ABSTRACT
The study investigated the effect of reflective inquiry instructional technique on students’ achievement in Environmental Related contents of senior secondary school Geography in Kolga Education Zone, Bayelsa State of Nigeria. The study adopted quasi experimental design. Specifically, the pretest posttest non-equivalent group design was employed. The population of the study consisted of all the 1,820 senior secondary school two (SS II) students who offer Geography in the 14 co-educational public secondary schools in Kolga Education Zone. Four (4) co-educational schools were drawn out of the fourteen schools.A sample size of 160 SS II Geography students were drawn out of the four (4) co-educational schools through simple random sampling technique. The instrument used for data collection was Environmental Related Contents Achievement Test in Geography(ERCATG). The instrument was validated by three experts. The reliability index of the ERCATG instrument was established usingKudder-Richardson (K-R20) method of internal estimate whichgave an overall reliability index of 0.66. Three research questions guided the study and five null hypotheses were also formulated to guide the study. Mean and standard deviation were used in answering the research questions while the null hypotheses were tested at 0.05 level of significance using analysis of covariance (ANCOVA). Findings from the study revealed that students taught Environmental Related contents with reflective inquiry instructional technique achieved better than those taught with the conventional lecture method. The results also showed that there was no significant difference between the mean achievement scores of male and female students taught Environmental Related contents using reflective inquiry instructional technique. Therewere no interaction effects of instructional technique and gender on students’ achievement in Environmental Related contents of Geography. The study found out that school location either in rural or urban area does not in any way affect the mean achievement scores of students in Environmental Related contents of Geography. Results also revealed that there was no significant interaction effect of instructional technique and location on students’ achievement in Environmental Related contents of Geography. It was therefore recommended that the Geography curriculum planners should carry out a review of the senior secondary school Geography curriculum with a view to incorporatingReflective Inquiry Instructional Technique (RIIT) in order to ensure effective teaching and learning of Environmental Related contents of Geography. That Government should organize periodic workshops, conferences and seminars with a view to training and retrainingGeography teachers on the use of Reflective Inquiry Instructional Technique (RIIT) for effective teaching and learning of Environmental Related contents through the Geography curriculum.
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CHAPTER ONE
INTRODUCTION
Background of the Study
Manyenvironmental problems or challenges that face humanity are as a result of human activities.These activities occur as humans realized the need to struggle to improve the lot of life and living standards through science and technology. These human actions, according to Ogueri (2004) include over-exploitation, deforestation, mining, the release of harmfulgases into atmospheresuch as sulfur dioxide (S0 ), methane (CH ),
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chlorofluorocarbons (CFCs), the hydroxyl radical (OH), and carbon dioxide (C0 ).Other
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sources of environmental problems include natural hazards such as flooding, earthquake and volcanic eruptions (Ezeudu, 2003). These have created unfavorable environmental conditions for living things and have only contributed in weighing down the environment and thereby have resultedto many environmental issues or challenges (Collins &Ertel,
2012).However,these issuessuch asglobal warming, ozone layer depletion, pollution and over-population have provided the necessary justification for human to consciously protect and conserve the environment and the resources in it.
Thus, in line with the need for environmental protection and management, the National Open University of Nigeria (NOUN, 2006) defines environment as a set of natural resources for man’s prudent use. In the view of Nwosu, Uju, Nweze, Nwadinigwe, Abu and Njokuocha (2011), environment means the sum total of all the external conditions affecting the life of an organism or group of organisms. It is made up of all the physical (non-living or abiotic) and biological (living or biotic) factors. However, the environment has lost its aesthetic quality and original make-up due to human mad rush on natural resources. This is
detrimental to humans and has posed great threat to life’s existence on earth (NOUN, 2006).
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In line with the above statement,Ngwoke (2011) warns that the environment is man’s first right and so the absence of a safe environment makes it impossible for man to fight for other rights whether they are economic, social or political. This therefore calls for prompt intervention and action on the part of humans to consciously engage in practices that promote and encourage environmental conservation and sustainability. It is therefore necessarytocreate awareness about the environment and the associated challenges through education.
Education, according to Chukwu (2011) is the transmission of what is worthwhile from generation to generation. It is a process of assisting learners to acquire knowledge, skills and acceptable attitudes and moral behaviours that would make them to become responsible citizens in society. It is also seen as a process of inculcating certain knowledge, attitudes, values, skills and experiences of certain domain to a person or group of persons (Ezeudu,
2003). Hence, such education is required to promote effective teaching and learning of Environmental Related (ER) contents which according to Ezeudu are also referred to as Environmental Education (EE) contents.
Environmental Education (EE) is a programme of education that aims at helping students to acquire physical and mental skills as well asattitudes,values and interest required for environmental protection and repair (Nwagu, 2001). Thus, the teaching and learning of Environmental Related contents orEE increases people’s knowledge and awareness about the environment and the associated challenges. It helps learners to develop needed skills and expertise to address the challenges and fosters attitudes, motivations and commitments to make informed decisions in order to take responsible actions (UNESCO, as cited by Dare,
2013). Environmental Education (EE) is also seen as education from the environment, for the environment and about the environment. Education from the environment implies a situation
where the environment is seen as a medium for the education of human perception and
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understanding (Abul, 2007). Hence, the health of the environment is improved through the study of topical environmental issues such as acid rain, flooding, excessive rise in global temperature, ozone layer depletion and pollution (Ogueri, 2004). Thus, in order to create more awareness about the above environmental issues or challenges,Igbogoro (2008) advised that EE sensitization and awareness programs in schools should emphasis on the teaching of environmental education contents through an integrated core curriculum where EE contents (Environmental Related contents) should be taught through different independent subjects such as Geography, Biology, Agricultural science and integrated science. This thereforeis the reason why Environmental Related (ER) contents should be taught through the secondary school Geography.
Geography is a science of spatial relationship which focuses attention mainly on the interactions between man and his environment. It is a science of synthesis which seeks to understand a given area in terms of the total integration of various phenomena which characterize it (Abul, 2007). Geography is undisputedly an environmental science that studies all systems of the environment. It is also seen as a subject whose practical and intellectual values have become widely applicable to many spheres of life and thereby contributes to national and international development. Geography is distinguished from other branches of study mainly because of its ability in taking a holistic approach in the study of phenomena and not in terms of a single issue (Obeka, 2007). Therefore, geography alone has no unique claim to environmental competence since it draws attention on the spatial relationship between phenomena in relation to space and time. It is therefore appropriate to teach Environmental Related (ER) contents which are also referred to as Environmental Education (EE) contents through the secondary school geography. In addition, Ezeudu (2003) confirms that Geography is closely related to Environmental Education since many of the concerns of
EE coincide closely with those of Geography. Specifically,Ezeudu asserts that most
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environmental problems have a spatial dimension and it is this that makes the geographical perspective so important in Environment related issues.
Hence, the objectives of geography according to Aman (2012) include: to enable students develop interest in both physical and cultural environment as a place and home of humans and thus broaden their outlook; to enable students gain an understanding of how the environment and climatic factors influence our lives; to develop in students an understanding of the basic concepts, principles and theories relating to geographical and environmental phenomena and finally, to help students develop a sense of responsibility towards the environment.
Similarly, the objectives of EE which closely coincide with those of geography were listed by Dare (2013) to include:
– Awareness: to develop and increase awareness about the environment and the associated challenges,
– Knowledge: to help students gain adequate knowledge and understanding of the total environment,
– Attitude; to help learners develop values, strong feelings and concern for the environment which will motivate them to actively participate in environmental protection and improvement,
– Skills: to assist students acquire the necessary skills for working towards the solution of environmental problems,
– Participation: to enable students to actively participate in activities that lead to the resolution of environmental challenges.
Thus, achieving the above lofty objectives of EE calls foran urgent need to consciously engage in practices that promote environmental or resource conservation. Hence, in an effort
to actualizing the above need or dreams, several sensitization efforts and programmes were
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initiated at global levels by United Nations Organization (UNO) which manifested in form of international conferences, workshops and inter-government meetings aimed at addressing environmental issues such as environmental degradation, global warming, the need to cut down pollution rates and as well encourage sustainable development (Ogueri, 2004). In line with the above statement, Abul (2007) stated that at these international conferences and inter- governmental meetings, the teaching and learning of EE components also known as Environmental Related contents were emphasized.
Similarly in Nigeria, awareness on the need for EEincreased in 1988 following the dumping of toxic wastes in Koko village of former Bendel State (National Open University of Nigeria, 2006). Pointing to that incident, Ezeudu (2003) clearly stated that the Koko toxic waste incident served as an eye opener to Nigerians and thereby prompted the Nigerian government to act in different dimensions to purposely and consciously conserve and secure natural resources even for generations yet unborn. This led to the promulgation of environmental protection decrees and laws such as: Federal Environmental Protection Agency (FEPA) decree No. 58 of 1988,Endangered Species Act Cap. 108 LFN
1990,Minerals Act 1958 Cap. LFN 1990, Harmful waste decrees No. 42 of 1988, Factory decree No. 16 of 1987 and Natural resources conservation decree No. 50 of 1989 (Zephaniah,
2012). Hence, the teaching and learning ofEnvironmental Issues or contents was given top priorityin order to equip people with the required knowledge and skills for environmental protection and management (Olusanya, 2007). In addition Igbogoro (2008) explained that the Koko waste incident made the Nigerian government to emphasize more on the teaching and learning of environmental issues or topics at the primary, secondary and tertiary levels of education.
Thus, in recognition of the importanceplaced on the teaching and learning of
Environmental Issues or contents at all levels of education, UNESCO (2001) recommended a
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multi-disciplinary approachto environmental related issues or topics whichis capable of enabling students of various disciplines to achieve a life-long education for the environment. The report further stressed on the importance of acquisition of life-skills for the improvement, quality, and health of the environment for sustainable development.
Thus, stressing on the need for a proactive problem solving and learner centered methods which would facilitate the acquisition of life-skills in learners, Ezeudu (2003) clearly pointed out that Environmental Education (or the teaching and learning of Environmental Related contents) should not be theoretical but rather practical, action packed, problem oriented and issues based. Hence,Ezeudu, maintains that the environmental educator who teaches Environmental Related contents should as such create avenue for the students to observe, ask questions, collect and collate data, analyze data, pass value judgment and as well participate actively in the classroom.
In line with the above statement, Ezeudu (2003), Emesini (2011), Anyima (2011) and Mason (2012) recommended the following methods for effective delivery/teaching and learning: Fieldwork, problem solving method, constructivist based method, inquiry method, simulation and games, computer assisted instructions (CAI), scaffolding, reflective inquiry instructional technique and demonstration method. In spite of the above recommended modern methods for effective teaching and learning of Environmental Related contents in Geography, geography teachers still resort to using the conventional lecture method (chalk- talk method) in teaching the subject at secondary school level (Abul, 2007).
Lecture method is viewed as a one way flow of communication from the teacher to the students. It is a teacher centered or teacher dominated approach. As such, most of the talking is done by the teacher while students remain as passive listeners, taking down notes. However, in most cases it is only the brilliant ones that benefit from such lectures while the
majority of students do not understand what is been taught. Students are mere passive
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listeners (Nworgu, 2009). Another notable disadvantage in the use of lecture method in the teaching and learning of Environmental Related contents of secondary school geography is its ineffectiveness in developing the desired manipulative motor-skills and skills of the affective domain in students. It does not encourage acquisition of life-skills for problem solving in real life situation (UNESCO, 2001). In addition,Asogwa and Echemazu (2011) maintained that the old method, conventional as it is, appears to reduce and kill students’ interest and attitudes towards learning and thereby results to poor achievement.
Thus, the noticeable ineffectiveness of the lecture method has made it inappropriate to be used alone in teaching Environmental Related contents of senior secondary school Geography. In this light, Igbogoro (2008) and Abul (2007) confirmed that students’ poor achievement in Environmental Related contents of secondary school Geography is as a result of the inappropriate teaching methods used by geography teachers at secondary schools. In view of this, there is therefore need for a more innovative approach to the teaching and learning of Environmental Related contents ofGeography. Thus, Ogbuanya and Owodunni (2013) suggested that teachers should adopt the use of innovative problem solvingmethods (such as reflective inquiry instructional technique) to enhance effective teaching and learning. According to Navaneedhan (2007), the use of such learner centered methodscreate opportunities for learners to actively participate through observation, questioning, collect and analyze data, pass value judgments, make informed decisions, and make inference based on their (students) own findings. This therefore drives home the need to critically examine the effect of reflective inquiry instructional technique on students’ achievement in Environmental Related contents of senior secondary school Geography.
However, it is notable that any educational venture or programme that creates room for students to observe, ask questions, and actively participate in the teaching learning
process is under the umbrella of reflective inquiry instructional technique since it offers
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students such opportunities (Anyima, 2011). Hence, the teaching and learning of Environmental Related contents of secondary school Geography requires the use of an innovative method such as reflective inquiry instructional technique.
Reflective inquiry is seen as a broad based instructional technique that affords learners the opportunity to think critically, discuss and share their wealth of knowledge and experiences (both past and present) together in small groups on a particular subject matter (Anyima, 2011).Anyima further asserts that reflective inquiry technique is an innovative trend that incorporates a blend of scaffolded learning, inquiry and critical thinking skills, questioning skills, discussion, and collaborative learning in order to promote effective teaching and learning. It is therefore seen not as a one way technique. Reflective inquiry is learner centered as it engages learners in series of questioning and thinking processes which makes learners construct knowledge within and among themselves without necessarily relying on the teacher for everything. Reflective inquiry is a pedagogy by which inquiry thinking is nurtured. It is a technique that allows students to consider how they know, the way they learn and become more aware of themselves as knowledge constructors and knowers (Lyons, 2010). Reflective inquiry instructional technique is also seen as an inquiry approach and a constructivist approach to teaching that emphasizes on student’s active learning and creative problem solving (Eastern Mennonite University [EMU], 2013). Reflective inquiry is a continuous learning process that encourages life-long learning. It motivates and sustains students’ interests in learning and as well facilitates long time retention and transfer of learning in real life situation (Navaneedhan, 2007). Thus,Ogbuanya and Owodunni(2013) reported that reflective inquiry instructional technique is a learner centred method that significantly improves students’ academic achievement.
Achievement is a result gained by effort. It is a great or heroic deed. Achievement is the act of accomplishing or finishing. According to Pandey (2008), academic achievement is
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the performance of the students in the subjects they study in the school. It is directly related to students’ growth and development of knowledge in educational situation where teaching and learning take place. ToUsman (2000), academic achievement is the measure of students’ learning acquisition of certain skills at the end of teaching and learning activities. As observed by Devis and Mayuri (2003), academic achievement is excellence in all academic disciplines, in classes as well as in extracurricular activities.However, students’ academic achievement can be affected by many variables such as teaching method, gender, and school locationamong other things.
Although there is a general agreement that students’ poor achievement in Environmental Related (ER)contents of secondary school Geography is attributable to the Geography teachers in their selection and use of inappropriate methods, it is likely that some intervening variables such as gender and school location can also have much influence on the effectiveness of teaching methods and learning outcomes specifically in Environmental Related contents of senior secondary school Geography.
Thus,gender refers to the social attributes associated with one’s feelings of beinga male or female. Gender denotes one’s subjective feelings of maleness and femaleness irrespective of one’s sex. It is generally classified into masculine or feminine and concerned with the attitudes that describe males and females in the socio-cultural context. Thus, gender is a sociological concept referring to the roles each sex is assigned by society and plays within (Ezeh, 2013). As such, whileAbul(2007) and Peter &Anoh (2011)revealed that boys achieved better than girls in some school subjects such as Geographyand integrated science, Negedu (2008), Thomas(2011) and Ukozor(2011) found that girls achieve better in integrated science, mathematics and physics. On the basis of these contradicting findings therefore,
thiswas one of the gaps this work attempted to fill.Specificallythe study ascertained whether
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gender can influencestudents’ achievement in Environmental Relatedcontents of senior secondary school Geography if exposed to reflective inquiry instructional technique.
Another key variable in this context is school location. According to Orji (2013), schoollocationrefers to rural and urban schools. Rural schools, according to Orji, are those schools in the villages or semi-urban while urban schools are those schools in municipalities or within the towns. However, location of students in either rural or urban setting has posed intense debate among researchers in recent times. Precisely, whileAnyima (2011), Frederick (2011), Onah (2011) and Owoeye and Yara (2011)revealed that there is significant difference between academic achievement of students in rural and urban areas in public examinations,Chinedu (2008) andOnuoha (2010)argued that there is no significant difference between students’ academic achievement in rural and urban areas. On the basis of these conflicting findings on the possible interactive influence of location on students’ academic achievement, the present study therefore attemptedto ascertain whether students’ achievement in EnvironmentalRelated contents of Geography can be influenced by school location. Statement of the Problem
It is obvious that students’ poor achievement in Environmental Related contents of
secondary school Geography is attributable to many factors such as gender, school location and the use of inappropriate teaching method. Specifically, it has been noticed that one’s subjective feelings of being a male or female contributes greatly in influencing his/her (students’) academic achievement. Thus gender is one of the major intervening variables suspected to have also influenced students’ academic achievement in Environmental Related contents of Geography. On the other hand, school location either at rural or urban area is been suspected to have greatly influenced students’ academic achievement because school location may or may not have a significant influence on students’ academic achievement. Hence,
school location is another key intervening variable that is suspected to have also influenced
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students’ academic achievement in Environmental Related contents of Geography. In addition, the teaching of Environmental Related contents of senior secondary school Geography just like other subjects, is been done with the use of the conventional lecture method. This is a situation where the teacher engages the students in continuous verbal instructions on what he/she (teacher) feels they (students) should know. The use of this method therefore, has been suspected to have killed and reduced students’ interests and has contributed to students’ poor achievement in examination results at the secondary school level. Thus, the lecture method is suspected to be inappropriate for the teachingof Environmental Related contents of senior secondary school Geography since the subject is issues based and likely motivate and challenge students to be actively involved in teaching- learning activities. Therefore, thesereasons justify the present attempt in this study to use the reflective inquiry instructional technique in the teaching and learning of Environmental Related contents of senior secondary school Geography.
Hence, the problem of this study therefore, put in question form is: What is the effect of reflective inquiry instructional technique on students’ academic achievement in Environmental Related contents of senior secondary school Geography? This study also sought to ascertain whether students’ academic achievement can in any way be influenced by factors of gender and location.
Purpose of the Study
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The main purpose of the study was to determine the effect of reflective inquiry instructional technique on students’ academic achievement in Environmental Related contents of senior secondary school Geography. Specifically, the study determined:
1. The effect of reflective inquiry instructional technique on students’ achievement in
Environmental Related contents of Geography.
2. The influence of gender on academic achievement of students in Environmental
Related contents of Geography.
3. The influence of school location on academic achievement of students in
Environmental Related contents of Geography.
4. Interaction effect of instructional technique and gender on students’ achievement in
Environmental Related contents of Geography.
5. Interaction effect of location and instructional technique on students’ achievement in
Environmental Related contents of senior secondary school Geography.
Significance of the Study
This study had both practical and theoretical significance. Theoretically, this work canbe used to support Piaget’s Cognitive Development Theory, Socio-constructivist Theory and Ausubel’s Theory of Meaningful Learning.
Specifically, this work couldbe used to support Piaget’s Cognitive Development Theory because cognitive development theory maintains that cognitive development occurs as learner(s) creatively interact with their environment continually, adapt and build their sense of reality by exploring their environment. The theory recognizes the role of the student as a self-regulated active learner who is intrinsically motivated to learning by exploring the environment. This of course, was the main stay of this work as reflective inquiry instructional
technique was expected to improve students’ achievement in Environmental Related contents
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of Geography by promoting students’ active learning through use of questions which helped students to explore their environment for purposeful learning.
Again, the Socio-constructivist Theory by Vygotsky was particularly important since it emphasizes on learners mastery of new approaches of learning and gaining knowledge through interaction with others. It advocates for assisted learning also referred to as scaffolding, enhanced through social interactions. This of course, was the main stay of this work as reflective inquiry instructional technique was expected to improve students’ achievement in Environmental Relate contents of Geography by promoting students’ active learning through group discussions, questioning and scaffolding approaches which usually encourage social interactions.
Finally, this work couldbe used to support Ausubel’s Theory of Meaningful Learning because this theory maintains that the use of advance organizers increases recall and helps learner(s) to connect and reconcile already existing knowledge (or learner’s prior existing cognitive structure) to the new experience which leads to meaningful learning and retention. This of course, was the main stay of this work as reflective inquiry instructional technique was expected to improve students’ achievement in Environmental Related contents of Geography by promoting students’ active learning through critical thinking, and use of advance organizers which enhance recall and remembering processes.
Practically, the findings of this research work would be beneficial to students, teachers, curriculum planners and future researchers.
This findings of this study could be of great benefit to students because reflective inquiry instructional technique is an innovative instructional method that is issues based and problem oriented. It is a learner centered method and as such, students have the opportunity to observe, collect and analyze spatial data, and as well carry out experimentations. Reflective
inquiry technique allows room for students group discussions where individual students have
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ample chance to air his/her own views, ask questions and learn meaningfully. The technique encourages students to participate actively in the teaching learning activity. Hence, students learn practically by exploring environment/phenomenon; asking probing questions and construct knowledge meaningfully, acquire skills necessary for problem solving and decision making, develop attitudes and values that promote resources conservation and sustainable development. Through the findings of this study, students would begin to have a better understanding of Environmental Related contents of senior secondary school geography and see it as a subject that one can pass without struggle. The findings also helped students to see the need to engage in reflective learning to gain self-confidence and get them prepared for meaningful learning.
The findings of this study wouldalso be ofgreat benefit to teachers in the sense that geography teachers could find it very easy to teach Environmental Related contents of geography by adopting and applying reflective inquiry instructional technique (RIIT) in the teaching–learning situations in geography classes. The RIIT requires teachers to act as moderators, one who guides the learning process by asking leading questions to bring out the main points or placing factual statements. As such, the teacher saves a lot of energy, talks little and at same time, becomes very effective in the teaching activity. Therefore, teachers of geography would see reasons to adopt the RIIT for effective teaching of Environmental Related contents of geography which was expected to bring about a significant improvement in the achievement of students at schools.
More so, this study would provide important information to curriculum planners of educational institutions in preparing geography teachers. They would see the need to incorporate RIIT into the curriculum for training and re-training of teachers for improvement in teacher effectiveness in the class. Finally, the workcould serve as a useful material to
anybody carrying out research on similar topic especially for literature review.
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Scope of the Study
This study was limited to determining the possible effect of reflective inquiry instructional technique on students’ academic achievement in Environmental Related contents of secondary school Geography in Government ownedco-educational secondary schools inKolga Education Zone ofBayelsa State. The choice of this zone was for convenience as it is the domicile zone of the researcher.Hence, the zone was preferred for ease of supervision of the experiment. This work was restricted to SS II students offering geography in the Education Zone mentioned above. The SS II students were used because they have already acquired background knowledge at their previous level or class and are more exposed than the SS I students. The content scope covered included: the concept of renewable and non-renewable resources, advantages and disadvantages of renewable and non-renewable resources, types and causes of environmental problems, effects of environmental problems and solutions to the problems, the meaning of environmental conservation, environmental conservation methods, and the importance of environmental conservation. The choice of the above content scope was appropriate since they formed part of the Environmental Related contents ofthe secondary school Geography curriculum. Research Questions
The following research questions guided the study:
1. What are the achievement scores of students taught Environmental Related contents of Geography using reflective inquiry instructional technique and those taught using conventional lecture method?
2. What are the mean achievement scores of male and female students taught
Environmental Relatedcontents using reflective inquiry instructional technique?
3. What are the mean achievement scores of urban and rural studentsin Environmental
Related contents of Geography?
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Research Hypotheses
The following null hypotheses were formulated to guide the study at 0.05 level of significance.
H01: There is no significant difference in the mean achievement scores of students taught with reflective instructional technique and those taught with conventional lecture method.
H02: There is no significant difference between the mean achievement scores of male and female students in Environmental Related contents of Geography.
H03: There is no significant difference in the mean achievement scores of rural and urban students in Environmental Related contents of Geography.
H04: There is no significant interaction effect of instructional technique and gender on students’ achievement in Environmental Related contents of Geography.
H05: There is no significant interaction effect of instructional technique and location on
students’ achievement in Environmental Related contents of Geography.
This material content is developed to serve as a GUIDE for students to conduct academic research
EFFECT OF REFLECTIVE INQUIRY INSTRUCTIONAL TECHNIQUE ON STUDENTS’ ACHIEVEMENT IN ENVIRONMENTAL RELATED CONTENTS IN SENIOR SECONDARY SCHOOL GEOGRAPHY
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