EFFECT OF MOTHER TONGUE INTERFERENCE IN THE STUDY OF BIOLOGY IN SECONDARY SCHOOLS

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EFFECT OF MOTHER TONGUE INTERFERENCE IN THE STUDY OF BIOLOGY IN SECONDARY SCHOOLS

ABSTRACT

This work discusses the effects of mother tongue interference on the study of biology in secondary schools in Orumba local government area of Anambra state. The aim is to know how the mother tongue affects the learning of biology in Secondary school. The targeted population for the study was 500 but collection was questionnaires. The questionnaires were distributed among parents and teachers from selected secondary schools in Orumba local government area. The data were analyzed using percentage. The following were the researchers’ findings. That biology teachers do not have teaching aids in their various school visited. That most of the biology teachers are not qualified and students hardly buy biology textbooks. That most student are very poor in understanding biology. In view of the above, the researcher recommends that teachers should be made to make use of correct teaching method in teaching of biology that mother tongue should be restricted as stipulated by the national policy on education 4th edition. That biology teachers should be made to ensure that at least every student is carried along in the classroom lesson. That qualified teachers should be employed.

Table of Content

Title page

Approval page

Certification

Dedication

Acknowledgement

Table of Contents

Abstract

CHAPTER ONE:

INTRODUCTION

1.1 Background of the study

1.2 Statement of the problem

1.3 Significance of the study

1.4 Purpose of the study

1.5 Research Question

1.6 Hypothesis

1.7 Scope of the study

1.8 Definition of terms

CHAPTER TWO:

LITERATURE REVIEW

2.1 Brief History of the development, teaching and learning of the biology

2.2 The Medium of Communication

2.3 Interference of Second Language

2.4 Language uses in Nigeria

CHAPTER THREE:

RESEARCHER METHODS

3.1 Research Design

3.2 Area of Study

3.3 Population of the Study

3.4 Instrument for Data Collection

3.5 Validation of Instrument

3.6 Reliability of the Instrument

3.7 Data Collection

3.8 Data Analysis

CHAPTER FOUR:

Presentation of Results

CHAPTER FIVE

SUMMARY OF FINDINGS,CONCLUSION AND RECOMMEMDATIONS

5.1 Discussion of Finding

5.2 Summary

5.3 Conclusion

5.4 Implication of Finding

CHAPTER ONE

1.1 Background of the study

The study is designed to examine the effect of mother tongue interference in the study of biology in secondary schools in Orumba LGA Anambra state. The study investigated if mother tongue is solely the cause of the students’ woeful performance in biology or if there are other complementing factors.

The subjects for the study were one hundred male and female SSI students drawn from various government schools in western Nigeria. Using simple percentage descriptive statistic, the research questions that were raised analysed. The findings reveal that mother tongue influences the students’ poor performance in Biology and that there are other factors contributing to students’ poor performance in Biology. These other factors are poor method of teaching, lack of textbooks, language background and lack of professional growth and development of teachers. Measures that could be taken to enhance students’ achievement in every aspect of Biology are suggested also. The respondents’ age ranged between 10.52 and 15.17.

1.2 Statement of the problem

The importance of Biology as a school subject derives mainly from its utilitarian value to the larger Nigerian society.

However, one of the current educationalproblems of public interest is that of poor levelof achievement especially in public examinations

(Kolawole 1998, Kolawole and Dele 2002). Thisproblem of underachievement among school students has persisted in many subject areas suchas Mathematics, English and Science (Ivowi,

Okebukola, and Oladotun, 1992; Falayajo, 1997).

This poor level of achievement in many subjectareas may be due to poor foundation in Biology in the secondary school level. There arealso several research reports, which support theview that language inefficiency invariably leadsto poor academic performance (Ayodele, 1988;

Falayajo, 1997). No wonder why today, accordingto Iroegbu (2006) much emphasis is placed onthe passing of Biology at credit ordistinction level in addition to other subjects toenable any candidate gain admission into anyNigerian Higher Institution of learning or be

placed well in a good white collar job.

In recognition of the importance of Biology for enhancing educational attainmentas well as for improving communication abilityof citizens, the government had made the subject

a core subject (FGN, 2004). It is also compulsoryfor science students to have credit in Biology before entering the university. This also explainswhy many parents go off their way to see thattheir children pass at credit level or above in

Biology.

1.3 Research Objectives

1. To understand the effects of mother tongue interference in the study of Biology

2. The understand the relationship between the mother tongue and the study of Biology

3. To know the solutions to challenges of studying Biology after learning the mother tongue

1.4 Research Questions

1. What are the effects of mother tongue interference in the study of Biology?

2. What are the relationship between the mother tongue and the study of Biology?

3. What are the solutions to challenges of studying Biology after learning the mother tongue?

1.5 Research Hypothesis

H0: Mother tongue interference have a negative effect in the study of Biology

H1: Mother tongue interference does not have a negative effect in the study of Biology