The Importance of Biological Science Laboratory Apparatus in the Teaching of Biology in Senior Secondary Schools; A Study of Selected Secondary Schools in Ijebu Ode, Ogun State
Chapter One
Purpose of the Study
The purpose of this study is to determine the extent of importance of biological science laboratory apparatus in the teaching of biology in senior secondary schools; a study of selected secondary schools in ijebu ode, ogun state.
Specifically, the study sought to determined:
- The biological science laboratory apparatus in the teaching of biology secondary schools in ijebu ode, ogun state.
- The extent to which the Biology teachers in secondary schools in ijebu ode, ogun state, Biological science laboratory apparatus.
- The factors militating against the effective utilization of biological science laboratory apparatus
- The strategies for achieving more effective utilization of biological science laboratory apparatus
CHAPTER TWO
LITERATURE REVIEW
The review of related literature is presented under the following sub-headings:
- Conceptual Framework
- Importance of science/biology teaching in schools Academic achievement in biology and its impediments
- Resources in teaching/learning process Factors Influencing Student Achievement
- Factors that affect the use of instructional resources Improvisation and skills for improvisation
- Factors to be considered in planning improvisation materials
- Theoretical Framework
- Bruner’s Theory of Cognitive development
- Piaget’s Cognitive Theory
- Review of Related Empirical Studies
- Summary of Literature Review
CONCEPTUAL FRAMEWORK
Importance of Science (Biology) Teaching in Schools
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 19 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 20 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. Biology is the key to economic, intellectual, sociological, human resource development and well being of any society.
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
This chapter deals with the method used in collecting data required in carrying out this research work it explains the procedures that were followed and the instrument used in collecting data.
Sources of data collection
Data were collected from two main sources namely
-Primary source and
secondary source
primary source: These are materials of statistical investigation, which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment, the researcher has adopted the questionnaire method for this study.
Secondary data: These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
POPULATION OF THE STUDY
Ogili (2002) defined population of the study as “a group of persons or aggregate items, things the researcher in interested in getting information for the study” the importance biological science laboratory apparatus in the teaching of biology in senior secondary schools in Ijebu Ode Ogun state. 160 staff and students of secondary school in Ijebu metropolis was selected as the population of the study.
CHAPTER FOUR
DATA PRESENTATION ANALYSIS AND INTERPRETATION
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 question of this 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 find out the importance of biological science laboratory apparatus in the teaching 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 impact party merger and consolidation of democracy in Nigeria.
Summary
It has become clear that in our secondary schools, the teaching of biology and even other sciences is so much affected by lack of material and human resources in both public and private schools making the quality of some of our secondary school products questionable. If any difference does exist between the public and private schools might be largely due to the high level of monitoring that prevail in private schools. Sound knowledge in science (biology) aided by both material and human resources for its youth will address most of the problems and set the stage on for rapid scientific development.
Conclusion
From the study on the importance of biological science laboratory apparatus in the teaching of biology in senior secondary schools in Ogun state, it was found that students taught biology using improvised instructional materials performed better than students taught using conventional material; The results suggest that the use of laboratory apparatus in teaching biology in secondary schools aids the students’ achievement in biology. It has become clear that in our secondary schools, the teaching of biology and even other sciences is so much affected by lack of material and human resources in both public and private schools making the quality of some of our secondary school products questionable. If any difference does exist between the public and private schools might be largely due to the high level of monitoring that prevail in private schools
Recommendations
Haven completed the study; the researcher recommended that the government should as a matter of urgency equip all the schools with standard science laboratories and other material resources. There should also be training and retaining of biology teachers to enable them cope with the challenges of teaching science effectively in this 21st century as part of the millennium development goals strategies (MDGS) and science for all Nigerians. Furthermore, there should be improved welfare packages as a motivating factor for science teachers in the State. Finally, State Ministry of Education officials should carryout regular inspections to assess facilities in the schools as well as encourage the spirit of improvisation as a viable alternative in material/equipment provision in schools.
Reference
- Akpan, B. B. (2008). Nigeria and the future of Science Education. Ibadan: Oluseyi; press Ltd Achimagu, L. (2006). Resource materials for teaching primary science. Proceedings of the 47th annual conference of STAN.
- Aggarwal, J.C. (2006). Teacher and Education in a developing society. New Delhi: Vikas Publishing House PVT Ltd.
- Barribor V. (2003). Learning theories and instructional strategies. Nigeria: Springfield Publishers Ltd Buseri
- J. C. (2010). Teaching practice: An imperative in teacher education. A faculty seminar presentation to teaching practice supervisor in the faculty of education, Niger Delta University, Yenagoa.
- Cunningham, W.P, Cummingham, M.A. and Cunningham, B.S. (2005). Environmental Science: A global concern. New York: McGraw Hill. Federal Republic of Nigeria (2004). National policy on education (4th edition), Lagos:
- N.E.R.D. Press Gbamanja, S.P.T. (2002). Essentials of curriculum and instruction: Theory and practice. Port Harcourt: Paragraphics
- Nwachukwu, J. N. & Nwosu, A. A. (2007). Effect of demonstration method on difference levels of students’ cognitive achieve in senior secondary biology. Journal of Science Teachers Association of Nigeria, (42) (1&2), 50 59.
- Oludipe, O. and Lasisi, I. T. (2006). Resources as enhancer of effective teaching and learning of primary science. Proceedings of the 47th annual conference of STAN.
- Onwiodukit, F.A.R & Utibe, U.J. (2007), Analysis of the performance of the physics. Oyediji (2010). Effective teaching of mathematics and science in junior secondary schools in Bayelsa State. Organized by U.I. consultancy services in collaboration with Bayelsa State Universal Basic Education Board.
- Onyegebgu, N (2006). Using new technologies in creating excitement in biology laboratory activities. Proceedings of the 47th Annual conference of STAN. PP.134. Simpson, R.D. & Anderson, N.D. (1981).
