Effects of exemplary teaching and learning materials on students performance in biology

Abstract

This study sought to determine the effects of exemplary teaching and learning materials on students' participation and achievement in biology in Botswana science classrooms. In particular, it was concerned with examining the effects of student-teacher-material interactions on the students' participation and achievement in biology. The method adopted for this study was an eclectic approach in which both quantitative and qualitative approaches were used to complement each other. In order to understand the social processes and meaning that the participants in this study attach to phenomena, a qualitative approach based on social interactionism was adopted. The role played by the researcher in this study was that of a participant-as- observer. To explore life in Botswana biology classrooms and to unravel the complex social aspects of teaching and learning, a holistic ethnography (used alongside a variety of micro-ethnographies) were adopted for the study. Ten experienced biology teachers were involved in identifying the topic that could be developed for exemplary practice as well as in validating the materials that were produced. They also responded to the exploratory questionnaire on the traits of an exemplary biology teacher, which formed the basis for the development of the exemplary package. An induction workshop was conducted for the exemplary teachers to help them explore and reflect on their practice with a view to create in them an appreciation for the exemplary approach to teaching and learning. The curriculum package consisted of the students' workbook, scheme of work, lesson plans and an achievement test. A sample of seven schools was used in the study. Two schools were used for each of the co-operative, competitive and individualistic groups and the last school was the used as the true control group. To minimize the effects of contamination, the treatment groups were chosen from different areas of the country. A total of seven teachers md 446 students were involved in the study. A quasi-experimental research design modified from the Solomon-three- control group design was used. Also, qualitative methods were used to capture the data that were not easily amenable to quantification.