EFFECT OF GENDER AND DEPARTMENT ON THE DRAWING AND OBSERVATIONAL SKILLS OF SECONDARY SCHOOL STUDENTS IN BIOLOGY

EFFECT OF GENDER AND DEPARTMENT ON THE DRAWING AND OBSERVATIONAL SKILLS OF SECONDARY SCHOOL STUDENTS IN BIOLOGY

CHAPTER ONE

INTRODUCTION

Background of the Study

 Science is a great enterprise in which nations depend on, in-order to advance technologically.  Science therefore, is receiving much emphasis in education because of its significance and relevance to life and society. Opinions have differed significantly as to the exact meaning of science.  Okeke (2007) asserted that there is no specific definition of science and so, viewed science as a systematic process of obtaining testable and verifiable knowledge about nature and natural occurrences, utilizing careful observation and experimentation. Science is basically concerned with answering questions about how the universe works (Ige, 2001). Therefore, from science flowed a stream of knowledge, skills and inventions for the improvement of human life.   Ali (1998) stated that science is both process and product derived from experimentation. This means that science involves doing experimental and laboratory-oriented work. Broadly speaking, Science is made up of practical and theoretical aspects. While the practical aspect is activity loaded, the theoretical aspect emphasizes content exposition using the “chalk and talk” method, thereby presenting the lesson in abstraction to the students.

Biology is a branch of science that deals with the study of living things. Odigie (2001) explained that biology is the prerequisite subject for many fields of learning that contributes immensely to the technological growth of the nation. This includes medicine, forestry, agriculture, biotechnology and nursing. It is taught in senior secondary school as provided in group A, (as one of the core subjects) of the National Policy on Education. The study of Biology in senior secondary school can equip students with useful concepts, principles and theories that will enable them face the challenges before and after graduation. This is in line with the broad goals of secondary education which is to prepare individuals for useful living within the society (Federal Republic of Nigeria (FRN), 2004).                    

            Nwagbo (2008: 41) maintained that:

“Biology as a science subject is a practical course. Being concerned with the study of life, the entire environment which life exists, can serve as its laboratory while the entire living organisms (biotic) and the non-living (abiotic) components of the environment serve as its resources. The use of practical activities (approach) to the teaching of biological concepts should therefore be a rule rather than an option to biology teachers, if we hope to produce students that would be able to acquire the necessary knowledge, skills and competence needed to meet the scientific and technological demands of the nation”.

            According to Ali (2008), practical activities can be defined as the various technical work components, systematically carried out with the ultimate intention of creating a product or explaining scientific phenomena. Examples are: carrying out operations such as sorting of specimens, dissection of specimen and observation of growth rate, food testing and experimenting with chemicals. Practical activities in biology provide opportunities for students to actually do science as opposed to learning about science. Practical activities therefore, are the backbone of biology teaching and learning. 

                         Nzewi (2008) asserted that practical activities (approach) can be regarded as a strategy that could be adopted to make the task of a teacher (teaching) more real to the students as opposed to abstract or theoretical presentation of facts, principles and concepts of subject matters. Nzewi (2008) maintained that practical activities (approach) should engage the students in hands-on, mind-on activities, using varieties of instructional materials/equipment to drive the lesson home.