The Effect of Four Mode Application Techniques on Achievement, Retention and Multiple Intelligences of Students With Different Learning Style in Biology

The Effect of Four Mode Application Techniques on Achievement, Retention and Multiple Intelligences of Students With Different Learning Style in Biology

Abstract

This study investigated the effect of Four Mode Application Techniques (4MAT) on achievement, retention and multiple intelligences of students with different learning styles. To guide the study, nine research questions were posed and nine hypotheses were formulated and tested at 0.05% probability level. Quasi-experimental design was adopted for the study, specifically the non-equivalent control group design. The study was carried out in Abakaliki Local Government Area of Ebonyi State. A sample size of one hundred and thirty nine (139) SSII Biology students were used for the study. This sample was drawn using purposive sampling technique. Two groups of students were used for this study, they are experimental and control groups. The experimental group were taught using 4MAT and the control group was taught using the conventional lecture method. The treatment lasted for six weeks. Three instruments were used for data collection in this study namely: Biology Achievement Test (BAT), Multiple Intelligence Inventory (MII) Students and Teacher Interview Schedule (STIS). The same test (BAT) was used as pretest, posttest, and retention test. At each stage after the pretest, the items were reshuffled. The research questions were answered using mean and standard deviation, while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significant. The results of the study revealed that there was a statistically significant main effect for instructional methods on mean achievement score of students in biology F(7, 138) = 11.500, p<.000, there was a statistically significant main effect for instructional methods on mean retention score of students in biology F(7, 138) = 43.160, p<.000, there was a statistically significant main effect for instructional methods on Multiple Intelligence (MI) score of students in biology F(7, 138) = 39.986, p.512. There was no significant main influence of gender on students retention in biology F(1, 138) = .831, p>.364, there was a statistical significant main influence of gender on students multiple intelligences in biology F(1, 138) = 4.184, p.088, there was no statistical significant main interaction effect of methods and gender on mean retention score of students in biology F(7, 138) = .996, p<.437, and there was a statistical significant main interaction effect of method and gender on MI score of students in biology F(7, 138) = 2.473, p<.021. In line with the findings of the study, the educational implications of the findings were highlighted and the recommendations were equally proffered among others that science teachers.

CHAPTER ONE

INTRODUCTION

Background of the Study

Biology is a branch of natural science that deals with the study of living organisms, their structures, functions, evolution, distribution, and interrelationships. Biology occupies a unique position in the secondary school education curriculum because of its importance as science of life. In Nigeria, the secondary school Biology curriculum is designed to continue students’ investigation into natural phenomena, deepen students’ understanding and interest in biological sciences and to encourage students’ ability to apply scientific knowledge to everyday life (Federal Ministry of Education, 2009). Biology is an important science subject and stands as the bedrock to the learning of other science courses like Medicine, Pharmacy, Nursing, Biochemistry, Genetics and Agriculture that are of great economic importance to the nation. Besides the importance of Biology as the science of life, it is one of the science subjects that are mostly preferred by many students in secondary schools. For this reason, Biology has a very high enrolment of students in the external examination (West African Examination Council, 2011).

The objectives of the Biology curriculum according to the National Policy on Education is to prepare students to acquire: adequate laboratory and field skill in Biology, meaningful and relevant knowledge of Biology, the ability to apply scientific knowledge to everyday life in matters of personal and community health and agriculture and reasonable and functional scientific attitude. In pursuance of the above stated objectives of biology curriculum, the contents and context of the curriculum place emphasis on field studies, guided discovery, laboratory techniques and skills along with conceptual attitude (Federal Ministry of Education, 2007). To achieve these objectives of the Biology curriculum, emphasis should be placed on the teaching and learning process in other to allow students develop their highest potentials (Pratoomtong, 2011). Caine (2002) posited that good teachers should organise classroom activities that emphasize on active role of the learners to construct their own knowledge and understanding through interacting with the environment around them. However, these activities should be interesting to learners and appropriate for their developmental level so that they can use their whole brain to participate in them, which will in turn improve their academic achievement.

Studies have shown that Biology teaching does not always employ effective instructional approaches in teaching the subject (Nwagbo, 2001 and Nwosu, 2001). This has led to situations where students cannot be able to apply the knowledge of biology into real life situations. Agame (2010) posited that in most secondary schools, teaching methods are mainly based on inappropriate instructional approach, which requires teachers to give explanation or demonstration while students usually focus on textbook reading, note taking and memorization of facts. Moreover, test results in biology shows that learning ability of the students taught in this way falls below expectation. Evidence has shown that there is high rate of failure in Biology examinations, which could be traceable to the quality of teaching (More, 2003). The report of West African Examination Council (WAEC) on the Senior Secondary School Certificate Examination (SSCE) (2007-2010) on students’ achievement in Nigeria revealed low academic achievement in biology WAEC Chief Examiner’s report (2007-2012). This poor achievement of students in biology at the senior school certificate examination leaves one in doubt about the effectiveness of instructional approaches employed by the biology teachers for the teaching and learning of biology Nwagbo (2001) stated that most biology teachers use the conventional lecture methods in teaching of the subjects. Nwosu (2001) also stated that the use of lecture methods does not allow for active learner participation in the classroom. In order to enhance students’ achievement and active participation in the learning process in Biology, much attention should be placed on student’s learning styles and their impact on the teaching and learning process.

Learning style is an individual’s unique ways of perceiving and processing information. According to Reynolds (2007), learning style is an individual’s natural or habitual pattern of acquiring and processing information in learning situation. The notion of learning style and its implications in education is not new in the education system (Reynolds, 2007). Learning style specifically deals with each individual’s characteristic styles of acquiring knowledge (Byrne, 2002). Learning style is also an individual’s special way of understanding and applying information gathered during the teaching and learning process. Dunn and Griggs (2000) stated that serious consideration is rarely paid to the existence of differences in learning styles and their impact on teaching and learning, with few attempts being made to systematically incorporate learning styles into teaching. Ubah (2012) reported that knowledge of the existing learning styles among students could increase their academic success. Reynolds (2007) proposed that matching learning styles and instructional methods could lead to improved learning. More importantly, Rochford (2004) and Ingham (2003) posited that students’ knowledge of their learning style preferences could improve students’ rate of retention of information. Students preferentially take in and process information in different ways: by seeing and hearing, reflecting and acting, reasoning logically and intuitively; and analyzing and visualizing. This shows that every student has a peculiar learning style.

In the classroom, students come in with their different learning styles and all the dominant learning styles needs to be addressed during the learning process (Merrill, 2003). When teachers are considering the design of a learning process for active learning classroom environment, there is need for them to be aware of the impact of learning styles of students to create an enabling environment for learning to take place. Brown (2003) stated that if instructional design match students’ learning style preferences, it could have a positive impact on students’ achievement. In addition, Roy (2007) stated that recognizing students’ learning style could help teachers to develop course structures that will provide a better fit between instructional goals and student’ ‘learning style pr eferences. The importance of recognising students learning styles in classroom learning environment can be highlighted by stating that the teacher places emphasis on intuition, feeling, sensing, and imagination, in addition to traditional skills of analysis, reason and sequential problem solving. The teacher designs instructional methods to connect with different learning styles, using various combinations of experience, reflection, conceptualisation and experimentation. Finally, the teacher employs variety of assessment techniques, focusing on each of the different learning styles and the development of the whole brain capacity (Brown, 2003).

Structurally, the human brain is made up of right and left hemisphere. The human brain functions in many ways; it acts as two brains (right/left) hemisphere and it is the way individuals experience the world around them. Brain research has found out that the two hemispheres of the brain (left/right) process information differently, both hemispheres are equally important in terms of whole brain functioning and individuals rely more on one information-processing mode than the other, especially when they approach new learning (Chatuporn, 2002). The left hemisphere is dominant with regard to language and logical processing, while the right hemisphere handles spatial perception. There is evidence that each brain hemisphere has its own distinct functions, a division referred to as lateralization (Chatuporn, 2002). The left hemisphere is serial, analytic, rational, systematic and verbal. Analysis and planning are key strategies in the left hemisphere.

In this mode, problems are solved by looking at the parts and sequence is critical. The right hemisphere on the other hand is global, visual and holistic; it is able to see patterns and connections. The right mode processing seeks patterns and solves problems by looking at the whole picture. Intuition, belief and opinion are key processing strategies of the right hemisphere.

To illustrate the importance of whole-brain functioning, Campbell (2008) remarked on how the human mind forms its notion by mixing up its own nature with the nature of things around them. For example, when scientists engage in explicit theory development, they observe and use logical reasoning. However, during the discovering phase that must precede the definitive process of creating a new theory, they often use illogical reasoning which reflects their own subtle biases. The reality is that individuals approach learning with the whole mind, intuition, belief and subjectivity intact.

The above line of thought on brain hemisphericity and the knowledge of learning style led to a research by Bernice McCarthy in 1972 about the best way to teach learners in a classroom. This brought about the development of the Four Mode Application Techniques (4MAT). 4MAT is an instructional model that provides a systematic approach to organising and delivering instructions in a manner that addresses the learning styles and hemispheric preferences of students. 4MAT is an eight-step instructional model that capitalizes on individual learning styles and brain dominance processing preferences. Inherent in the 4MAT are two major premises: one is that people have major learning style and hemispheric (right mode and left mode) processing preferences; secondly, teachers should design and use multiple instructional strategies in a systematic framework to teach to these preferences in other to improve teaching and learning.

In 4MAT lesson, there is more interactive exchange of information than just giving formation; there is greater appreciation for diversity as a positive outcome to enhance learning and there is deeper sense of responsibility for student during the learning process. The 4MAT is a conceptual framework of teaching and learning that is grounded in the works of John Dewey (experiential learning), Carl Jung (theory of individualization), and, most directly, David Kolb (experiential learning theory) (McCarthy 1987). 4MAT identifies four interrelated learning styles based on how individuals perceive and process new information. Its premise is that individuals learn primarily in one of the four different, but complementary ways based on how they perceive and process information (McCarthy & McCarthy, 2006). McCarthy identified these four learning styles as Imaginative Learners (Type One Learners); Analytic Learners (Type Two Learners); Common Sense Learners (Type Three Learners); and Dynamic Learners (Type Four Learners), based on Kolb’s experiential learning theory thus, divergent, assimilative, convergent and accommodative learning style respectively.

Imaginative Learners (Type 1) learn best through personal experience. They benefit from opportunities to find meaning in what they are learning and they enjoy discussing their beliefs, feelings, and opinions with others. The type I learners are reflective in nature, learn primarily through dialogue and are skilled at perspective taking and are sensitive to the needs of others. Analytic Learners (Type 2) approach learning in a logical, organized manner by examining details and specifics. As students, they often excel in a traditional classroom setting. Analytic Learners enjoy reflecting on new ideas and connecting new learning to other information they know to be true. The type 2 learners are logical in nature, enjoy formulating theories and models, strive for precision and prefer teachers that do so as well. Common Sense Learners (Type 3) learn by doing. When presented with new information they immediately focus on practical applications. These learners are active, preferring to get right to work in the classroom and dislike assignments that do not have an obvious purpose or application. These learners learn best when provided with hands-on, experiential learning opportunities. Dynamic Learners (Type 4) are active learners, enjoy taking risks and learn primarily through self-discovery. These learners like to connect their learning to things that matter in their lives. They enjoy synthesizing information and applying their learning in new ways. When properly sequenced, the dynamic learning styles provide a natural framework for teaching and learning. Dynamic learners prefer doing and feeling things, they seek hidden possibilities, they explore learning by trial and error and they engage in self-discovery (McCarthy, 1983).

These four types of learners would learn best if they are taught how to learn like each other at the same time in other to make learning successful, i.e. the type one learner has to learn how type two, three, and four learners learn. The teachers have to travel the 4MAT cycle with a spin to fully engage all the learners in the activities of the four diverse learners. The use of 4MAT teaching model has been supported by research in elementary and secondary and more recently in higher education classrooms (Wilkerson and White, 1988; Blair and Judah, 1990). 4MAT also integrates learning style with brain-based processing strategies and provides systematic model of planning instruction, which assumes that individuals learn in different but, identifiable ways and that engagement with a variety of diverse learning activities result in higher levels of motivation and performance. 4MAT model moves beyond enhancing students’ self-awareness of their learning strengths and weaknesses, to a framework students can use to adapt to the variety of teaching styles and disciplines required of today’s college students. Based on this idea McCarthy developed the 4MAT system and added two new views to Kolb’s model concerning the way the brain works (right/left mode) (McCarthy, 1990). The 4MAT system is a teaching model based on research on brain function to create a practical teaching method for maximizing human learning and potential.

Nevertheless, with 4MAT, teachers can facilitate critical dialogue to have students make interpersonal and intrapersonal cognitive development for themselves, by themselves and with each other (Campe, 2006). Learners will therefore work in small groups or at times work alone and use their intelligences; visual, interpersonal, musical, bodily kinaesthetic, intrapersonal, linguistic, natural and logical to work at their own pace and create, build, evaluate and extend their learning (McCarthy, 2006). Holistically 4MAT instructional model relies upon learning loop, which includes four types of students introduced by McCarthy and the right and left hemispheres of the brain, which makes learning a constant process. According to the model, the loops called 4MAT impeller or 4MAT quadrant is divided into eight steps and it is designed as a process that is made up of activities, which are appropriate for the four types of students (learning style) (McCarthy, 2005) see Figure 5, page 44. In this loop, while the teacher is going around the impeller, the teacher teaches according to learner’s personal differences by utilizing the educational strategies that are appropriate for each student such as experimentation, group discussion, classroom interaction, lecture and other strategies that can stimulate the activities of the two hemispheres (Brent, 2005).

Consequently, teachers should design a framework, which encompasses the 4MAT learning wholly and considers the individual differences among the students (McCarthy, 2003, 2005; Yenice and Saracaloglu, 2009). 4MAT can be best applied when the skills of the teachers are developed and the education is structured in a way that is suitable for multiple methods to be used, so that the students will receive every style of learning (Yenice and Saracaloglu, 2009). 4MAT requires teachers to present teaching appropriately for each of the four learning styles so that they can develop other learning styles, use their own learning styles well and become successful.

McCarthy concluded that the full cycle of a lesson based on 4MAT would include eight activities, accommodating each of the four types of learning using both left and right brain dominance in each quadrant. Such lessons highlight the style of each learner for some fraction of the whole, and rotation between left and right brain activities gives prime time to the different orientations, which would lead to whole-brain performance, see fig. 6, page 51. By superimposing right and left hemispheric preferences on each of the four quadrants, eight step cycles is formed. According to the model, if the teacher follows the cycle, learning style and hemispheric preference of each individual would be addressed at least one fourth of the instructional times. During other parts of the cycle, the learner will be “stretched” on learning how to solve other problems (McCarthy, 2006). 4MAT system engages students to construct their own idea and promotes multiple intelligences of students. When using the model, teachers can implement a number of steps in their teaching. The eight steps involved in 4MAT include; connect, explain, image, inform, practice, extend, refine and perform. As the lesson proceeds, instructions that can stimulate the function of the two hemispheres of the brain are introduced into the lesson. When using 4MAT model, learning activities are structured in a way that it will address the eight steps as proposed by the model. To this effect, the present study sort to find out if the model could enhance students’ acquisition of multiple intelligences owing to the nature of activities involved in it.

The concept of human intelligences has recently begun to be conceptualized and looked at in a more integrated way. In 1983, Gardner developed a theory called multiple intelligences that identifies and describes seven distinct ways in which people can represent what they know and how they can do it. The concept of multiple intelligences is very content and context oriented, focusing on human potentials, an idea related to the theme “science for all” (Nwosu, 2001). Multiple intelligences refer to a set of skills, which allows individuals to find answers to problems they face. Multiple intelligences theory proposed that individuals have multiple human abilities or multiple intelligences based on a set of eight criteria. The eight intelligences are verbal-linguistic intelligence, logical-mathematical intelligence, visual-spatial intelligence, bodly-kinesthetic intelligence, musical-rhythmic intelligence, interpersonal intelligence, intrapersonal intelligence and naturalistic intelligence (Chan, 2004).

Multiple intelligences are powerful tools in education that revitalize the search for more authentic, student centred approaches to curriculum, instruction and assessment. Multiple intelligences can be used to meet three visions which are to match teaching to the way students learn; to encourage students to stretch their abilities and all their intelligences as fully as possible and lastly to honour and celebrate diversity (Kagan and Kagan, 1998). Multiple intelligences fit comfortably with an open approach to education. In order to ensure that students develop multiple intelligences in the classroom, the teacher should continually shifts the method of presentation from linguistic to spatial to musical and so on, often combining intelligences in creative way. Gardner (1998) stated that if the teacher recognizes multiple intelligences in the classroom, he/she can reach more students and give those students the opportunity to demonstrate what they have understood, thereby making learners the most important focus of the educational system. This is very important especially in the area of sciences were learners are expected to find out facts, develop positive attitude towards science and apply scientific processes in their daily life. Gardner (1993) stated that learning activities should develop learner’s intelligences and help them reach vocational and avocation goals that are appropriate to their dominant intelligences, especially to improve on student’s achievement.

Academic achievement deals with the extent students have gained from a particular course of instruction. According to Omachi (2000) achievement is the scholastic standing of a student’s performance at a given moment. It has to do with the successful accomplishment of goal(s). The purpose of testing an achievement is to help the teacher and the students evaluate and estimate the degree of success attained in learning a given concept. It is also useful in testing the retention of information and skill. It is equally appropriate in determining the efficiency of instruction. One of the issues at stake in education today is students’ achievement measure in relation to teaching and the overall success of learning outcome. Hassan (2006) pointed out that effective learning and sound academic achievement contributes to national development. It is something of great importance to parents, teachers and students themselves; even the larger society is aware of the long term effects of high and low academic achievement since the product of schools are expected to shape the destiny of the society. They can only do this, if they are able to retain what they have been taught in school. Therefore, this study is also interested in finding out the effect of 4MAT on students’ retention in biology.

Retention is an individual’s ability to remember and recall information, materials and experiences learned over time. This acquired materials in the mind need to be preserved in form of images for knowledge to develop. When a stimulating situation occurs, retained images are revived or reproduced to make memorization possible (Morris, 2000). Biology concepts therefore, need to be presented to the learners in a way or method that touches their sub consciousness, which can trigger quick recalling of the concept being taught or learnt. Okeke (2004) stated that teachers could improve retention of concepts and information by explicitly creating memorable events involving visual or auditory images with projects, plays, simulations and other forms of active learning, to boost student’s retention of the concept. Okeke (2004) further stated that whatever students have retained for about 12 to 24 weeks after instruction, they might retain forever. In addition, the more time that passes after learning, the less information will be remembered. This form of forgetting is often referred to as “time decay” (Woolfolk, 1998). For instance, neural connections, like muscles grow weak without use. Okoye (2012) refers to retention as the process of maintaining the availability of new meanings or some part of them. It may be suggested that the amount of the original meaning that will be retained at any given point in time is a variable quantity. Forgetting represents a decrement in the availability of an acquired meaning, that describes the loss in availability that occurs between the original establishment of the meaning and its later reproduction. Considering the two terms, retention is seen as a positive aspect of memory while forgetting is seen as the negative aspect. Frequent reviews and tests, elaborated feedback and active involvement of students in learning projects have been associated with longer retention. Okoye (2012) further stated that active participation during instruction increases learning and retention. This study aims to find out if 4MAT could enhance biology student retention of knowledge. In addition, this study will determine if the effect of 4MAT on various variables are gender related or if there is a gender dimension in the use of 4MAT and its various effects and influences.

An issue of contention in Nigeria today is the issue of gender in our society including the educational system. Gender is a set of characteristics distinguishing between male and female, particularly in the cases of men and women which depending on the context, may vary from sex to social role to gender identity (Bland, 2003). According to Okeke (2004) gender is a social or cultural construct, characteristics, behaviour and role that varies from place to place or culture to culture. It is not like sex, which is biologically determined and universal too.

Gender related issues in science education have continued to receive serious attention judging from the number of studies done to that effect. Babajide (2010) opined that science subjects, which include physics, biology and chemistry, are given masculine outlook by educational practitioners. In addition to this, studies by Ogunleye (2002); Ezirim (2006); Okwo and Otuba (2007) show that academic achievement in science subjects depends on gender. However, Nwosu (2001) found out that student’s acquisition of science process skills is not gender specific. In addition, studies by Ogunleye and Babajide (2011), Agonmuoh & Nzewi (2003) lend credence to significant gender effect in science achievement. Madu (2004) and Agomuoh (2010) found that gender influences student’s conceptual shift in favour of male students.

The issue of gender and students’ academic achievement especially in biology has been inconclusive. Some researchers are of the view that male students perform better than females, others disagree with this view, arguing that achievement is a factor dependent on several factors such as socio – economic background, and teaching m ethod among others. Therefore, one sees that the issue of gender has not yet been resolved particularly in relation to students’ achievement in biology, hence the need for further study on that regard, especially when trying out new teaching strategies. In this study, the researcher is interested in using the 4MAT model to design learning activities in Biology and find out its effect on achievement, retention and acquisition of multiple intelligences of students with different learning style. In addition, this study will find out the influence of gender on students’ achievement in biology when exposed to 4MAT instruction.

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