Documente Academic
Documente Profesional
Documente Cultură
This study investigated the effect of using advance organizers on students’ motivation to
learn biology. The research design used was quasi-experimental design where the non-
randomised Solomon Four group was adopted. The focus was on the topic pollution. The
sample comprised of 166 form three (third grade in the secondary school cycle) students
in Bureti District, Kenya. Data was collected by using Students’ Motivation Questionnaire
(SMQ). A t-test, one-way ANOVA and ANCOVA statistical techniques were used to
analyze the data. The findings indicate that students taught using advance organizers had a
higher level of motivation than those taught using conventional teaching methods. The
findings further indicate that following the intervention, male students had a significantly
higher level of motivation than their female counterparts. This paper concludes by
discussing the implications of these findings on current practice.
414 © 2009 EURASIA, Eurasia J. Math. Sci. & Tech. Ed.,5(3), 413-420
Students’ Motivation in Learning Biology
instructional activities such as reading or viewing a film, outcomes. A study by Willerman and Mac Harg (1992)
to activate prior knowledge to provide a conceptual investigated the effects of advance organizers on
framework for integrating new information and students’ conceptualization of pollution in biology. In
encourage student prediction. During instruction, they this study concept mapping was used as an advance
can help students to actively process and re-organize organizer. The findings of this study revealed that
information. Novak (1980) asserts that creative students are not passive subjects in the learning process
teaching, when well done, includes the selection and use if they use concept mapping as an advance organizer.
of good advance organizers. In this study a film, a chart These findings, therefore, make a contribution to the
(expository advance organizers) and text handouts literature on strategies that would be used to enhance
(comparative advance organizer) on environmental students’ motivation to learn. In the current study
pollutions were the advance organizers. The film was in teachers of the experimental groups were inducted on
three sections which covered water, land, air pollution how to use the advance organizer teaching strategy to
and their causes. The chart covered the effects and ensure they successful incorporated it in their
control measures of water, land and air pollution. The instructional process.
handouts covered radioactive and noise pollution, their
effects and possible control measures. All the advance Purpose of the study
organizers were presented to learners before actual
classroom instruction took place. The purpose of this study was to determine the
Effects of the use of advance organizers on learning effect of using advance organizers as a teaching strategy
Research into the use of advance organizers suggests on student’s motivation. Specifically, the study
that they are of considerable value where the learner attempted to find out the effectiveness of using advance
may not be able to recognize his or her prior knowledge organizers on students’ motivation in biology as
as relevant and where the teacher wishes to focus compared to the conventional teaching methods,
students’ attention on relationships among linked parts methods that do not actively engage learners in learning
of an idea and on connections between parts and the activities such as a lecture and demonstration.
whole (Curzon, 1990). Curzon further points out that
Ausubel's own research suggests that the use of advance METHODOLOGY
organizers can enhance the relationship between
cognitive structure and new material, thus facilitating Research design
teaching and learning. A study by Nyabwa (2005) has
demonstrated the effectiveness of using advance This study adopted a quasi-experimental research
organizers in the teaching of mathematics in secondary design. This design was chosen because the unit of
schools. Their merit in facilitating meaningful learning sampling, a class, was already constituted and, therefore,
of expository materials has been recorded by Allen it was unethical to re-constitute one randomly. The
(1970); Lawton & Wasnaka (1977). White and Tisher design involved a random assignment of intact classes to
(1986) presented evidence suggesting that students who four groups.
lack relevant prior knowledge are most likely to benefit Group E1 Received the pre-test, the treatment X and the
from the use of advance organizers and that this may post-test.
explain the contradictions among studies. Group C1 Received a pre-test followed by the control
Weil and Murphy (1982), assert that use of an condition and a post-test.
advance organizer is a highly effective instructional Group E2 Received the treatment X and a post-test
strategy for all subject areas where the objective is to Group C2 Received the post-test only.
achieve meaningful assimilation of concepts. According Group C1 and Group C2 were taught using conventional
to Mayer (1979), advance organizers have positive but methods.
conditional effects on learning. Mayer further suggests This design controlled for all major threats to
that the most effective advance organizers are those internal validity except those associated with
that: interactions of selection and history, selection and
Allow the students to generate all or most of the logical maturation and selection and instrumentation (Cook &
relationships in the material to be learnt. Campbell, 1979). To control for interaction between
Point out relationships between familiar and less familiar selection and maturation, the schools were assigned
material. randomly to the control and treatment groups. No
Are relatively simple to learn, and major event was observed in any of the sampled schools
Are used in situations in which the learner would not that would have resulted in interaction between
spontaneously use them. selection and history. The conditions under which the
As a result of this view it can be concluded that instrument was administered were kept as similar as
advance organizers have a positive influence on learning possible in all the schools to control for interaction
© 2009 EURASIA, Eurasia J. Math. Sci. & Tech. Ed., 5(4), 413-420 415
H. Shihusa & F. N. Keraro
between selection and instrumentation (Gall, Borg & instruction. They were expected to watch the film and
Gall, 1996). give an explanation on:
Four provincial co-educational secondary schools in
the Republic of Kenya in Bureti District were What is involved in pollution
purposively sampled. The District was chosen because it
has been recording very low achievements in biology at Causes of pollution
the Kenya Certificate of Secondary Education (K.C.S.E)
and motivation of the students to learn biology was Different type(s) of pollution (shown in the film)
thought to be one of the factors contributing to this low During classroom instruction learners were given
achievement. Only Form three (the third year in the time to explain their understanding of the term
secondary school cycle in Kenya) students from each of pollution. The teacher actively engaged learners in the
the four schools were included in the study sample. The discussion. The chart, just like the film was presented
topic covered in this study was pollution in secondary to the learners prior to actual classroom instruction. The
school biology. Form three students were purposively chart had three sections, A and B which had a dead fish
selected for the study because this is the level where the and bird respectively and section C which showed the
topic pollution is covered in secondary school biology. recycling of wastes and hand fills. Learners were
The average age of learners at this level is 16 years. A required to explain the message presented by the chart.
total of 166 students participated in the study. During the instructional process learners were actively
engaged in a discussion in an effort to interpret the
Instrumentation chart. The handout contained information on
radioactive and noise pollution. This too was presented
Students’ Motivation Questionnaire (SMQ) to the learners prior to instruction. Learners were
expected to read the text and come up with the causes
The Students’ Motivation Questionnaire (SMQ) was of radioactive and noise pollution and possible control
used to collect data. The questionnaire had a total of measures.
twenty items constructed on a five point Likert scale.
The items were based on the topic pollution which was Data collection
the focus of this study. It contained 20 five-point Likert
scale items which aimed at assessing the students’ level For this study, SMQ was used to collect data. The
of motivation to learn Biology using the advanced researchers administered the instrument with assistance
organizer teaching strategy and the regular methods. from Biology teachers in respective schools. Groups E1
The maximum score for the SMQ was 100 and the and C1 were given pre-test before the start of the
minimum 20. The instrument was validated by two treatment. This followed by treatment, which took three
experienced science teachers and three science weeks. After treatment, the researchers with the
education specialists. The SMQ instrument was pilot assistance of Biology teachers for the groups in the
tested in one secondary school in Kericho District, study sample administered post-tests to the four groups.
which neighbours Bureti District. Cronbach’s The researchers then scored the responses from
coefficient alpha was used to determine the reliability of students and generated quantitative data which was
SMQ. A reliability coefficient of 0.71 was obtained. analyzed.
416 © 2009 EURASIA, Eurasia J. Math. Sci. & Tech. Ed.,5(3), 413-420
Students’ Motivation in Learning Biology
RESULTS characteristics and were therefore found to be suitable
for the study.
Pre-tests results
Results of post-test
At the beginning of this study the assumption was
that the groups to be used in the study were similar. The The Students’ Motivation Questionnaire (SMQ)
researchers, therefore, sought to assess the homogeneity mean scores of students from the four groups were
of the groups before the application of treatment as compared using one way ANOVA. The results are
recommended by Gall, Borg and Gall (1996); Wiersma shown in Tables 3 to 7.
and Jurs (2005). A pre-test was administered on two The post-test mean scores for the four groups were
groups. The pre-test used was the Students’ Motivation different. Group E1 and E2 had means of 86.00 and
Questionnaire (SMQ). SMQ had a maximum score of 86.33 respectively while group C1 and C2 had means of
100. The groups that were pre-tested were experimental 78.22 and 80.07 respectively. One–way ANOVA was
group (E1) and the control group (C1). carried out to find out whether these means were
Table 1 shows that the mean for group E1 was 83.28 significantly different. The results are shown in Table 4.
while that of C1 was 80.34. Thus the level of motivation Table 4 shows that the difference in the mean scores
between groups E1 and C1 is significantly different, between the four groups were significant F(3,162)
t(79)=2.08, p<0.05. =22.78, p<0.05. After establishing that there was a
The results in table 2 show that the mean for male significant difference between students taught the topic
students was 84.05 while that of their female pollution using advance organizers and those taught
counterparts was 79.59. The t-value is 3.29 and indicates using conventional teaching methods, it was important
that a statistically significant difference exists between to carry out further tests to show where the difference
the two means. The difference necessitated the occurred. This was done using post-hoc tests of
researcher to use ANCOVA on the pre-test scores to multiple comparisons using Tukey test. The results are
analyze the effects of initial difference among the presented in table 5.
groups. The groups used in this study exhibited similar The results indicate that the differences in mean
Table 1. t-Test results of the pre-test scores on SMQ
Group N Mean SDStd. Error Mean df t-value p-value
E1 40 83.28 4.53 .72 79 2.08 0.04
C1 41 80.34 7.70 1.20
Table 3.SMQ post-test mean scores obtained by students in the four groups.
Group N Mean SD Minimum Maximum
E1 40 86.00 5.67 75.00 98.00
C1 41 78.22 7.03 59.00 90.00
E2 43 86.33 4.27 75.00 96.00
C2 42 80.07 4.96 68.00 88.00
Total 166 82.66 6.57 59.00 98.00
© 2009 EURASIA, Eurasia J. Math. Sci. & Tech. Ed., 5(4), 413-420 417
H. Shihusa & F. N. Keraro
Table 5. Tukey post-hoc pair-wise comparisons of the post-test SMQ for the four groups
E1 C1 E2 C2
E1 - -7.78 (*) -.33 5.93(*)
C1 7.78(*) - -8.11(*) -1.85
E2 .33 8.11(*) - 6.25(*)
C2 -5.93(*) 1.85 -6.25(*) -
* Denotes the mean difference is significant at the 0.05 level.
Table 6. ANCOVA of the post-test scores of SMQ with pre-test scores as covariate
Source Sum of squares df Mean square F-value Sig.
Group 771.08 1 771.08 24.39 0.00
Pre-test SMQ 766.85 1 766.85 24.25 0.00
Error 2466.17 78 31.62
Total 4458.69 80
418 © 2009 EURASIA, Eurasia J. Math. Sci. & Tech. Ed.,5(3), 413-420
Students’ Motivation in Learning Biology
inviting as possible. Indeed, as demonstrated in this written social material. Journal of Education Psychology, 61
study, this can be achieved by the use of advance (5), 333-339.
organizers. Alsop, S. & Hicks, K. (2001). Teaching Science. A handbook for
The other major finding in this study was that there primary and secondary school teachers. Glasgow: Bell
and Basin Ltd.
was a significant gender difference in motivation to
Anders, P. L., Bos, C. S. & Filip, D. (1984). The effects of
learn biology in favour of male students (see tables 2 semantic feature analysis on the reading comprehension of learning
&7). This seems to contradict earlier studies which show disabled students. Illinois: University of Illinois Press, Inc.
that girls have more positive attitudes towards biology Ausubel, D. P. (1960). The use of advance organizers in
(and hence should be more motivated to learn the learning and retention of meaningful material. Journal of
discipline) than boys (Keeves & Kotte, 1992; Dawson, Education Psychology, 51-267-272.
2000; Proko, Tuncer & Chuda, 2007). This may be Ausubel, D.A.P. (1963). The psychology of meaningful verbal
attributed to the fact that as Wachanga (200) has argued, learning. New York: Grune & Stratton Inc.
teachers treat boys and girls differently and in ways that Ausubel, D. A. P. (1968). Educational psychology: A cognitive view.
often are not beneficial to girls motivation and New York: Holt, Rinehart and Winston, Inc.
Beihler, R. F., & Snowman, J. (1997). Psychology applied to
achievement. Puhan and Hu (2006) in their study also
education. (8th ed). Boston: Houghton Mifflin Company.
found that motivation is an important predicator of Burns, W. G., & Bottino, J. P. (1989). The science of genetics (6th
science achievement than gender. Proko, Tuncer & ed.) New York: Macmillan Publishing Company.
Chuda (2007) also posit that teacher characteristics have Chaille, C. & Britain, L. (1997). The young child as scientist. A
a significant role on students’ attitude towards biology. constructivist approach to early childhood science
Perhaps this would also explain the gender differences Education 2nd Edition. New York ,Longman
in motivation noted in this study. This also seems to Curzon, L. B. (1990). Teaching in further education: An outline of
suggest that more research needs to be devoted to the principles and practice (4th ed.) London: Cassel Education
role of teacher characteristics on students’ motivation to Ltd.
learn science. Dawson, C. (2000). Upper primary boys’and girls’ interest in
science: Have they changed since 1980? International
Journal of Science Education, 22(6), 557-570.
CONCLUSION De Cecco, J. P., & Crawford, W. (1988). The psychology of
learning and instruction: Education psychology, (2nd ed). New
ANOVA and ANCOVA results indicated that a Delhi, India: Prentice Hall of India Private Limited.
significant difference was identified between group Eggen, P. D., Kuchak, D. P., & Harder, R. J. (1978). Strategies
means of students who were taught using advance for teachers: Information processing models in the classroom. New
organizers and those taught using conventional teaching Jersey; Prentice Hall, Inc.
methods. Even though there was a significant gender Gall, M. D., Borg, W. R., & Gall, J. P. (1996). Education research
difference in motivation in favour of male students an introduction (6th ed.). White plains N.Y: Longman.
there was an improvement in both mean scores after the Good, L. T, & Brophy, J. (1995). Contemporary educational
treatment. Thus advance organizers enhance students’ psychology (5th ed.). New York, Longman Publishers.
Hamilton, L. C. (1985). The retentive effects of advance
motivation to learn biology compared to conventional organizers. Journal of Studies in Education, 1(1); 112-118.
teaching methods. Hemke, A. (1990). Mediating processes between children’s
self-concept of ability and mathematics achievement: A
IMPLICATION longitudinal study. In H. Mandhl, E. Decorte, S. N.
Bennet & H. F. Friedrich (Ed). Learning and instruction:
The findings of this study have indicated that the use European research in an international context. Vol. 2.2.
of advance organizer teaching strategy results in higher Analysis of complex skills and complex knowledge domains. (pp.
students’ motivation in biology. Thus the strategy 537-549). Oxford: Pergamon Press.
should be incorporated into the teaching of biology at Husen, T., & Postlethwaite, T. N. (1991). International
secondary school level. This in turn would improve encylopaedia of education. New York, N.Y: Pergamon Press.
Keeves, J. & Kotte, D. (1992). Disparities between the sexes in
students’ motivation to learn biology. Curriculum
science education: 1970-84. In J. Keeves (Ed.), The IEA
developers in their efforts to improve the effectiveness study of science III. New York: Pergamon, pp. 141-164.
of biology teachers should encourage the use of advance Keraro, F. N., Wachanga, S. W., & Orora, W. (2007). Effects
organizers. Teacher training institutions should also of cooperative concept Mapping teaching approach on
make the use of advance organizers part of the biology secondary school students motivation in biology, Gucha
teacher education curriculum. District, Kenya. International Journal of Science and
Mathematics Education, 5, 111-124.
REFERENCES Kiboss, J. K. (1997). Relative effect of a computer based instruction in
physics on students attitudes, motivation and understanding about
Allen, D.I. (1970). Some effects of advance organizers and measurement and perception of classroom environment.
level of question on the learning and retention of Unpublished Ph.D. Thesis, Republic of South Africa,
University of Western Cape, Bellville.
© 2009 EURASIA, Eurasia J. Math. Sci. & Tech. Ed., 5(4), 413-420 419
H. Shihusa & F. N. Keraro
Kithaka, J. N. (2004). Attitudes towards mathematics and http://www.iubs.org/test/bioint/39/8. htm. Last
science. Paper Presented During SMASSE Project Cycle visited 25/9/2004.
One, Nairobi, April 2004. U.N.E.S.C.O. (1986). A handbook for biology teachers in Africa.
Kochhar, S. K. (1992). Methods and techniques of teaching. New Paris: United Nations Educational, Scientific and
Delhi: Sterling Publishers Pte. Ltd. Cultural Organization.
Lawton, J. T., & Wasnaka, S. K. (1977). Advance organizers Wachanga, S. W. (2002). Effects of cooperative class
as a teaching strategy: A Reply to Barnes and Clawson. experiment teaching method on secondary school
Review of Educational Research, 47, 233 – 244. students’ motivation and achievement in chemistry.
Martin, R. Sexton, C, Wagner K & Gerlovich J. (1998) Science Unpublished Ph.D Thesis, Egerton University, Njoro,
for All children. Methods for constructing understanding. Kenya
Boston, Allyn & Bacon Weil, B. J & Murphy, R. T. (1982). The retentive effects three
Mayer, R. E. (1979). Twenty years of research on advance modes of advance organizers. Journal of Studies in
organizers: Assimilation theory is still the best predictor Education, 1 (I) 112-118.
of results. Instructional Science 8(2), 133- 167. White, R.T & Tisher, R .P. (1986). Guided discovery. In
Mill, H. R (2000). Teaching and training. A handbook for Lefrancois, G R. (1997). Psychology for teachers.
instructors, 3rd edn. London, Macmillan. Wadsworth,Wadsworth Publishing Company.
Nelson, R. M (2000). Motivation to learn science: Differences Wiersma, W, & Jurs, S. G. (2005) Research methods in
related to gender. Journal of Educational Research, 93 (4) education: An introduction 8th Edition. Boston: Pearson
245 – 255 Publications.
Novak, J. D. (1980).Learning theory applied to the biology Willerman, M., & Mac Harg, R. A. (1992). The concept map
classroom. A useful tool for science education. The as an advance organizer. Journal of Research in Science
American biology teacher, 42, (5) 280-285). Teaching, 28, 705-712.
Nyabwa, R.A. (2005). Effects of advance organizers on form three
students’ mathematics self-concept and performance in commercial
arithmetic in selected secondary schools in Nakuru district.
Unpublished Masters Thesis, Egerton University,
Njoro.
Okere, M. I. O. (1996). Physics education. Egerton University:
Education Materials Center and Lectern Publication
limited.
Osborne, J. (1997). The relevance of biology. New Scientist
(154) 28 – 30.
Parkinson, J. (1994). The effective teaching of secondary science. New
York: Addison Wesley Longman Inc.
Prokop, P., Tuncer, G. & Chuda, J. (2007). Slovakian
students’ attitudes towards biology. Eurasia Journal of
Mathematics, Science and Technology Education, 3( 4),
287-295.
Puhan, G., & Hu, H. (2006). Motivation or cognition: What
leads to performance differences in science? On-line.
http://www.educ.ualberta.ca/educ/psych/crame .
Retrieval date 21. 07. 2008.
Slavin, E. R. (1997). Educational Psychology: Theory and practice
(5th ed.). Boston: Allyn and Bacon Company.
Solomon, J. (1986). Motivation for learning science. The School
Science Review, 67 (240) 436-442.
Sprinthall, N. A., & Sprinthall, R. C. (1990). Educational
psychology: A development approach. (5th ed.) New York:
McGraw Hill Publishing.
Tella, A. (2007). The impact of motivation on students’
academic achievement and learning outcomes in
mathematics among secondary school students in
Nigeria. Eurasia Journal of Mathematics, Science and
Technology Education. 3(2), 149 – 156.
Trowbridge, W. L., Bybee, W. R., & Powell, P. C. (2004).
Teaching secondary school sciences: Strategy for developing scientific
literacy (8th ed.). New York: Pearson Education Inc.
Tsuma, O. G. K (1998). Science education in the African context.
Nairobi: Jomo Kenyatta Foundation.
U.N.E.S.C.O. (1975). Science in basic functional education:
Philosophy, approaches, methods and materials: Report.
Bangkok UNESCO. Online
420 © 2009 EURASIA, Eurasia J. Math. Sci. & Tech. Ed.,5(3), 413-420