Problem Hindering the Effective Teaching of Biology in Secondary Schools
Chapter One
Objectives of the Study
The purpose these researches are as follows:
- To highlight and discuss the relevance of well-equipped laboratory to the teaching of biology in the secondary schools.
- To identify the impact of regular test/assessments both practical tests and problems type tests on students’ proficiency in biology.
- To ascertain the effect of the use of professional biology teachers (resources teachers) on the teaching of biology in secondary schools.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Effective Teaching of Biology
The effective teaching of biology is a process by which biology teachers adopt all the possible methods used in teaching in the classroom to make sure that students understand biology and able to respond positively during assessment or to produce a good result (Ezeobi, 2016). She stated that teachers effectiveness is exhibited in the teaching method, classroom management, material as well as the way students are been handled, a good teacher always bear in mind the individual differences of the students while presenting the lesson and frequently check the students understanding of his or her point to make sure that they are understanding her lesson. This also includes the ability of the teacher to answer questions asked by the students, having knowledge about his or her subject matter and ability to show students how to conduct appropriate researches. Effective teaching is crucial in other for students to reach educational success in and outside classroom setting (Ezeobi, 2016). According to science Teachers Association of Nigeria (STAN (2013) the term “Biology” is derived from two Greek word “bios” and “logos” which means “life” and “study” respectively. Biology therefore means the study of life or study of living things. It is also a natural science concerned with the study of life and living organisms, function, growth, evolution, origin and taxonomy. Ango (2009) stated that biology have several branches, including Botany-the study of plants, zoology – the study of animals, morphology – the study of the external structure of living things, physiology – the study of how living things function, Ecology – the study of the relationship between living things and there environment, Genetics- the study of how living things inherit characters from their parents, cell biology – the study of cell structure and functions. Students who did well in biology could have prospects of becoming doctors, nurses, pharmacists, dentists, biology teachers, medical technologists, food technologists, genetic engineers, microbiologists, biochemist and other biology related disciplines. Fortunately, it is a fact that biology is the commonly closer science subject of most secondary students is confined by the West African Examination Council (WAEC) by biology Chief Examiner (2018). The state of teaching and learning of biology in secondary schools in Awka South Local Government Area is fast deteriorating due to ineffective planning of lessons. Thus, students become passive towards the learning of biology. As such it becomes imperative to reappraise extent of effective planning of instruction in the teaching and learning of biology in secondary schools in Awka South Local Government Area of Anambra State. The most pressing problems carefully considered in this study were does effective planning of instruction have an extent in the teaching and learning of biology? If they do, how do we go about planning effectively to achieve the desired aim
Factors Militating Against the Effective Teaching And Learning of Biology
- Poor Planning– The effecting planning of instruction makes for effective teaching and learning but when it is poor, the effects are dire. It leads to aimless wandering of the teaching, failure in achieving the objectives of the lesson, poor connection with a preceding lessons, poor or ineffective learning, frustrations for both the teacher and students, waste of time, efforts and resources as the stated aims are not achieved (Azubuike, Nwakonobi, Chikobi & Onwuachu, 2012). In using Lecture Method, the teacher reads out his already prepared lesson. He may or may not explain some technical terms in the note. He basically will not give the students insight to what he is inferring to but gives them right ups or handouts to read up. Njoku (2004) was of the view that lecture method of teaching involves more talking than doing, the average student that learns under this method is unable to express him or herself adequately. A good biology teacher is expected to use scientific problems that emphasizes appropriate methods such as discovery, inquiry activity, demonstration, projects which if judiciously employed by the teacher, will lead to the acquisition of those skills which are the bed rock of scientific method. Performances in biology at secondary school level remain poor and one reason is that the teaching adopted by the teachers which is teacher – centered approaches is being predominant (Azubike et al, 2012).
- Lack of Suitable Instruments or Materials: The classroom teaching and learning demands a lot of materials for arousing or motivating interest of learners for concretizing learning experience, retention and transfer of knowledge. According to Abdullahi (2010) instructional materials are tools locally made or imported that help to facilitate the teaching and learning processes. Abdullahi view them as material things which could make tremendous enhancement of intellectual learning. Osuala (2010) summarized the role of teaching aid as follows:- 1. It promotes meaningful communication and effective learning. 2. They ensure better retention, thus making learning more permanent. 3. They help to overcome the limited classroom by making the inaccessible accessible. 4. They provide a common experience upon which late learning can be developed. 5. They stimulate and motivate students to learn. 6. They encourage participation especial if students are allowed to manipulate materials used.
- Poor Method of Teaching– The primary aim of teaching at any level of education is to bring a fundamental change in the learner (Tebalal & Kahssay, 2011). To facilitate the process of knowledge transmission, teachers should apply appropriate teaching methods that best suit specific objectives and level of existing outcomes. According to Ayeni (2011) teaching is a continuos process that involves bringing about desirable changes in learners through the use of appropriate methods. Adeola (2011) indicated that in order to bring a desirable charge in students, teaching methods used by educators should be best for the subject matter. Furthermore, teaching methods work effectively mainly if they suit learner’s needs since every learner interprets and responds to questions in a unique way. Ayeni (2011) stated that method is a way in which you organize and present learning materials to students. Method of teaching has a great role in teaching-learning process and it contributes a lot for effective teaching and learning. The way it is used is important in helping students acquire the basic scientific knowledge, skills and attitude to solve different problems in life. Ayeni (2011) further stated that biology as a science subject involves teachers using methods that will give students opportunity to be actively involved. It is a well-known fact that no skilled teacher used just one method of teaching. The two basic types of instructional methods are the teacher-centered and the students-centered. Teacher centered instruction approaches are traditional and students acquire knowledge by listening to the teacher and by reading a textbook or books. In such an approach, the student is a passive recipient of information. In secondary schools, most common teaching methods is lecturing and reading textbooks and when it comes to interactions, teachers only ask closed questions like “Yes or No” to check whether the students have memorized the information contained in the textbook (Ayeni, 2011).
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.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine Problem hindering the effective teaching of biology in the secondary schools. Selected secondary schools in Ebonyi state forms the population of the study.
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 Problem hindering the effective teaching of biology in the 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 Problem hindering the effective teaching of biology in the secondary schools Summary
This study was on Problem hindering the effective teaching of biology in the secondary schools. Three objectives were raised which included; To highlight and discuss the relevance of well-equipped laboratory to the teaching of biology in the secondary schools, to identify the impact of regular test/assessments both practical tests and problems type tests on students’ proficiency in biology and to ascertain the effect of the use of professional biology teachers (resources teachers) on the teaching 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 Ebonyi state. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
In conclusion, the need to under see the extent of factors militating against effective teaching and learning of biology. It makes it easier for both the teacher and the students in achieving the objectives of the lesson (Lacina & Block, 2011). All hands should be on deck, including the school authorities, curriculum planners, government, students, parents and the society at large should help biology teachers in making provisions for all the factors which hinder the teaching and learning of biology in secondary schools which are unequipped biology laboratory, lack of instructional materials etc. It is believed that if these goals are achieved, the teaching and learning of biology will be more effective and students will do better in their internal and external examinations both presently and in future (Biology Chief Examiner, 2018).
Recommendation
Subjects teachers should make lesson planning their priority. Do not conduct a lesson unplanned especially in biology.
Curriculum planners should consider the demands of the society, individual differences, age of the students and also availability of instructional materials that will better suit the curriculum while planning.
The government should equip schools will all the necessary materials for learning, also increase the time allocated for science courses especially biology.
Time management is very important, so both teachers and students should be conscious of time in all the school activities.
References
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