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首页> 外文期刊>Journal of Education and Practice >The Implementation of Action Research for the Improvement of Biology Teaching and Learning in Senior Secondary Schools in Nigeria
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The Implementation of Action Research for the Improvement of Biology Teaching and Learning in Senior Secondary Schools in Nigeria

机译：实施行动研究以改善尼日利亚高中生物教学的发展

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The main objective of the study was to implement an action research strategy to improve the teaching and learning of biology in senior secondary schools in Nigeria. Specifically the following research questions were raised:- ? What are the levels of intellectual challenge included in the activities used for classroom and laboratory instructions? ? What are the levels of intellectual challenge included in the redesigned course materials for classroom and laboratory instructions. ? Will there be an increase in learning when a revised course material is used for classroom / laboratory instruction. ? Is there any relationship between activities enjoyed by students and those that enhance their learning? ? Is there any relationship between effective learning and perceived students enjoyment of an activity? Purposive sampling was used to select four senior secondary schools from urban and rural location of Lagos State. In each of the participating school two intact classes were used to act as experimental and control group. Altogether 267 students and their four biology teachers participated in the study. The redesigned course material was used to teach biology to the experimental class and the traditional course material was used for the control group for the second term of the 2014/2015 academic year. The major findings were: ? The result of the analysis of the review of the activities and exercises in the recommended Biology textbook in use in Lagos State schools showed that all the exercises and activities were predominantly at the lower cognitive levels of Blooms Taxonomy of educational objectives. ? The result also showed that the mean achievement score of the students taught with the redesigned course materials was significantly higher than the mean achievement score of those taught using the traditional course materials. ? There was no significant correlation between activities enjoyed by students and those that enhanced their learning. Educational implications of the findings for the improvement of instructional practices were discussed.
机译：该研究的主要目的是实施一项行动研究策略，以改善尼日利亚高中生物学的教与学。具体而言，提出了以下研究问题：用于课堂和实验室指导的活动包括哪些智力挑战水平？ ？重新设计的课堂和实验室指导课程材料中包含的智力挑战水平是多少？ ？如果将经修订的课程材料用于课堂/实验室教学，学习会有所增加吗？ ？学生享受的活动与增进学习的活动之间是否有任何关系？ ？有效学习与学生对某项活动的兴趣之间是否存在任何关系？目的抽样被用来从拉各斯州的城市和乡村地区选择四所高中。在每个参与学校中，两个完整的班级被用作实验组和对照组。共有267名学生及其四名生物学老师参加了这项研究。重新设计的课程材料用于在实验课上教授生物学，而传统课程材料则用于2014/2015学年第二学期的对照组。主要发现是：拉各斯州立学校使用的推荐生物学教科书中对活动和练习的回顾分析的结果表明，所有练习和活动主要是在布鲁姆分类法的教育目标认知水平较低的情况下进行的。 ？结果还表明，使用重新设计的课程资料教过的学生的平均成绩得分显着高于使用传统课程资料教过的学生的平均成绩得分。 ？学生享受的活动与增进学习的活动之间没有显着的相关性。讨论了调查结果对改进教学实践的教育意义。

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