Challenges Besetting the Effective Teaching and Learning of Biology in Secondary School
CHAPTER ONE
OBJECTIVE OF THE STUDY
The objective of the study is to find out the problem facing teaching of biology in senior secondary schools in Ikere Local government area. Specifically the study aims at finding out.
- The extent to which senior secondary schools in Ikere Local Government Area have qualified biology teachers.
- To what extend does teacher teaching method have effect on teaching and learning of biology.
- to examine if the use of instructional material have effect in teaching of biology
- The extent to which teachers attitude affect the teaching of biology in Ikere Local Government Area.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
IMPORTANCE OF SCIENCE (BIOLOGY) TEACHING IN SCHOOL
It is a well-known issue today that science influences man in all aspects of life including feeding, clothing, shelter, health care, communication, transportation, space exploration, as well as leisure. Ayodele,(2000) and Elechi, (2010) inferred that the most obvious effect of science has been its medical and technological applications, with the accompanying effects on health care, lifestyles, and social structures. Science also influences culture in many modern societies by playing a major role in shaping cultural world views, concepts, and thinking patterns (Abimbola, 1998). It is important to note that science is useful in the world today. Almost all aspects of man’s life are influenced by science either directly or indirectly (Eze, 2003). Man needs to be scientifically literate to exist comfortably in his environment. This informs the need for inclusion of scientific literacy in the goals of education in Nigeria (FME, 2008). The relevance of science in development of the nation cannot be over emphasized. Scholars (Ajayi, 2008), agreed that the growth of any nation to the standard of the 21st century technology should be anchored on the scientific based knowledge of her subjects. The growth of any nation is a measure of its advancement in science. Science is a major subject taught in schools all over Nigeria, and any nation that hopes to develop must not neglect the teaching of science in its schools (Fakorede, 1999). One of such science subjects is Biology. Biology can be defined as the science of life (Ogunleye, 2002). It is a science subject offered in all the senior secondary schools in Nigeria, which is compulsory for both the science, and Arts oriented students. Odogwu (1998) pointed out that, the teaching of biology is important because, it equips the students to comprehend the world around them and equips them with necessary skills to build a progressive society. Similarly, Odogwu (1998) observed that, biology provides a platform for teaching students the ability to apply learning of science concepts and principles in solving everyday’s problems. Biology remains one of the basic sciences whose teaching and learning is universally known to be efficient and successful, if only undertaken simultaneously with the help of adequate instructional resources and facilities. Biology plays a vital role in the field of biochemistry, medicine, physiology, ecology, genetics, and molecular biology and as such, biology has been made a central focus in most human activities including being a solution to the problem of food scarcity, health, hygiene, family life, poverty eradication, management and conservation of natural resources, biotechnology, ethics, various social vices and as well lack of appropriate infrastructural materials. Biology is one of the science subjects that senior secondary students offer in senior secondary certificate examinations in Nigeria (FRN, 2004). Interestingly, it is a popular subject among students and its popular nature among other science subjects has made it distinct choice for all students (Lawal, 2011). Biology is a very important science subject and a requirement for further studies of other science related professional courses such as medicine, agriculture, pharmacy, biotechnology, genetic engineering, etc.
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought challenges besetting the effective teaching and learning of biology in secondary school.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain challenges besetting the effective teaching and learning of biology in secondary school. 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 teaching and learning of biology in secondary school
Summary
This study was on challenges besetting the effective teaching and learning of biology in secondary school. Four objectives were raised which include: The extent to which senior secondary schools in Ikere Local Government Area have qualified biology teachers, to what extend does teacher teaching method have effect on teaching and learning of biology, to examine if the use of instructional material have effect in teaching of biology, the extent to which teachers attitude affect the teaching of biology in Ikere Local Government Area. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff of selected secondary schools in Ikere local government area of Ekiti state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made of principals, vice principals administration, senior staff and junior staff were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
For the prospects of biology education development listed above to be met, there is need to assess the problems of biology education in Nigeria, bearing in mind the stated problems like insecurity, corruption, lack of funds, teachers altitude and method of teaching, poor curriculum standard and the recommendations made below.
Recommendation
Having assessed the problems and prospects of biology education development in Nigeria, the writer is of the opinion that such problems can resolved if the following recommendations are considered for implementation.
- Biology education curriculum and methodology should be refocused in Nigeria. This involves reformation and restructuring of biology education in line with the ethics of production and training for self-reliance.
- There should be a restructuring of the minds of the Nigerian youths through education for a purposeful and determined effort aimed at biology education development. Identifying the problems of Biology Education in the light of the development of biology education in Nigeria is the starting point of the restructuring process.
- Biology students should have the ability to communicate, work in teams and adapt to changes. This is to enable the students to be innovative, creative and be familiar with the new technology.
- Biology teaching should be adjusted to employment needs and entrepreneurship. This entails relationship with the employment market, local needs, community participation and development objectives.
- Biology Educators should be sponsored for seminars, conferences at the appropriate times for this will motivate them.
- Government should increase funding for the biology sector. Various agencies should donate laboratory techniques to both secondary schools and tertiary institutions offering biology as a course.
REFERENCES
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- Ameh, C.O. (1991). The use of educational technology in teaching. The effective teacher Jos: Matchers Publishing Ltd, Lagos. PP. 33 – 35.
- Augustena, J. I. (1998). Study Techniques for Human Biology Retrieved from http/www.ehow. com/into8449055.
- Ebong, W.E (2008) Challenges of research efforts in biology education paper presented at a conference held in Kano.
- Enemo B.E. (2005). Academic Performance in Biology and Availability of Laboratory Resources in Relation to School Location in Nsukka Local Government Area Unpublished M.Ed Thesis University of Nigeria Nsukka.
- Eya, P.C. (2010) Principles of Education in Nigeria. Chinedu Publishing Ltd Enugu. PP 23 – 26.
