RESOURCES AVAILABILITY AND UTILIZATION IN THE TEACHING OF BIOLOGY IN SECONDARY SCHOOL IN IBIONO IBOM LOCAL GOVERNMENT AREA
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RESOURCES AVAILABILITY AND UTILIZATION IN THE TEACHING OF BIOLOGY IN SECONDARY SCHOOL IN IBIONO IBOM LOCAL GOVERNMENT AREA
ABSTRACT
This study looked into the availability and use of resources in biology education in secondary schools in the Ibiono Ibom Local Government Area. The population for the study included all Biology instructors, principals, and vice principals in the study area. The sample included thirty-two (32) respondents chosen by the purposive sampling approach.
Data were collected using the Resources Availability and Utilisation in Biology Teaching Questionnaire (RAUBTQ). A simple percentage statistical technique was employed to analyse data and answer research questions. The research found that many schools lack a standard scientific laboratory, teaching materials, and qualified Biology teachers.
However, the study discovered that having resources available and using them improves the effectiveness of teaching. As a result, it was advised that enough laboratory resources, instructional aids, and competent teachers be made accessible in schools where they are lacking or inadequate, as well as an in-service training program for teachers to improve their professional knowledge and skills.
Chapter One: Introduction
1.1 Background Of the Study
Educational resources, or educational inputs, are essential for teaching any subject in the school curriculum. The school system’s resources comprise both human and non-human (material) resources that contribute to effective teaching and learning.
According to Daluba (2012), resources for teaching science include people (e.g., teachers and non-teachers), laboratories, libraries, classrooms, and instructional materials. Offormate (2007) emphasised the importance of using contemporary and standard resources while teaching science because it improves the effectiveness of teaching and learning. Danjuma and Adeleye (2015) found that most secondary schools in Nigeria lack basic resources for teaching and learning science.
The availability of resources determines the approach used in science teaching and learning, which influences learning outcomes. Most science professors use teaching approaches that promote rote learning and memorisation of facts and knowledge, as opposed to the more successful practical, hands-on approach.
Thus, poor approaches have always been linked to a lack of teaching materials or resources. The negative consequence stifles our national growth because science is regarded to be the foundation of any nation’s scientific and technical advancement.
Furthermore, Biology, as a science topic, has a wide range of content and appears challenging for many pupils to understand (Ajilah 2009).
Effective teaching and learning, as well as students’ academic performance in science (Biology), have become a concern for stakeholders in the educational enterprise.
According to Danjuma and Adeyele (2015), one way to address the problem of poor student performance is to improve the teaching method, that is, to shift from a teacher-centered to a student-centered approach.
According to Ojediran et al. (2014), the most successful strategy to scientific instruction is to supplement theoretical explanations with hands-on laboratory activities. Unfortunately, this strategy is resource dependent and cannot be done without science educational materials and equipment.
Many factors can influence scientific education and learning, including school type, location, learning styles, teaching tactics, and so on. Danjuma and Adeleye (2015) stated that teachers’ teaching styles are a critical component in students’ academic achievement in science.
The resources and facilities available in the school have a significant impact on the methods used by teachers to teach biology. The teaching technique determines the level and quality of student participation and performance.
In general, when resources and facilities like as teachers, textbooks, laboratories, chemicals, specimens, tools and equipment, aids, and so on are limited, the teaching style is teacher-centered.
This approach is dominated by the teacher, who lectures on the practical components of the course. The pupils remain passive participants, expecting to listen and observe solely, while the teacher serves as the learners’ primary source of knowledge.
This is not an effective way to teach science. A teacher-centered teaching strategy is detrimental to science education and can quickly kill students’ enthusiasm in the topic. However, where facilities and resources are available, a trained and motivated science teacher will use approaches that focus on the students.
Such an approach emphasises practical activity, with students exploring, solving issues, debating with one another, and participating in actual hands-on activities. This technique promotes curiosity, imagination, and critical thinking. It keeps the lesson exciting and captivating for the students.
The preceding argument demonstrates that resource availability and utilisation are crucial to good science teaching and learning. As a result, the purpose of this study is to look into the availability and utilisation of resources in biology education in secondary schools in the Ibiono Ibom Local Government Area.
1.2 Statement of the Problem
The importance of biology in the advancement of science and technology in the modern economy cannot be overstated. It is regarded as the most often taught science topic in Nigerian secondary schools. The value of biology has been recognised by the government, parents, students, and society at large.
Despite the importance of Biology, secondary school pupils in the Ibiono Ibom Local Government Area have consistently performed badly in the subject over the years.
Researchers such as Atanbi (2003), Omosewo (2000), and Ajilah (2009) revealed that pupils had a negative interest and attitude towards the subject, as well as low performance. According to Inyang (2006), biology is inadequately taught and comprehended in the majority of the country’s secondary schools.
The West African Examination Council (WAEC) Examiner (2007, 2008, 2009, and 2010) consistently reported candidates’ lack of ability to answer practical questions in Biology.
Okarafor (2008) conducted a study on the impact of biology laboratory facilities and teaching aids on student achievement in secondary schools in Onitsha.
It is unclear how many of these schools have well-equipped laboratories and suitable instructional materials. As a result, new resources must be used to improve the effectiveness of biology teaching and learning.
However, evidence of poor performance in Biology and other science subjects by secondary school students over the years indicates that the nation’s most desired technological and scientific advancement cannot be attained or designed to determine the availability of resources and utilisation in Biology teaching in secondary schools in the Ibiono Ibom Local Government Area.
1.3 Objectives of the Study
The primary goal of this research is to determine resource availability and utilisation in the teaching of biology in secondary schools in the Ibiono Ibom Government Area. The study aims at the following:
To examine the availability and utilisation of laboratory resources in biology education in the Ibiono Ibom Local Government Area.
The purpose of this study is to investigate the availability and use of teaching aids in biology education.
To investigate the availability of trained instructors and teaching Biology
Significance of the Study
This study will be useful for education stakeholders such as educational planners, instructors, the government, and students who want to promote quality education.
The study’s findings will aid educational planners in developing policies to attain educational goals and objectives.
The study aims to analyse resource availability and utilisation in Biology teaching in secondary schools, as well as to offer strategies to improve the subject’s successful teaching and learning.
Research Questions
The following research questions are posed to guide the study:
To what extent are laboratory resources available and used for biology education in secondary schools in the Ibiono Ibom Local Government Area?
How widely available and used are teaching aids for Biology in secondary schools in Ibiono Ibom Local Government Area.
How does the availability of skilled teachers affect the teaching of biology?
1.6 Limitations of the Study
This study has some limitations caused by circumstances that the researcher could not control, such as:
Time Constraint: The time allotted for conducting and completing the study may not be sufficient for the research.
Financial Issue: Insufficient money also hampered the efficient and successful conduct of the investigation.
1.7 Limitation of the Study
The study’s scope is confined to the availability and use of resources in biology education. Although there are several resources available for teaching science (Biology), this study focusses mostly on laboratory tools and teaching aids. This study is limited to secondary schools in the Ibiono Ibom Local Government Area.
1.8 Definition of Terms.
Resources can be described as anything that can be used to help attain a goal. In the context of this study, resources include items such as books, models, laboratory equipment, and facilities that can be used to fulfil educational goals.
Availability refers to the amount to which something, such as an instrument, tool, equipment, supplies, or aids, is available and in acceptable condition for usage.
Teaching is an activity carried out by the teacher. It refers to the act of giving knowledge to learners or assisting them in learning.
Biology is a science discipline that studies the features of plants and animals.
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