THE EFFECT OF EDUCATIONAL NETWORKING ON STUDENTS PERFORMANCE IN BIOLOGY

ATTENTION:

BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!

INFORMATION:

YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR

YOU CAN CALL: 08068231953, 08137701720

WHATSAPP US ON: 08137701720

THE EFFECT OF EDUCATIONAL NETWORKING ON STUDENTS PERFORMANCE IN BIOLOGY

CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY

There is a social network designed for educators and schools, and the system is closed to the public. This kind of educational-based social networking will be named in this study by educational networking. The one used in this study is Edmodo. Edmodo is a private social networking and micro-blogging platform similar to the services provided by “Facebook” and

“Twitter”. It is specially built for the teachers and students for them to use in their classrooms. Edmodo is more secure if compared to “Facebook” and “Twitter”. It provides opportunity for teachers and students so that they able to conduct private social interaction.

Edmodo was founded by Nicolas Borg and Jeff O’Hara in 2008, technologists working at separate schools in the Chicago area, as a secure microblogging medium for students and teachers. In 2010 Edmodo launched “subject” and “publisher” communities, a digital media library, a help center, and a parent account for communicating with teachers, parents, and students. Founders noticed that they had to block many social network sites from students at the school due to security and privacy of online communication. As an aftereffect of this issue at the school, authors understood that the result was to make a social medium for instructors and learners so they associate securely and safely. This idea gave birth to Edmodo. Edmodo was started in

DOI :10.5121/ijite.2014.3102 21

2008 and has developed to roughly five hundred thousand clients in 2010 and in 2011 to more or less 2.5 million clients.

The Edmodo system is a closed system as in just certain classes were welcome to partake in the examination which security is connected here contrasted and average social network like “Facebook”, “Tweeter” et cetera. The group is created, and it generates the code that will be given to students, the students log in and see only posts from those in the class. The site itself looks similar to “Facebook” (even the color scheme) so students are familiar with how it works.

Students jump right in with Edmodo because most already have some experience with the format. Like “Facebook”, Edmodo allows you to make multiple connections with professionals and other groups. Edmodo is a good alternative to “Facebook” for more manageable and relevant education or specific to a particular class. There are different characteristics in Edmodo that might be of service, as Edmodo has offers that permit instructors and scholars to impart notes, connections, and records. In addition, teachers can post assignments, grades, conduct polls and post any item in the Edmodo public domain at any convenient time. Edmodo likewise has offers that permit scholars to view their evaluations, take an interest in online exchanges and correspond with their educators.

As a result, students will be slowly brought into an educational version of the social networking era, thus the ban in social networking will become a thing of the past. Next, educators need to start to seek out about how to use social networking to allow students to stay in a safe environment, helping them learn and grow. Once the online network security concerns are eliminated, the social network for students will be opened wide and become a wonderful new world of learning.

Although Malaysia is fascinated with social networking, there is a dilemma for the school. Many schools have banned it from the school computer to access “Facebook”, “MySpace”, “Twitter” and other social networking sites. Behind the ban is for two reasons: First, the students visit their favorite sites during school and this would distract them from actual learning in the classroom; school leaders, teachers and parents are concerned that the social network can lead to negative effects. Wrong friends, may have disastrous consequences, resulting in the reality of bullying, murder, suicide, kidnapping and other negative news heard. Even so, social networking is still an integral part of the lives of most young people, prohibit access to all the social networking sites from school may increase the gap between young people and educators.

Though the teachers and students are now pushing learning beyond the classroom through social networking, the move comes with hurdles. Most of the school authorities block access to such sites within their firewalls. School authorities likewise need to face with lacks of determination and inquiries encompassing security issues, legitimate administration, and digital security when they open their routes to long range informal communication locales. Yet numerous instructors who see the worth in informal communication face critical snags to joining it in their school days. These days, both “Twitter” and “Facebook” are obstructed by numerous school computer systems.

It has still remained skeptical about the benefits of social-networking tools in education, and worry that they open the door to Internet-security and cyberbullying problems. For instance, SNS like “Facebook” is excessive of an intrusion into students’ personal and social lives for educators

to be using it as an educational method. It is good for collaborative, online education with students, but it is not right to merge their personal, private family world with something required for a class activity.

Now, a movement working to seek for a “student-friendly” social networking site is on the rise. This kind of social networking sites is limited in the field of education and specific areas or school use only, the aim is to enable students to use computers to speak over a system with companions in school.

Separated from that, understudies face challenge in understanding the cell division subject in Science because of the element of visualization such that scholars had disarrayed between mitosis and meiosis themes (Bahar, Johnstone & Hansell, 1999) [1]. Consequently, A few past studies (Law & Lee, 2004; Tsui & Treagust, 2003; Corn, Pittendrigh & Orvis, 2004) [2] [3] [4] utilized the PC aided direction, and they guaranteed that this system may be of service for visual representation and conceptualization of heredity ideas. A substantial number of earlier studies reported that essential and auxiliary school people have numerous origination issues concerning unit science and heredity (Flores et al., 2003; Lewis and Wood-Robinson, 2000; Marbach-Notice and Stavy, 2000) [5] [6] [7]. Former studies have demonstrated that people experience troubles in taking in ideas identified with the cell division process (Kindfield, 1994) [8]. Unit division constitutes the premise for heredity, propagation, development, advancement, and sub-atomic science subjects in the science education module. Now that it’s been brought up, a greater part of the people or educators assessed subjects, for example, gene, DNA, chromosome, and unit division as troublesome to take in points (Oztas et al., 2003)[9]. Explore on people’s theoretical understandings regularly shows that, considerably in the wake of being taught, scholars have misinterpretations which are not the same as the experimental ideas (Lewis et al., 2000; Yesilyurt and Kara, 2007) [10] [11]. Purposes behind these misguided judgments incorporate scholars’ powerlessness to separate between multiplying (replication), matching (Synapsis), and dividing (disjunction), and in addition, figuring out if or not these methods happen in mitosis, meiosis, or both (Smith, 1991) [12]. Further confusions incorporate an absence of understanding of essential terms which is confounding between chromatids with chromosomes, or recreated chromosomes with unreplicated chromosomes, and so forth. (Kindfield, 1994) [8]. This is a sympathy toward teachers in light of the fact that unit division procedures are principal to the understanding of development, advancement, propagation, and heredity (Chinnici et al., 2004; Cordero and Szweczak, 1994) [13] [14]. Precise arranging of numerous ideas in unit science is reliant on the level of comprehension cell division (Smith and Kindfield, 1999) [15]. Assuming that higher instruction educational program creators knew learners’ confusions, it could be supportive to get ready viable educating methodologies. Instructors can assume an essential part in showing experimental ideas and, from a constructivist viewpoint, understudies ought to procure compelling learning about biotic ideas, for example, unit division.

Misguided judgments are frequently impervious to disposal through routine showing methodologies (Wandersee et al., 1994)[16]. Along these lines, new showing methods, for example, calculated maps, applied systems, semantic characteristics dissection and theoretical change writings (Novak and Canas, 2004; Tekkaya, 2003) [17] [18], are picked and people’s originations are considered when get ready lessons. Scholar focused taking in exercises ought to be executed with a theoretical advancement towards the experimental idea (Riemeier and Gropengießer, 2008) [19]. Therefore, occupation of instructive materials, for example, PC advances (Cepni et al., 2006; Yesilyurt and Kara, 2007) [20] [11] and models (Clark and Mathis, 2000; Pashley, 1994) [21] [22] for showing the unit division methods ought to support these learners to concretize conceptual ideas.

According to the syllabus in the Integrated Curriculum for Secondary Schools (ICSS) of Ministry of Education (2003), the use of technology in teaching and learning is a teaching and learning strategy in Malaysia. Simulation and computer animation is a method to teach science concepts that are abstract and difficult. Information technology has the potential to make learning become more fun and effective. The use of computers is to assist in improving the students’ interest in science and improve the effectiveness of teaching and learning science.

STATEMENT OF THE PROBLEM

There have been a lot of debates and a viewpoint as to the impact Social media has over society and specifically, its effect on education. The most important things in students’ life are studying, learning good habits and gaining knowledge to become a person with moral character. But today, as we see in various studies, this optimal learning process is seriously jeopardized by students becoming entrapped by the ploys of social networking. Students neglect their studies by investing too much time on social networks sites rather than studying or interacting with people in person. Actively and frequently participating in social networks can negatively affect their biology and overall academic performance therefore hampering their journeys to their future careers. Some of the studies have found drastic drop in students’ grades and academic performances, and lack of time for studies as consequences of social media network participation (Banquil, 2009 and Ndaku, 2013). But this research laid emphasis on the effects it has on biology students’ performance.

The point when another idea that has emerged against their early learning or may be ahead of schedule experience, learners might be challenging to accept, for instance, scholars experience issues separating between cell division, expansion and separation. They may accept that living things develop in light of the fact that their units get bigger (Berthelsen, B., 1999)[23]. The part of unit separation in development is crudely caught on. People feel the idea of Science is challenging to take in on the grounds that they believed that just creating that completes breath. Separated from that, a person likewise will confront issues with the fanciful idea like cell division process et cetera For certain topics, particularly those concerned with more complex areas, such as cell division, photosynthesis, cell respiration, food chain-webs and evolution, in biology teaching can be difficult (Bahar, Johnstone, & Hansell, 1999; Lawson & Thompson, 1988; Yip, 1998) [1] [24] [25]. In the last decade, there have been a number of studies focusing on students’ misconceptions about cell division at middle and secondary schools (Kindfield, 1994; Yip, 1998) [8] [25]. Pupils and teachers consistently place cell division near the top of these “ladders” of difficulty. It has been reported that cell division processes

are poorly understood at all ages and levels of students (Smith, 1991; Lewis and Wood-Robinson, 2000) [12] [6]. This theme is taught by beginning with grade school levels. It is additionally recognized by most educators to be a standout amongst the most risky ideas in the science (Oztaş et al, 2004) [26].

However, social networks can be detrimental towards the context of education in the form of scarcity of security, privacy and feasibility. For instance, exploitation of a user’s private information and distraction of ‘pop-up’ advertisement. Separated from that, visit rooms, texting stages and informal communication destinations have all been distinguished via scientists as “online situations” where youngsters might be sexually annoyed, prepped by pedophiles, and unwittingly experience savage or explicit materials (Fleming et al. 2006; Livingstone & Helsper 4 2007; Ybarra et al. 2007a; Ybarra et al. 2007b) [31] [32] [33] [34]. Therefore, this sort of average informal organization was disgraceful to join as an instructional instrument.

SIGNIFICANCE OF THE STUDY

Accordingly, Edmodo is utilized as the instructional system which gives instructors and scholars a safe spot to unite and team up, allotment content and instructive requisitions, and access homework, evaluations, class talks and warnings without whatever viable diversion like ads and superfluous data however simply only instructive related material. The teacher as the moderator can fully control and monitor the page created in Edmodo.

According to the background problems that were discussed, this study will focus on the niche area about using Edmodo as an educational network in teaching and learning towards students’ performance based on conceptual understanding of cell division in term of level of thinking order. There are many studies dealing with the effect of SNS on students’ achievement. However, none of those studies use educational networks as a tool to ascertain the effect on students’ achievement specifically in conceptual understanding.

OBJECTIVE OF THE STUDY

Based on the pressing need of the problem that needs to be addressed urgently, the following are the objectives of the study

Thus, the objectives of the study are as follows:

i. To determine whether there is a significant difference in students’ performance between

control group and experimental group in understanding of direct concepts in Biology.

ii. To determine whether there is a significant difference in students’ performance between

control group and experimental group in understanding of simple concepts in Biology.

iii. To determine whether there is a significant difference in students’ performance between control group and experimental group in understanding of complex concepts in Biology.

iv. To ascertain the reasons of the gain score difference between control group and experimental group on direct concepts, simple concepts and complex concepts.

RESEARCH QUESTIONS

i. Is there a significant difference in students’ performance between

control group and experimental group in understanding of direct concepts in Biology.

ii. Is there a significant difference in students’ performance between

control group and experimental group in understanding of simple concepts in Biology.

iii. Is there a significant difference in students’ performance between control group and experimental group in understanding of complex concepts in Biology.

iv. What are the reasons of the gain score difference between control group and experimental group on direct concepts, simple concepts and complex concepts.

RESEARCH HYPOTHESIS

H0: There is no relationship between educational networking and students performance in biology

H1: There is a relationship between educational networking and students performance in biology

HOW TO RECEIVE PROJECT MATERICAL(S)

After paying the appropriate amount (#5,000) into our bank Account below, send the following information to

08068231953 or 08168759420

(1) Your project topics

(2) Email Address

(3) Payment Name

(4) Teller Number

We will send your material(s) after we receive bank alert

BANK ACCOUNTS