Pre-service Teacher Perception on the Impact of Simulation and Analogy on Student Achievement in the University of Agriculture, Makurdi
Abstract
This study was on pre-service teacher perception on the impact of simulation and analogy on students achievement in university of Agriculture makurdi. Four objectives were raised which included: To determine the impact of pre-service teacher perception on the impact of simulation on students achievement, to determine pre-service teacher perception on the impact of simulation based on gender, to determine pre-service teacher perception on the impact of analogy on students achievement and to determine pre-service teacher perception on the impact of analogy based gender. The total population for the study is 75 selected students of Unibversity of Agrticulture, Makurdi. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. The data collected were presented in tables and analyzed using simple percentages and frequencies. The study recommended that another recommendation is teachers must use a variety of methods to teach Science. If one strategy fails, he or she should try a different one. In other words, when it comes to teaching Science, teachers should be eclectic. One aspect teacher always keep in mind is that students’ growth does not happen overnight. Teachers must be patient, and students will progressively improve their performance.
Chapter one
Introduction
Background of the study
The primary aim of any educational enterprise is to equip learners with skills, knowledge, competencies and attitudes that can make them function effectively in the society. Thus, education is a powerful tool use to develop desirable habits, skills and attitudes through the shaping of behaviour of individuals for adequate adjustment in the society (Chauhan, 1994). Considering this, quality education becomes an essential factor in realising these desired aims of education of every nation. Hence, the role of teachers is a crucial factor in determining whether or not these desired educational aims and objectives are to be achieved. This suggests that for quality education to be achieved, Nigeria should have professionally trained teachers who are physically and psychologically sound, and possess quality knowledge, skills and attitudes. For this reason, Ibrahim and Ibrahim (2014) are of opinion that “the teaching profession should be for those who are intellectually competent, effective and efficient decision-makers, creators of warm classroom environment, seekers of alternative strategies, and possessors of professional interest and pride” (p. 88). This makes teachers become the centre of attraction in the educational system of every nation.
Pre-service teachers are students who are undergoing teaching training in educational training institutions, on whom the academic success of a nation’s next generation depends. Therefore training institutions like University of Agriculture, Makurdi have a daunting task of training quality teachers who will be able to implement the curricula to achieve its intended outcomes. Teacher education institutions generally expose their students to a teacher preparation curriculum made up of four key components: (1) liberal or general studies, (2) specialised subject-field or content studies, and (3) professional and pedagogical studies, and integrative studies (Cruickshank, 1996).
In seeking how to tap the great potentials of play-simulations and analogous teaching in delivering lessons and at the same time undermine their possible individual weaknesses, the researcher combined both strategies and evolved an integrated method: simulations and Teaching with Analogy – STWA. This is with the hope that their combined effects will reduce, if not totally eliminate their individual weaknesses and thereby lead to even greater effectiveness as a lesson delivery strategy. The absence of any research reports in literature of the effects of such an integrated method on achievement among students is a strong drive on the part of the researcher to carry out this study.
Despite all the teaching strategy by teachers, students consistently perform poorly in in their various subjects in external examinations such as the West African Examinations Council (WAEC). This poor achievement may be attributed to the lecture method adopted by teachers. The lecture method is a teacher-centred approach to teaching and learning in which the teacher is seen as an authority, dispensing knowledge to students who contribute little or nothing to the instruction (Agboghoroma, 2019). However, the lecture method has been criticized by Adegoke (2012) who posited that only hardworking students can benefit from it. Not only that students are passively involved in the teaching- learning process with the use of the lecture method, the individual needs of the students are not catered for. These calls for other teaching methods such as simulation and analogy teaching strategies (STWA) that can be applied for teaching.
Play, as an innate characteristic of all life is an active learning tool, especially for children and young adults. Being devoid of all rules and regulations, it enables the learner to be free in the learning process without stress. Simulations help the learner to understand complex systems in simplified, risk-free set ups. Play-simulations, and basically in the sense of “Creative Drama” (Bracha, 2017) create an enabling environment or medium through which knowledge is transferred from the familiar to the unfamiliar analogical process. This may be why Onwukwe (2009) listed it as a major component of what he termed “Art in-science technique” any planned use of an art form in communicating science. Art-in-Science Technique, as a teaching tool, aims at helping science students have insight in how science and scientists work, enjoy science lesson and engender creativity among teachers and learners of science. The researcher therefore, planned to implement this combined strategy of simulations and Teaching With Analogy STWA, by using a theatre presentation of a drama book titled “Courtroom of Crazy Elements” (Onwukwe,2009) The book is one in a series for “Teaching and Learning Science through Plays”, specifically prepared for students achievement. Since analogies will be drawn from one source, the play, digression will be checked on the part of the teacher. The fun and relaxation inherent in the play together with the experience of ease in acquisition of new and relevant knowledge, it is hoped, fear will be transformed to faith among the students as they reach their goals . The T-W-A model itself has inbuilt checks to eliminate confusion and unplanned use of analogies because the analogies will be written out ahead of time
Statement of the problem
Teaching practice provided to pre-service teachers is to equip them with skills and competencies required in the teaching profession. This was supported by Akbar (2002) who contended that training provided to potential teachers is to develop in them desirable professional skills, interest and attitude relative to the teaching profession. Akbar further pointed out that it is also to develop in them understanding of educational principles and their implication for learning. Since introduction of teaching practice into the education programme in University of Agriculture, Makurdi, it seems no empirical study had been conducted to find out how the pre-service teachers perceive teaching practice especially simulation and analogy on students achievement. It is in light of this, that a study to assess the issues relating to teaching practice perception on simulation and analog on students academic achievement by pre-service teachers was deemed appropriate.
The lecture method commonly used in Nigeria secondary schools do not cater for the different learning needs manifested by students. The teachers are more focused on fulfilling the need of the curriculum or covering the scheme of work for each term than ensuring that students learn effectively. The lack of attention to the students’ academic needs in the process of learning may have accounted for the continuous decline in students’ achievement. Therefore, there is need to try alternative teaching methods such as simulations and teaching with analogy (STWA). These strategies not only takes into consideration the academic needs of students, but it equally ensures that both male and female students learn at their own pace. Thus, the major problem which this study seeks to address is: Will play-simulations and teaching with analogy (STWA), lead students to achieve better than the traditional lecture method? becomes the focus of the study
The lecture method commonly used in Nigeria secondary schools do not cater for the different learning needs manifested by students. The teachers are more focused on fulfilling the need of the curriculum or covering the scheme of work for each term than ensuring that students learn effectively. The lack of attention to the students’ academic achievement needs in the process of learning may have accounted for the continuous decline in students’ academic achievement. Therefore, there is need to try alternative teaching methods such as simulations and teaching with analogy (STWA). These strategies not only takes into consideration the academic needs of students, but it equally ensures that both male and female students learn at their own pace. Thus, the major problem which this study seeks to address is: Will simulations and teaching with analogy (STWA), lead students to achieve better than the traditional lecture method? becomes the focus of the study
Objective of the study
The aim of the study is to investigate pre-service teacher perception on the impact of simulation and analogy on students achievement in university of Agriculture makurdi. The specific objectives are;
- To determine the impact of pre-service teacher perception on the impact of simulation on students achievement.
- To determine pre-service teacher perception on the impact of simulation based on gender.
- To determine pre-service teacher perception on the impact of analogy on students achievement
- To determine pre-service teacher perception on the impact of analogy based gender
Research Question
The following research question are formualted to guide the study;
- What is the impact of pre-service teacher perception on the impact of simulation on students achievement?
- What is the pre-service teacher perception on the impact of simulation based on gender?
- What is the pre-service teacher perception on the impact of analogy on students achievement?
- What is the pre-service teacher perception on the impact of analog based gender?
Research Hypotheses
The following reearch null hypotheses are formulated to guide the study;
H1: There is no impact of pre-service teacher perception on the impact of simulation on students achievement
H2: There is no pre-service teacher perception on the impact of simulation based on gender
H3: There is no pre-service teacher perception on the impact of analogy on students achievement
H4: There is no pre-service teacher perception on the impact of analog based gender
Significance of the study
The study will be very significant to students, lecturers, ministry of education and the policy makers. The study will give a clear insight on the pre-service teacher perception on the impact of simulation and analogy on students achievement in university of Agriculture makurdi. Students will benefit from the study if is proved that simulations and Teaching-With-Analogy as a model of instructions lead to higher achievement in school. They will learn to spend quality time in studies even while enjoying science drama. By so doing, the students will also learn to generate their own analogies, thereby deepening their knowledge of science. The study will also serve as reference to other researcher that will embark on the relatedx topic
Scope of the study
The scope of the study covers the pre-service teacher perception on the impact of simulation and analogy on students achievement. The study will be limited to University of Agriculture in Makurdi, Benue state
Limitation of the study
Time and other Resource constraints – The short time and unavailability of enough funds to support an exhaustive study may not allow for an investigation of all the other higher institution in Benue state and thus the study was limited to the University of Agriculture in Makurdi. This, however, gave a fair representation of the entire country. These limitations were militated by use of an appropriate sampling technique to select the sample size.
Analytical methods to be used – This was also foreseen as a limitation due to the technicality of the data analysis tools such as the Statistical Package for Social Sciences (SPSS). The services of an expert were sought to assist in the use of this computer program.
Lack of cooperation – The researcher had expected respondents not to respond to the questions from the questionnaire due of divulging information that may put their jobs at risk. The management may also fear that the employees may expose some of their weaknesses by responding to the questionnaires. The researcher overcame this limitation by providing a cover letter that assured the respondents that the information given would be treated with utmost confidentiality and used for research purposes only.
Definition of terms
Simulation: A simulation is a model that mimics the operation of an existing or proposed system, providing evidence for decision-making by being able to test different scenarios or process changes
Analog: something that is similar or comparable to something else either in general or in some specific detail
Pre service teacher: Pre-service teacher education is the education and training provided to student teachers before they have undertaken any teaching. In contrast, in-service teacher education provides learning opportunities for practicing teachers
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