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EFFECT OF THE TASK HIERARCHY ANALYSIS MODEL OF INSTRUCTION ON THE BIOLOGY STUDENTS’ PERFORMANCE AND ATTITUDES IN OSUN STATE
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
The purpose of this study was to investigate the effect of the Task Hierarchy Analysis Model of Instruction (THAMI) on the performance and attitudes of biology students in Osun State, Nigeria. The THAMI is a teaching approach that emphasizes the systematic breakdown of complex tasks into manageable subtasks, enabling students to develop a deeper understanding of the subject matter.
A quasi-experimental research design was employed, with a sample of biology students from selected secondary schools in Osun State. The participants were divided into two groups: the experimental group, which received instruction using the THAMI, and the control group, which received traditional instruction. Pre-test and post-test measures of performance and attitudes were administered to both groups to assess the impact of the instructional approach.
The findings of the study indicated that students who received instruction using the THAMI demonstrated significantly higher performance scores compared to those who received traditional instruction. The THAMI facilitated a more systematic and structured approach to learning, enabling students to break down complex biological concepts and processes into smaller, more manageable components. This approach enhanced students’ comprehension, retention, and application of knowledge, resulting in improved academic performance.
Furthermore, the THAMI had a positive impact on students’ attitudes towards biology. Students in the experimental group reported increased interest, motivation, and confidence in their ability to learn and understand biology concepts. The instructional approach fostered a sense of autonomy and ownership of learning, as students were actively involved in the process of task analysis and problem-solving.
These findings suggest that the Task Hierarchy Analysis Model of Instruction can be an effective pedagogical approach for biology education in Osun State. By providing a structured framework for learning, the THAMI enhances students’ performance and attitudes towards the subject. Incorporating the THAMI into biology instruction has the potential to improve the overall quality of science education and contribute to the development of scientifically literate citizens.
Keywords: Task Hierarchy Analysis Model of Instruction, THAMI, biology education, performance, attitudes, Osun State, Nigeria.
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