Assessment of the Resources Available for the Effective Teaching and Learning of Biology in Senior Secondary Schools
CHAPTER ONE
Objective of the study
The objectives of the study are;
- To ascertain the status of teacher availability in Secondary Schools for effective teaching and learning of Biology in senior secondary school
- To know the availability status of instructional resources in secondary schools for effective teaching and learning of Biology in secondary schools
CHAPTER TWO
LITERATURE REVIEW
Historical Background of the Biology Curriculum
According to Onwuka (2004), the educational system of any country should be based on the needs and demands of the people. In line with this, Akujieze (2007) noted that the attempt to base the education of Nigeria, especially science education on the needs and demands of Nigeria people has culminated series of commissions, committees and conferences. Notable among these are the Phelps Strokes Commission of 1920, the Ashby commission of 1950, the Alvan Ikoku conference on curriculum. All these conferences, committees and commissions were geared towards providing a functional science education programme in Nigeria. According to Idika (2008), the different commissions, conferences and committees were set up at different stages of development of science education in Nigeria. In other words, a new commission, committee or conference arises as a result of a new need or problem in the country, or as a result of criticism on the preceding one. These various commissions, committees and conferences have effects on the development of science education in Nigeria. Onyeokoro (2003) opined that the effect of the Ashby report was seen among others in diversification of senior secondary science curriculum. The importance of the national conference on curriculum development to Nigerian educational system is evidenced in the fact that this conference was instrumental to the setting out of educational goals and the formulation of the National Policy on Education (NPE) in Nigeria. According to Iwunwah (2004), the conference formulated these National Philosophy on Nigeria Education:
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain to assessment of the resources available for the effective teaching and learning of biology in senior secondary schools. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of the resources available for the effective teaching and learning of biology in senior secondary schools
Summary
This study was on to assessment of the resources available for the effective teaching and learning of biology in senior secondary schools. Two objectives were raised which included; To ascertain the status of teacher availability in Secondary Schools for effective teaching and learning of Biology in senior secondary school and to know the availability status of instructional resources in secondary schools for effective teaching and learning of Biology in secondary schools. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary school in Uyo. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
The use of resources is essential in helping students to explore and develop ideas about their environment and be scientifically literate, in the absence of these resources or inadequate facilities and equipment, teachers should not use it as an excuse for poor teaching or skipping that topic or theme. Teachers should learn to improvise. Adebimpe (1997) observed that one problem in Nigeria is that very few teachers practice improvisation while majority depends on imported equipment. Eshiet (1996) and Balogun (1982) opined that in the face of scarce financial resources, schools and teachers are constantly being have to provide ‘look-likes’ which can take the place of conventional equipment thus serving the same purpose. This will help a long way helping our students to want to learn science
Recommendation
- Since science is activity oriented, learners should be involved in improvisation such as drawing of charts, molding models, construction of materials e.g. wheel balances, swoop nets, etc. this will enable the learner to enhance knowledge.
- Teaching and learning of science cannot successfully be implemented without adequate science facilities/resources; there is need for the government, parents, teachers, association, philanthropist and voluntary organizations to join hands in procuring necessary facilities or resources in schools.
- Science teachers need to be trained through in-service training workshops to learn skills of resources utilization thereby move up higher in the level of use scales to creativity level. (Benedicta 2000).
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