TABLE OF CONTENT
Content
Page
Cover page………………………………………………………………………………..….. .i
Declaration…………………………………………………………………………………....iii
Abstract …………………………………………………………………………………….... iv
Acknowledgement…………………………………………………………………………......v
Dedication……..……………………………………………………………………………...vi
Table of contents…………………………………………………………………………..…vii
List of Tables……………………………………………………………………………….... xi
CHAPTER ONE:
INTRODUCTION
Introduction…………………………………………………………………………..............1
Background to the Study……………………………………………………………….…….1
Statement of the Problem………………………………………………….............................2
Purpose of the Study………………………………………………………………………....3
Research Questions…………………………………………………………………………..3
Significance of the Study……………………………………………………………….........3
Limitations of the Study……………………………………………………………………..4
i
Delimitation of the Study…………………………………………………………………....4
Organization of the Study………………………………………………………....................5
CHAPTER TWO:
REVIEW OF RELATED LITERATURE
Overview………………………………………………………………………………..…......6
Concept of Purification…………..………………………………………………….……...…6
Method of purification…………………………………………………….….………….........7
Importance of purificatication……….......................................................................................8
Problems associated with Teaching and learning of purification…..…………………………9
Approaches by others to improve student understanding of the concept of purification..........9
CHAPTER THREE:
METHODOLOGY
Overview.…………………………………………………………………………………….13
Research Design……………………………………………………………………………...13
Population…………………………………………………………………………………….14
Sample and Sampling Procedure………………………………………………...…...............14
Research Instruments……………………………………………………………………........14
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Data collection procedure observation…………………………………….……………….…15
Interview……….………………………………………………………………………….….16
Pre – Test and Post – Test……………………………………………….................................16
Interview Design ……………………………………………………………………………..17
Analysis of data ………………………………………………………………………………18
CHAPTER FOUR: RESULTS AND DISCUSSIONS
Overview………………………………………….…………….…….…………………….…19
Discussion………………………………………….………………….………….…...………20
Interview finding.………………….…………………….…………….………………………20
CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Overview…………………………………………………...………………………..............22
Summary ………………….………………………………...………………………….…...22
Conclusion……………………………………………………………………………..….…22
Recommendation and Suggestion……….………………………………………………......23
iii
REFERENCES…………………………………………………………………….…….25
APPENDICES;
APPENDIX A………………………………….…………………………………….…...27
APPENDIX B………………………………………………………………………….…27
APPENDIX C……………………………………………………………………….……28
APPENDIX D……………………………………………………………………………29
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LIST OF TABLES
Table
Page
Table 3:1 Week One lesson plan …………………………………………………….……..17
Table 3:2 Week Two lesson plan ………………………………………………………..…20
Table 3:3 Week Three lesson plan …………………………………………………………23
Table 4:1 Ages of the participants……………………………….…………………………27
Table 4.2: The Gender of participants………………….………… ……………………….28
Table 4.3: Marks obtained by students in the pre-intervention test ……….……………….28
Table 4.4: Marks obtained by students in the post-intervention test …………….…..…….29
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CHAPTER ONE
1.0 INTRODUCTION
This chapter consist of the background to study, statement of the problem, purpose of the study
research, significant of the study, delimitation limitation, organization of the study
1.1 Background of the study
education is the bedrock of development therefore it is crucial for every individual or a nation to
educate his or her citizen to a higher level of productivity and development. Kwamena poh (1999)
state among others that one major purpose of education being it formal or informal is to educate a
person to be an acceptable member in the society, as a result the study of water purification which
aims at equipping individual with knowledge and skills to purify water should be taken seriously.
Considering the definition of water purification, it refers to all the processes by which impure
water can be made pure as clean for domestic and industrial use as well as human consumption,
this emphasis the need to teach a topic by considering having direct contact with were water is
purified. It is for this reasons that the researcher used fieldtrip approach as it is defined by Hale
(2003) as a process of teaching and learning about water.
Purification which may be conducted within the content of formal teaching through direct contact
in the environment. This approach has a tendency to grade the monotony of traditional method
such as discussion, lecture, dictations, illustrations, reading and recitation. Which normally go on
in the classroom sitting which creates boredom and take away pupils’ interest in the topic. The
place of fieldtrip in the teaching and learning of water purification in particular as stated earlier is
1
to give insight into realities of life the pupils to make informed decisions to personal and social
problems. In an attempt to emphasis in place of the topic under Gabrielson (2001) recorded the
words of a teacher as ‘I have learned about ice, I have talk about ice, I have read about ice age,
Norway and Switzerland. But now for the first time I know what ice is.
1.2 Statement of the problem
However, pupils of Appiahkrom M/A JHS two pupils seem to have not taken cognizance of
the both aim of water purification and it contribution in placing them in society, the treat the
topic with empathy. This has negatively affected their performance in the topic ‘the ultimate
aim of every teacher is to see his or her pupils perform creditably in the topic that he or she
will teach, these provides a yard stake for the teacher in measuring his or her performance or
effectively in the said topic. Such measure helps teacher to either retain or review their method
of teaching and if possible, adopt remedial teaching approach to correct any weakness or
defect, the researcher came to realize the poor performance of pupils in Appiahkrom M/A JHS
2 pupils in integrated science precisely water purification at Appiahkrom M/A JHS 2 pupils’
school during his internship at the said school a quiz conducted shown poor performance of
pupils in the topic.
This may be attributed to pupil’s lack of interest in the topic, which might also be traced to the
method of lesson delivery. Looking at the nature and scope of water purification, its teaching
and learning process needs the most unconventional and directional which is perceived as the
most effective approach.
During researcher internship at Appiahkrom M/A JHS 2 pupils, the researcher observed that
pupils were not active in water purification. This resulted in his interest and quest to identify
2
the possible causes and develop appropriate intervention. To resolve the problem, the pupils
lack of interest in the topic which leads to their poor performance, the researcher decided to
use fieldtrip to help the pupils to explore and study a topic through first-hand experience.
1.3 purpose of the study
the purpose of the study is to
i.
Find out what factors contributed to the pupil’s inability to perform well in water
purification.
ii.
Examine the use of field trip techniques as intervention process to improve pupils’
problem.
iii.
Assess pupils’ attitude towards the learning of water purification.
1.4 Research questions
In an effort to achieve the desired objectives in aims of the student, the researcher attempts to
see solutions to the following hypothetical question he raised thus
a. what factors contribute to pupil inability to perform well in water purification?
b. what is the attitude of pupils towards learning of water purification?
c. how can field trip techniques be used to improve pupil’s problem
1.5 Significant of the study
All topics involve in the education system are equally important, therefore poor performance
in any of them needs to be investigating and finds solutions to the problems
it is on this reason that the study is justified and argued for it worth.
3
Firstly, it is hoped that the findings and recommendation that would emerge or come out
from this study would be much beneficial to the pupils in Appiahkrom M./A JHS 2 pupils to
improve their performance in the topic.
Furthermore, the study will serve as a reference to researchers who might want to undertake
further information into contemporary issues regarding effective teaching and learning or water
purification with field trip also the researcher will have teachers and authorities to know
appropriate strategies techniques in resources to use in teaching and learning of water
purification in other to reduce or stop incidence of abstract teaching and learning processes.
Additionally, the implementation of the intervention will help to improve pupil’s
participation and sustain interest in the water purification, moreover curriculum research and
development division will find the findings of the study very useful in designing and running
in several courses to use filed trips to enhance teaching and learning for teachers
Lastly, the study will help teachers to adopt effective ways of organizing fieldtrip and to
create much interest among them in organizing more of such trips to enhance the performance
of their pupils.
1.6 Delimitation (scope and boundaries)
This study is limited to Appiakrom M/A JHS two pupils at wiawso municipal, the researcher
was not able to work on all aspect of fieldtrip but he emphasis on the important fieldtrip can
have on pupil’s performance. The researcher did not include the details in how to organize
field trips, it is hoping that future research will improve upon his weaknesses and the study
will not be beneficial to the said school but nationwide also.
4
1.7 Limitation of the study
Participation of pupils will not encourage but since all of them were circumstance beyond my
control. They tend to have implications for the generalizability did his best and hope that the
study still achieves its purpose. Also, most of the pupil due to truancy were not around during
the intervention. Financial constraints were also a hindrance to this work. Another limitation
is the time frame for the research work
1.8 organization of the study
This chapter of the study as disclose above deals mainly with the introduction of the study. It
covers the background of the study, statement of the study, purpose of the study, research
questions and significance of the study, delimitations. The chapter two also deals with reviews
of related literature from both primary and secondary sources, the chapter three deals with the
methodology describes the procedure followed in carrying out the study. The main component
discuss in this chapter includes research designs, populations, instrumentation, data collection
and data analysis.
The fourth chapter deals with findings, analysis, and discussion of findings, the two main part
of this chapter are results section and discussion section. The final chapter deals with the
conclusion, part of the study, it has three major sub –headings and namely summary,
conclusion and recommendation, the final part of the research takes part of the list of tools and
materials which have been referred to in the report study.
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CHAPTER TWO
REVIEW OF LITERATED LITERATURE
2.0 Overview
This chapter focus deals with review of related literature on the study. It examines the view
of authors that have relevance to the topic of study from theoretical and empirical
perspectives.
The related literature was reviewed under the following sub headings
i.
Factors that contribute to pupil’s inability to perform well in water purification.
ii.
Pupil’s attitude towards the learning of water purification
iii.
Use field trip techniques as interview or method process to improve pupil’s problem.
Concept of purification
Pupils from Appiahkrom M/A JHS get their source of water from well, streams, rivers, pipes, etc.
water collected from these sources are mostly dirty and unsafe to use and therefore should undergo
purification. Pupils from Appiahkrom M/A JHS need knowledge in purification of water to carry
out and perform their everyday activities using water.
To purify something is to remove dirt, chemicals, or anything else that it's contaminated
with. Hale (2003) defined purification as all the processes by which impure water can be made
pure as clean for domestic and industrial use as well as human consumption. This emphasis the
need to teach a topic by considering having direct contact with where water is purified.
6
Method of purifying water
It’s extremely important to confirm your water has been purified or treated before usage. there are
various water purification methods that are used today. Some include;
1. Boiling
Boiling water is the cheapest and safest method of water purification. Water sources and or
channels of distribution may render your water unsafe. For example, parasites and germs are
things you may not see by bare eyes, but their effects can be life threatening.
In this method, clean water should be brought to boil and left at rolling-boil for 1-3 minutes.
Boiled water should be covered and left to cool before drinking. For water drawn from wells,
leave it for compounds to settle before you filter out clean water for use.
2. Filtration
This method uses chemical and physical processes to purify water and make it safe for human
consumption. Filtration eliminates both large compounds and small, dangerous contaminants
that cause diseases with a simple and quick filtration process. Since filtration does not deplete
all the mineral salts, water that has been filtered is considered healthier compared to water
purified using other methods. It’s one of the effective water purification methods that utilize
chemical absorption process that effectively removes unwanted compounds from water.
Filtration is one of the effective ways of purifying water and when using the right multimedia
filters, it’s effective in ridding water of the compounds.
3. Chlorination
Chlorine is a powerful chemical that has been in use for many years to treat water for home
consumption. Chlorine is an effective water purification method that kills germs, parasites and
7
other disease-causing organisms found in ground or tap water. Water can be purified using
chlorine tablets or liquid chlorine. Chlorine tablets kill all bacteria leaving your water clean
and safe.
Importance of purification
1. Water purification helps to keep the environment safe and clean. If someone uses water bottles,
it means that person buys them regularly and throws the empty bottles into the garbage which
cannot be recycled. Ultimately it means that bottled water uses clean water and in exchange,
and doing several damages to nature. On the other hand, water filters discharge hazardous
waste in correct way, it ultimately helps to keep the environment also safe and protected.
1. Helps to prevent the various cancer-causing risks. Different type of chemicals and viruses in
contaminated water causes different diseases and can increase the chances of some kind of
cancer risks. However pure drinking water keeps things moving in the digestive tract and helps
to push food through and get you a healthy digestion system.
2.
Ensurety of great water quality. Since water filters remove all sorts of available contaminants
from your water, you can expect to have quality water consumption which can also decay over
time. Water is used in our homes in a number of ways, like for bathing, cooking, washing,
planting, etc… The better quality of water you will use, the better atmosphere you can
maintain.
8
Problem associated with Teaching and Learning of water purification
Causes of pupil’s inability to perform well in water purification. According to Ayaba (2002),
fieldtrip is a wide range of instructional media. He started that no all learners learn in the same
way different media are able to appeal to the learning style and home culture of different learners.
Each medium has its peculiar strength and limitation in the it convoys messages so the limitation
of one medium could be before set by another.
Ayaba’s view can be explained that if teachers in Appiahkrom M/A JHS school methods of
teaching is not yielding a performance in water purification during exams. Then there is the need
to change their methods and approaches of teaching the topic and go forth a technique that can
cater for most pupils that is fieldtrip as stated by Ayaba as a wide range of instructional media to
improve pupil’s performance in the topic.
Approaches by others to improve student understanding of the concept of water purification
The Chinese saying, I hear I forget I see I remember, I do I understand I summarize the
fact that seeing and doing aspect of teaching of water purification should not be over noted. For
successful examination of a fieldtrip, therefore depends largely on how adequate one prepares for
the trip. As such before, the teacher and his/her pupils set out on a meaningful fieldtrip the
objectives should be well defined and all the necessary material, procedures and logistics put in
place.
According to Balogong et al stated among others that fieldtrip will be little benefits to the
pupils unless the teacher and the learners are well prepared for it in similar view, more erected
(1998) observes that teaching will be effective unless it is well run.
9
Find out pupil’s attitude towards the learning of water purification, according to David etal
(2000) children develop interest in learning when they are aware on the topic they are about to
learn before the lessons been presented in view of this fieldtrip as a technique of teaching water
purification needs a lot of preparation before the result desired can be achieved.
Therefore, teacher informs their pupils before the trip is set and this creates interest in
during the learning process. ASEP (1990) concluded that children hear 15% of what they see, 20%
of what they both see and hears 40% of what they discuss with others 80% of what they experience
directly and practice and 90% of what they attempt to teach others. This inevitable suggest that
pupils will definitely perform poorly if they are not actively involved. In the teaching and learning
process. It is therefore imperative to encourage pupils to take active part in lesson to ensure better
retention and easy retrieval when the needs be. According to Aggarwal (2001) fieldtrip techniques
apart from affording opportunities to pupils to learn together makes suggestion share
responsibility, comprehend the topic to evaluate the findings and to summarize result and others
provide opportunity for pupils to speak distinctly standard and sit to correct, respect the findings
of others share interest, ask pertinent questions and comprehend the problem before the groups.
According to Tyler (2004) learning takes placed through active behavior of the pupils. He
therefore emphasis that, it is what the learners does that he learns, not what the teachers does, to
add to Tyler’s view learner’s performance are been determined by what they have learnt therefore
to improve the performance of pupils in water purification fieldtrip is the best approach
recommended. According to klousmerier and Braden (1999) most children entering school are
eager to learn about themselves, about living things and about many aspects of the immediate
environment. They ask questions continuously about things they do not understand themselves.
10
Nariño brown et al (2002) writing about fieldtrip state that they consist of a planned or
organized visit to place of’ interest outside the classroom such as factories, universities agriculture
project etc. this explains that studying; or learning with fieldtrip technique helps pupils to change
their places of study at a time which in turns create happiness in pupils during teaching and learning
process since pupils interest arouse when they found themselves in different place at a time use
fieldtrip technique as intervention to improve pupils problem
Gabrielson (2001) recalled the words of a teacher as a I have read about ice I have talked about
ice, I have taught about the ice age of Norway, Switzerland. But now for the first time I have
known what it is implies that all that pupils will say, what they will do, what they will lead about
in textbooks may not clear the doubt as when it is seen and touched with their naked eyes and
hands respectively. Explanation on this continues that pupils do not easily forget about the things
they have studies through physical manipulation. Again, it goes onto help pupils to build on the
concept learnt from both in and out doors. According to orsteins, good teaching involves good
questioning, especially when large groups of pupils are being taught skillful questioning normally
comes from practical lesson when pupils are actively involved in teaching and learning process.
This goes a long way to arouse when pupils curiously stimulate their imagination and motivate
them to search out new knowledge it can challenge the pupils, make them think and help clarify
concepts and problem related to the lesson. He concluded by saying that fieldtrip which seems to
make use of different approaches at the same time should be used by teachers to encourage pupils
to learn by doing rather than listening alone. This will cause the pupils to come face to face their
challenges and ask for solution from teachers and expect, Ornstein views can be explained that
fieldtrip helps to identify their own problems and seek solutions to them. This goes a long way to
perform better during examination petty a (2008) states that pupils tend to find fieldtrip an active
11
and enjoyable learning activity especially as answering questions correctly by doing them., this
gives this pupil confident from the others pupils field’s motivation of pupils to learn hard and this
end it better performance during exams. According to Aggarwal (2011), sending pupils to
instructional resources are potent motivations. They tend reality to the classroom teaching and link
instructional with real life. He emphasizes that participation in teaching and learning of water
purification outside the classroom help to improve pupil’s performance.
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CHAPTER THREE
METHODOLOGY
Overview
This chapter describes the procedures followed in carrying out the study. Areas under this chapter
include the research design, population and sample selection instrumentation, data collection data
analysis.
The Research Design
The research design for the study is “action research”: Action research is a small sale intervention
in the functioning of the real world and a close examination.
Herbert (2010) explained “Action Researcher” as using research method to study classroom
problem: it implies identifying a problem and offering possible interventions.
According to Bloom (2004) the use of Action Research can be resolved in two strategies. These
are “A Diagnostic stage and philanthropic” the research chose to use action research in this study
because it helps to identify a problem and gives remedy at a spot in a real sense. The Action
Research is done to portray, analyzed and interpret the uniqueness of the real individual and
situation through accessible account. Even though Action Research may have some weakness like
time consuming and involvement of many people at a time which is very costly, yet it helps to
adopted by the researcher because it keeps to identify a problem pertaining to pupils and find
solution to the problem through intervention. This study took place in Appiahkrom M /A JHS
School in the western north region with student in form 2 class on the Topic using filed trip method
13
to develop Appiahkrom M/A JHS 2 pupil’s interest in integrated science with the aim of highlight
the importance of water purification to them.
Population and sample selection
The target population constituted all the JHS two pupils in Appiahkrom M/A JHS. These
constituted the accessible population of the study since a complete coverage of the population is
not possible a unit of the population was selected to represent the whole population. That is JHS 2
pupils in Appiahkrom. In all thirty-five (35) students in the class, twenty – four (24) were picked
for the study to represent the whole class. Meaning more than half of the class was used including
the class teacher. The sampling method employed here by the researcher is the simple random
sampling. The class teacher was given a reliable information about the pupils. Thus, the
performance of the Good, average and low student, then twenty-four (24) students were picked
using the random sampling. There were thirty-five (35) pieces of paper were having “Yes” on them
whiles the other had “No” on them. The papers were folded and put on the teachers table for pupils
to pick. Those who picked “Yes” constituted the sample.
Research Instrument
The instrument used by the researcher to collect the data were observation, questionnaire
interviews, observation as an instrument used by the research can be explain as the act of watching
somebody or something carefully for a period of time, especially to learn something. Most
information was collected by direct observation of the pupil’s behavior through the structure
method of observation which is a formal and strictly organized procedures with a set of well14
defined observation categories. The test and questions have administered by the researcher with
the help of some teacher in the school. The question given were collected on the spot to ensure a
higher return rate for better inference and general conclusion about variable of the study.
Interviews were also used; this is a form of questioning characterized by the fact that it employs.
Verbal question in a formal meeting setting as its principal techniques of data collection. The
interviews were conducted in two phases. That is before test and question. The instrument was
developed by considering the age of the pupils under study. The sample size and how reliable
information would be obtained.
Data collection procedure observation
Most information was collected by the direct observation of pupil’s behavior turning Integrated
Science precisely water purification lesson. As the researcher teachers in the class, anytime he
went the class he made direct observation on how the students prepared for the lesson. The
researcher observed for the lesson. The researcher observed that most of the student do not have
interest in the lesson so they found means of leaving the classroom to do their lesson. They did not
understand this behavior of the pupils so further observation was conducted in order to have
credible information.
Being a new teacher, he could not tell why they were behaving in that manner. Based upon this
development the researcher decided to conduct interview to find out why the pupils behaved in
that way.
15
Interview
The 10 students were interviewed using an unstructured interview schedule Thus without formal
structure or systematic organization. From the interview the researcher got to understand why the
pupils were behaving in that manner for example most pupils provided the information that; they
were not allowed to participate fully in teaching and learning process. Others also complained how
boredom the lesson becomes, anytime the teacher begins to lecture them. They further explained
that, the teacher always do the talking without involving them actively.
In the course of the interview, the researcher asks questions like ‘do you have textbooks for
integrated science?
Students answered that, they do have access to them.
Some of the pupils also complain about lack of sufficient and attractive teaching and learning
materials.
Pre – Test and Post – Test
Pre – tests were conducted under strict examination condition. The questions were written on the
chalkboard by considering the age of the students. But before the administration of the Pre – Test,
pupils were given index numbers. These numbers were used for both pre – test and post – test.
This guided the researcher to select his sample. The questions of the pre – test was discussed after
it was administrated. The post – test was administrated to students one month after the pre- tests
when the interventions fieldtrip was implemented. The post – test like the pre – test was conducted
under stick supervision. The post – test for the students is analyzed in chapter four.
16
Interview Design
Having identified pupil’s problem in the subject, the use of teaching and learning material and the
use of resources person.
To make the subject look real and interesting were introduce. This demystified the problem.
Surrounding the teaching and learning process of water purification. Efforts were made towards
the use of fieldtrip as an interview.
Secondly, the researcher and his other intern colleagues appealed to the head of the school to
construct a resources center for Integrated Science where pupils could be taken for demonstration
work, role play, watching films, which depicts real things in their natural setting on Saturday so
that normal time table will not be interrupted. Again, an arrangement was made for one day
seminar for teachers to equip them on how to use teaching and learning materials and fieldtrip to
enhance teaching of water purification. Also, another seminar was organized to equip the pupils
with a strategy for approaching question during their exams for better performance. As a follow
up to the intervention design, the following measure were adopted. In the first place, permission
was sought from the headmaster to organize a fieldtrip to places of educational importance
especially in areas under study. The headmaster granted permission and other stakeholders were
informed accordingly. After the first trip was successfully organized as many as two others
followed. As matter of fact, the trip did not involve a long distance. In other words, the trips were
within the township since the syllabus aim at helping pupils to be familiar with their immediate
environments. The researcher and other teachers were deeply involved from the start to the end
with pupils taking active part in the whole exercises. In each case, they presented a report based
on the work assigned to the respective groups people became very interested in the trips and did
their best to learn a lot in our second trip
17
Last but not least, the researcher recommended for the seminars to be organized for both teachers
and pupils aimed at equipping them with the advanced way using teaching and learning materials
in teaching process and also equipping pupils on the strategies for approaching water purification
questions respectively.
Analysis of Data
Data was analyzed using tables and average (means) in the chapter four.
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CHAPTER FOUR
Overview
This chapter is designed through the pre – test and inter put the data gathered from the target class
at Appiahkrom M/A JHS. The data organization is done using tables to make the following.
•
Result Analysis / Discussions
•
Results of pre – test and post test
Table 1: pre-test for Appiahkrom JHS.
Score
No. Of Pupils
Percentages
0
6
33.3
1
4
26
2
3
20
3
2
10
4
1
33
5
16.7
Total = 15
30
100
19
Discussion
The table gives the summary of the pupils’ performance in the test conducted after implementation
of the research’s intervention, the above table clearly illustrates that the number of pupils who had
below averages Four (4) pupils and they constitute 13:3% of the total class. Again twenty (20)
pupils passed with highest percentage of 86.7% of the total class.
In comparing the pre- test to the post – test score, it clearly indicates that greater number of students
had the highest scores in the post-test to pre-test the post text recorded 80% failure while the posttest recorded 13.3% failure also the post-test recorded 86.7% passed while the post-test recorded
86.7% passed while the pre-test recorded 20% of pupils passed. It is vividly seen that the researcher
has been able to use field trip to improve the performance of pupils in general.
Interview finding
The researcher conducts last interview after conducting both pre-tests to find out how best the
study how helped the pupils. These were the finding or the response from pupils.
-
Student will offer integrated science precisely water purification to the higher level in my
education.
-
Water purification is my best topic
-
Student will always remember the things learn from the trip
-
Studying water purification outside the classroom is enjoyable.
All these responses show that pupils have understood the concept of the topic and have
developed interest for it.
20
After these were contributing to pupils’ poor performance, but after the intervention the following
findings were made
-
After the intervention have been administered, there was a significant improvement on the
teaching and learning of water purification.
-
Other findings established in the performance of the student at the pre – test stage which
gave the research the pre-test recorded 80% failure while the post-test recorded 13.3%
failure. Also, the post-test recorded 36.7% passes while the pre-test recorded 20% of the
pupils passing these high marks obtained at the post-test stage gave the evident that fieldtrip
when used in the lesson delivery enhance understanding of concept in teaching and learning
process.
-
Lastly, it was also emerged from the study that pupils become interested in learning
whenever they actively involved in teaching and learning process.
21
CHAPTER FIVE
OVERVIEW, SUMMARY, RECOMMENDATION AND CONCLUSION
overview
This chapter deals with the findings of the analyzed data. Recommendation and conclusion to
improve on the student performance in water purification.
Summary
Summary, findings of the study was set up to investigate into the use of fieldtrip to improve
the performance of the pupils in water purification at Appiahkrom M/A JHS. Upon critical
analysis of the information gathered from the observation made interviews and tests
administrated the following causes were found to be contributed to student poor performance.
-
Teachers were using lecture method in class activities
-
Student were not actively involved in class activities
-
There were not enough teaching aids for the topic. Examples test books teaching and
learning materials and items were not in the school.
Conclusion
From the findings of the study. It can be realized that teaching of water purification is deepened to
achieve little if it is always confirmed to the classroom. Therefore, there is a need for fieldtrip or
out-of-door activities were both the teacher and the pupils move out of the classroom to observe
and study the topic at first hand.
22
-
Direct observation of the findings and event from the study is vivid source of substance
and understanding which make learning more permanent. Through purposeful interaction.
Pupils are motivated through fieldtrips to make them willing to earn.
-
Water purification is viewed as a study that equips the individual with the necessary tools
to make improve water plume from the finding emerged. It concluded that fieldtrip can
turn to be an all-round developer in that, it gives pupils opportunity not only to seek out
knowledge but also to express themselves orally and writing, acquisition of social value
like tolerance, responsibility, leadership, love, team work and co-operation as pupils get
busily engaged in fieldtrip activities.
-
Finally, based upon the findings raised from the study of researcher concluded that if
fieldtrip is effectively used as teaching technique of teaching and learning with purification
teachers will not teach their vision as mere imparting of knowledge but rather changing
negatively attitudes interest in the individual and innovating positive attitudes right values
and relevant skills that will fully integrate them into society as good responsible and useful
citizen.
Recommendation and Suggestion
After the project work, the researcher considered the findings emerged from the study and
came out with some recommendation and suggestion for more improvement since we are in
an educational reform era there is room for further research into poor performance in water
purification and water purification and the correct antidote found to remedy the situation.
23
In view of the findings, the following suggestion are recommended.
-
Educational and school authorities should encourage teachers to take their pupils out
fieldtrip. Since it helps to sustain pupil’s interest in learning.
-
Head Teachers should create common fund to be used to organized fieldtrips during
teaching and learning process of water purification.
-
The Ministry of Education should regularly organize in-service or refresh courses for
teachers to update their methodology in the teaching of water purification.
-
Attempts should be made to procure or improve teaching and learning aids for schools.
Since they promote meaningful communication and ensure effective teaching and learning
better retention thus making learning more permanent.
-
The researcher suggested that any person who would like to do further study in his problem
should include how to organized fieldtrip to enhance the findings.
-
The researcher if off fervent hope that this study can be of help to whoever intends to do
further research into this problem to improve performance in water purification.
24
References
Aggarwal (2011) Principles and Practice of Education Technology.
ASEP (2006) Principles of Education Nigeria, Iba Publishing (Pg. 41)
Ayaba D.A (2000) Education, Nigeria, Ike Printing Press (Pg 20-25)
Bauid Et Al (2000) Guiding Children To Learn. London Ox Publishing (Pg 38)
Brown Nacino R Etal (2002) Curriculum And Instruction. London, Macrillam Publishing (Pg 50)
Bloom (2004) Curriculum and Instruction London, Macmillan Publishers (Pg 20)
Gabrielson, Alexanda M (2001). The Role of Outdoor Education. New York Of Publishing
(Pg. 101)
Hale (2003) Fieldtrip Education, Ibandam International Publishing (Page 60-65)
Hans (2015) The Role Of Fieldtrip In Teaching London Ox Publishers (Pg 38)
Herbert (2010) Handbook for Teaching Environment Studies Iba International Printing Press
(Pg 89 – 90)
Ibadam International Publisher Ltd (Pg 55-60)
Klousmeri and Dreden (2005) The Role Of Education Outdoor. New York Of Publishing (Pg 90)
Moore Et Al (2002), Al (2002), Outdoor Activities London, Macmillam Publishing (Page 47)
Molected (2012) Principles and Practice of Educational Technology (Pg 55)
Ornstain C.A (2010) Principles of Instruction Nigeria, Iba Publishing (Eg 50)
25
Petty G (2008) Hand Book for Teaching Environmental Studies I Bandu International
Printing Press (Page 79-80)
Tyler (2004) Guiding Children to Learn. London Publisher (Pg 60)
26
APPENDICES
APPENDIXES “A”
ASSESSING PUPILS PERFOMANCE
PRE-TEST
INSTRUCTION: ANSWER ALL QUESTION
(a) What is water pollution?
(b) State three pollution that makes water contaminated.
(c) Write down five (5) sources of water.
(d) Mention (3) three sources of water.
APPENDIXES “B”
INTERVIEW QUESTION
TEACHER: Who do more work during teaching process in Integrated science precisely water
purification?
STUDENT: The teacher, he talks too much for us to listen
TEACHER: How do you feel when the teacher talks too much during teaching?
STUDENT: The lesson becomes boredom and we lose interest in it.
TEACHER: Do you get the understanding?
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STUDENT: No Sir, we normally prefer moving out of the class.
TEACHER: Why have you been always performing poor in water purification?
STUDENT: We do not remember what we learn during exam.
TEACHER: Do you like to study Integrated Science precisely water purification to the higher
level?
STUDENT: No sir, it is too difficult.
APPENDIX “C”
ASSESSING STUDENTS PERFOMANCE
POST-TEST
INSTRUCTION: ANSWER ALL QUESTION
a) What are some of the ways through which water can be purified?
b) What is Purification?
c) Describe the process of purification of water for supply to our homes.
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APPENDIX “D”
INTERVIEW WITH STUDENT AFTER THE POST-TESTS
TEACHER: How do you feel during out-of-door activities?
STUDENT: It makes learning understandable.
TEACHER: Who does more work?
STUDENT: The pupils and this makes learning interesting.
TEACHER: Does fieldtrip help you to improve your performance?
STUDENT: Yes Sir, because we see, touch and manipulate on the things we are
studying. This makes learning becomes real to us.
TEACHER: Do you like to study Integrated Science, water purification to the higher
level?
STUDENT: Yes Sir.
TEACHER: Why?
STUDENT: Because, it helps you to understand everything and also remember
everything during exam.
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