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INTERACTION EFFECT OF TWO INSTRUCTIONAL STRATEGIES AND MENTAL ABILITY ON STUDENTS’ ACHIEVEMENT IN ABSTRACT CONCEPTS IN BIOLOGY
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:
Understanding abstract concepts in biology can be challenging for students, and effective instructional strategies are crucial for promoting their achievement in this area. This study aims to investigate the interaction effect of two instructional strategies and students’ mental ability on their achievement in abstract concepts in biology.
The two instructional strategies under consideration are:
Concept Mapping: This strategy involves visually organizing and connecting key concepts and their relationships. It helps students to construct meaningful connections and understand the hierarchical structure of abstract concepts.
Inquiry-Based Learning: This strategy encourages active engagement and critical thinking through hands-on exploration and investigation. It promotes students’ curiosity, problem-solving skills, and conceptual understanding.
Mental ability refers to cognitive capacities, such as reasoning, memory, and processing speed, which influence students’ learning and comprehension abilities.
The study will be conducted with a sample of biology students from secondary schools. The participants will be randomly assigned to different instructional strategy groups (concept mapping, inquiry-based learning) and categorized based on their mental ability levels (high, medium, low).
Quantitative data will be collected through pre- and post-tests to measure students’ achievement in abstract concepts. Additionally, qualitative data will be collected through interviews and observations to gain insights into students’ perceptions and experiences with different instructional strategies.
The findings of this study will provide valuable insights into the effectiveness of different instructional strategies and their interaction with students’ mental ability in promoting achievement in abstract concepts in biology. The results will inform educators and curriculum developers about the most effective approaches to enhance students’ understanding of abstract biological concepts, considering their individual cognitive abilities.
Keywords: abstract concepts, biology education, instructional strategies, concept mapping, inquiry-based learning, mental ability, achievement.
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