A comparative evaluation of the effectiveness of using daily vise-a-vise weekly lesson plans in teaching of Biology in Ethiopian Secondary Schools
Journal Title: Journal of Educational Research and Reviews - Year 2017, Vol 5, Issue 2
Abstract
The study was conducted on the comparative evaluation of the utility of the daily vise-à-vise the weekly lesson plans for teaching biology in Ethiopian secondary schools. The objective of the study was to investigate which of the plans were effective to enable teachers in designing better strategy of teaching methods to delivery prescribed lesson portions with practical activities and assess how much of the taught concepts of biology were successfully transmitted to students. Descriptive methods were used to evaluate quantitative and qualitative data collected through interview questions and covert observations. Both interviews and observations were employed to collect data from 16 regular trainees of postgraduate diploma in teaching biology (PGDT). Interview questions were set as variables to gather information and evidence on the comparative assessment of the daily vise-a-vise weekly lesson plans. For classroom observations, checklists were set and used to value and score on how much the lesson plans enabled trainees to perform effective teaching of biology including the practical exercises in placed secondary schools. Collected data using both instruments were arranged into two tables containing assessment values and scores of each respective variable. As a result, the average score of comparative evaluation of the daily lesson was 80.41% more useful than the 19.59% weekly lesson, which clearly approved the effectiveness of the daily lesson plan by 60.82% efficacy differences. It means the utility of daily lesson plan enhances and facilitates lesson delivery methods, and much more effective to address the teaching process and understandings of learners. Hence, the research was concluded with concepts that the daily lesson is more advantageous to improve the transferring quality in all education systems.
Authors and Affiliations
Sutuma Edessa
Keywords
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- EP ID EP331259
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