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CHALLENGES
BESETTING THE EFFECTIVE TEACHING AND LEARNING OF BIOLOGY IN SECONDARY SCHOOLS
Abstract
This study
is on challenges besetting the effective teaching and learning of biology in
secondary school. 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
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
The term
science has to do with nature; it is derived from the Latin word scientia,
which means knowledge. It is a systematic enterprise that builds and organizes
knowledge in the form of potable explanations’ and production about the
universe. It can be equally defined as the field of the study which tries to
describe and understand the nature of the universe in whole or in part. Science
to all human is the activities involving organized knowledge of natural
phenomena. This system uses observation and experiment to describe and explain
natural phenomena. Science is said to be a great enterprise which nations
depend on in order to advance technologically. Science is therefore, is
receiving much emphasis in receiving in education because of its significance and
relevance to life and society. Biology as a branch of science and the
prerequisite subject for many fields of learning contributes immensely to the
technological growth of the nation. This includes medicine, forestry,
agriculture, biotechnology and nursing. The study of Biology in senior
secondary school can equip students with useful concepts, principles and
theories that will enable them face the challenges before and after graduation.
Biology as one of the science subject is bent in making one to be conversation
with the environment he/she lives in appreciate the meaning of scientific life,
to develop unbiased mind and to be intellectually homes with serve as ideal to
the future citizen. Fortunately, it is a fact that Biology is the commonly
chosen science subject of most secondary pupils is confirmed by the West Africa
Examination council (WAEC) record. The term biology is derived from two Greek
words “bios” and “logos” which mean life and study respectively. Biology
therefore means the study of life or study of living things. According to stone
etal (1985), biology as a science is defined as a scientific study of living
organisms. It is therefore a natural science concerned with the study of life
and living organisms, including their structure, function, growth, origin,
evolution and taxonomy. It have several branches; including the two big
branches of biology which are botany (the study of plants) and zoology (the
study of animals), morphology (the study if external structure of living
things) physiology (the study of how living things function), Ecology (the
study of relationship between living things and their environments), Genetics
(the study of how living things inherits characters from their parents) Cell
biology (the study of cell structure and functions). According to Okeke (2000).
Students who did well in biology could have prospects of becoming: Doctors,
Nurses, Pharmacists, Dentists, Biology teachers, Medical technologist, Food
technologists, Genetic Engineers, Microbiologists, Biochemists, and other
science subject. Biology has its origin from Europe but today all the nations
of the world accord priority attention to science and technology in development
efforts. The reason for according such priority attention to science and
technology being that it carries the promises of great economic improvement and
equally serve as a gateway to national development in the age of fast
developing technology, has become necessary for all countries of the world
especially the developing ones to organize and improve the teaching of science
throughout the school stage. It is through science that we get the fundamental
bases to develop technology. Biology often overlaps with other sciences, for
example biochemistry with biology and chemistry, Astrobiology with biology and
astronomy. Social science such as geography, philosophy, psychology and
sociology can also interact with biology, for example in administration of
biological resources, developmental biology etc. it is a vast subject
containing many subdivisions topics which are five unifying principle that can
be said to be fundamental of modern biology.
1. Cells are the basic unit of life
2. Living Organisms consumes and transforms
energy
3. Organisms regulate the internal environment
to maintain a suitable and constant condition.
4. Genes and the basic unit of heredity
5. New species and inherited characters are the
product of evolution.
Sub-discipline
of biology are recognized on the basis of the scale at which organisms are
studied and methods used to study them, Biochemistry examines the rudimentary
chemistry of life, molecular biology studies the complex interactions systems
of biological molecules; then cellular biology examines the basic building
block of all life, which is the cell, physiology examines the physical and
chemical functions of the tissue, organs, organ of facts and presentation of
information about the natural world. The pace of the development of a given
country is always determined by the type of education which operates in that
country. What is needed in biology is students involvement in the exploration
of important ideas of biology. Effective teaching of biology is a process by
which a biology teacher adopt all the possible method used in teaching in the
classroom to make sure that students understand biology and be able to respond
positively during assessment or to produce a good result. Teachers’
effectiveness is exhibited in the teaching method, classroom managements, the
material as well as the way students are being handled, a good teacher always
bear in mind the individual differences of the students while presenting the
lesson and frequently check the student’s understanding of his or her points to
make sure that they are getting of understanding his lesson. This also includes
the ability of the teacher to answer question asked by the students, having
knowledge about his or her subject matter and ability to show students how to
conduct appropriate research. Effective teaching is crucial, in order for
students to reach educational success in and outside classroom setting,
therefore, there has been some factors militating against effective teaching of
biology in senior secondary school in Ikere Local Government Area, which some
of them are as follows:Unqualified biology teacher: Inappropriate training
background of science teachers especially biology teachers and qualification of
biology teachers are the major factor that militate against effective teaching
of biology because some biology teachers in some senior secondary school did
not undergo enough training to enable them get skills, qualities and enough
knowledge of the subject matter and how to impact the knowledge to the
students.Poor method of teaching biology in senior secondary school: For
teaching to be effectives one must use different methods of teaching. According
to Eke (2001), teaching is effective if only it produces or yields the desired
results, the ability of the teacher to adapt to different situations and
produce a desired result in the classroom is a mark of teaching effectiveness.
Vennier and Faith (2001) are of the opinion that all the teaching activities
are supposed to produce learning, so that test of effective teaching will be
amount of learning that occurs. When the following methods are used, teaching
of biology can be effective. According to Bigmen (1999), activity method,
inquiry method, and discovery method which elicit student’s interests and
enhance their level of attainment or comprehension of biology. Activity method
the methods that encourage students to participate actively during the lesion
while teaching at the same time. Oforkansi (2008) defined activity method as a
method whereby the students learn through active involvement rather than being
passive or being at the receiving end. According to Ofokansi (2008), discovery
means finding out. Exploration, manipulation and experimentation are components
scientific enquiry that helps one to discover. This approach demands that the
teacher create the problem and allow the pupil/students to find answer for
themselves. The author also said that enquiry involve active participation by
the student/pupil rather than transmit a preconceived notion about
situations.Inadequte supply of biology equipment: In some schools, many
laboratories equipments like microscope, glass tube, Beaker, slide, Bones of
vertebrates etc. charts of different animals development, systems, organs, etc,
work book for practical and textbooks are not adequate for the students in
learning of biology. Biology is a science subject which is all about practical
and also when combined with other science subject one will be able to study
courses like medicine, nursing, pharmacy etc in higher institution. Beaty and
Woolnough (1990) are of the opinion that the obsolete and insufficient teaching
of biology in senior secondary schools. They stressed that the teacher may be
competent enough and have all the qualities to impact the knowledge to the
students but to the obsolete and insufficient availability of biological
equipment the aim is defeated.Teachers attitude towards the teaching of
biology: the teachers personalities such as the way the teacher walks, talks,
reacts to issues, his/her code of conduct and dressing code has become the
major factors which leads to the ineffective teaching of biology. It goes with
the saying that the personality of such teacher affect the effective teaching
of biology in a great way. Enwieme(2001) continuous to stressed that teachers
personality invariably affect the effectiveness of teaching of biology. Oforkansi(2008)opinion
that personal qualities do not only enhance teaching and learning but also
promotes the tone of the school as well as the profession. In summary,
ineffective of teaching of biology in Nuskka Local Government Area could be due
to the several reasons such as classroom management, communication, teacher’s
qualification, supply of biology equipment, teacher’s personality, negligence
of seminars, and workshop by the teachers of biology, inadequate illustration
and practical aspect of biology is another factors, infrastructural facilities
and absences of laboratories etc.
1.2 STATEMENT OF THE PROBLEM
Biology is
one of the core science subjects, which is supposed to be the most interesting
subject to students in senior secondary schools. It has been discovered that
the effective teaching of biology has been very important. But the rate at
which students fails biology in result time’s shows that effective learning has
not been attained by these students. Aganga (2000) observed that “Many secondary
schools, especially the public schools have insufficient competent teachers as
well as biological equipment in their different schools”. Therefore, there is
the need to answer certain questions to re-enforce their effectiveness in
teaching.
1.3 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.
1. The extent to which senior secondary schools
in Ikere Local Government Area have qualified biology teachers.
2. To what extend does teacher teaching method
have effect on teaching and learning of biology.
3. to examine if the use of instructional
material have effect in teaching of biology
4. The extent to which teachers attitude affect
the teaching of biology in Ikere Local Government Area.
1.4 RESEARCH
HYPOTHESES
For the
successful completion of the study, the following research hypotheses were
formulated by the researcher;
H0: the use of instructional material has no
effect in teaching of biology
H1: the use of instructional material has effect
in teaching of biology
H02: Teacher’s attitude does not affect the
teaching of biology in Ikere Local Government Area
H2:
teachers attitude affect the teaching of biology in Ikere Local
Government Area
1.5
SIGNIFICANCE OF THE STUDY
The study
gives a clear insight on the challenges besetting the effective teaching and
learning of biology in secondary school. The study will be benefitted to
teachers and students y addressing what could be challenges of teaching biology
in secondary school. The study will also serve as a reference to other
researchers
1.6 SCOPE
AND LIMITATIO OF THE STUDY
The scope of
the study covers challenges besetting the effective teaching and learning of
biology in secondary school. The researcher encounters some constrain which
limited the scope of the study;
a) AVAILABILITY OF RESEARCH MATERIAL: The
research material available to the researcher is insufficient, thereby limiting
the study
b) TIME: The
time frame allocated to the study does not enhance wider coverage as the
researcher has to combine other academic activities and examinations with the
study.
c)
Organizational privacy: Limited Access to the selected auditing firm makes it
difficult to get all the necessary and required information concerning the
activities.
1.7 DEFINITION OF TERMS
Teacher
Personality: The nature and behaviour of our teacher as regards his role and
expectation.
Secondary
School: A non-professional institution of six year duration. Three years of
junior secondary school and three years of senior secondary school.
Method of
Teaching: Ways of teaching
Biology:
Biology is the natural science that involves the study of life and living
organisms, including their physical structure, chemical composition, function,
development and evolution. Modern biology is a vast field, composed of many
branches
1.8
ORGANIZATION OF THE STUDY
This
research work is organized in five chapters, for easy understanding, as
follows. Chapter one is concern with the introduction, which consist of the
(overview, of the study), historical background, statement of problem,
objectives of the study, research hypotheses, significance of the study, scope
and limitation of the study, definition of terms and historical background of
the study. Chapter two highlights the theoretical framework on which the study
is based, thus the review of related literature. Chapter three deals on the
research design and methodology adopted in the study. Chapter four concentrate
on the data collection and analysis and presentation of finding. Chapter five gives summary, conclusion, and
recommendations made of the study
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