal University Dutsinma. The scope encompasses the creation of instructional materials, testing their effectiveness, and obtaining feedback from both students and instructors to refine the module.
Operational Definition of Terms
To ensure clarity, the following terms are operationally defined:
Module: A structured and comprehensive set of instructional materials, including multimedia elements, designed for teaching and learning specific concepts related to the skeletal system.
Biology Education: The academic discipline that involves the study and teaching of biological concepts and principles, with a focus on preparing students to become educators in the field of biology.
Skeletal System: The anatomical framework of the body, consisting of bones, joints, and associated tissues, providing support, protection, and facilitating bodily functions.
Instructional Strategies: Various approaches and methods employed by educators to facilitate learning, including but not limited to lectures, discussions, and hands-on activities.
Validation: The process of systematically evaluating the effectiveness and relevance of the developed module through testing and assessment.
Curriculum: The overall structure and content of the educational program, including the specific subjects and topics covered in the biology education curriculum.
Effectiveness: The degree to which the developed module successfully achieves its intended learning outcomes and positively impacts students’ understanding of the skeletal system.
Usability: The extent to which the module is user-friendly, accessible, and practical for both instructors and students in the teaching and learning process.
References
- Nwagbo, C. (2021). The relative efficacy of guided inquiry and expository method on the achievement in biology of students of different levels of scientific literacy. STAN, 36(1 & 2), 43-51.
- Obe, E. D. (2018). An appraisal of continuous assessment and national education in Nigerian schools. Lagos: University of Lagos Press.
- Ochonogor, E. C. and Ajaja, O. P. (2023). Teaching methods. A multi-disciplinary approval. Lagos: Oludare Obielum Printing Enterprise.
- Ogunniyi, M. B., Okebukola, P.A.O., & Fafunwa, B. (2020). Primary school science and methods associateship certificate. In Education Series. Ibadan: Heinemann Educational Books Plc.
- Robson, C. (2020). Real World Research (7th.). Oxford: Blackwell.
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