Discovery Learning and Problem-Based Instructional Approaches: Effect of Secondary School Students’ Interest in Biology

International Journal of Research and Scientific Innovation (IJRSI) | Volume VIII, Issue V, May 2021 | ISSN 2321–2705

Discovery Learning and Problem-Based Instructional Approaches: Effect of Secondary School Students’ Interest in Biology

Ejeh Chantal Ijeoma¹, Akudolu, Lilian Rita^2
1Asagba Mixed Secondary School, Asaba, Delta State
²Department of Educational Foundations, Faculty of Education, Nnamdi Azikiwe University, Awka

Abstract: The study investigated the effect of discovery learning and problem-based instructional approaches on secondary school students’ interest in Biology. Three research questions and four hypotheses guided the study. The study adopted the quasi-experimental design for the study. The population of the study was 753 senior secondary school year two (SS2) biology students in Oshimmili North local government area of Delta state. A sample of 159 SS 2 biology students was involved in the study. The instrument for data collection was Biology Interest Scale (BIS) validated by lecturers in the Department of Science Education, Nnamdi Azikiwe University, Awka and Delta State University, Abraka and one experienced secondary school biology teacher. The reliability of BIS was established using Cronbach Alpha to be 0.93. Data collected by administering the instruments as pretest and posttest before and after treatment were analyzed using mean, standard deviation and analysis of covariance. The finding of the study revealed that there was significant difference between the mean interest scores of the students taught using discovery learning, problem-based instruction and conventional method in favour of discovery learning followed by problem-based learning. The study recommended that orientation and seminars should be organized by school administrators for biology teachers to aid them in the mastery of discovery and problem-based learning and how to integrate them in the learning process of biology.

Keywords: Discovery, problem-based, learning, biology, interest

Introduction

Learning to solve problem is the most important skill that students can acquire in any setting. This is because, in professional contexts, people are paid to solve problems. In everyday life, we constantly solve problems. We face problems, big and small, simple and complex, clear and confusing in our everyday life. It is important to note however, that an individual may discover the solution to a problem but is often in need of others to solve the problem effectively. Above all, solutions to problems are quickly deciphered if individuals work together to achieve a common goal. Thus, discovery and ability to solve problems are necessary for science study such as biology.
Biology according to Campbell (2015) is the science of life or living matter in all its forms and phenomena, especially with reference to origin, growth, reproduction, structure, and behaviour. Biology probes into many specialized fields that cover morphology, physiology, anatomy, behaviour, origin, and distribution.

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