THE IMPACT OF BIOLOGY EDUCATION IN A SELECTED ENUGU STATE INSTITUTION
Abstract
The study looked into the impact of biology education on the professional development of secondary school students. The lack of instructional materials for teaching biology in secondary schools necessitated this research. Four hundred students from Enugu North Education Zone were drawn at random from public schools in Enugu State to form the study’s sample. Questionnaires were used to collect data for analysis.
Using chi-square, research questions were answered and hypotheses were tested. The findings revealed that the qualities of a biology teacher have a significant impact on the effect of biology study on professional development and students’ attitude toward the effect of biology study on professional development, which affects students’ academic achievement.
Based on the findings of this study, the researchers recommend that teachers, school authorities, and the Nigerian government at all levels encourage the effective effect of biology study on professional development. By providing all necessary equipment and facilities, such as a seat, instructional media, a conducive classroom environment, and good textbooks. Biology textbooks should be made free and available to all secondary school students.
Contents table
Abstract
CHAPTER ONE
INTRODUCTION
1.1 The Study’s Background
1.2 Problem Description
1.3 The Study’s Objectives
1.4 Research Issues
1.5 Research Proposal
1.6 Importance Of The Research
1.7 The Study’s Scope
1.8 Research Limitations
CHAPTER TWO
REVIEW OF RELATED WORKS
INTRODUCTION
2.1 STUDENTS’ ATTITUDE TOWARDS BIOLOGY
2.2 PARENTAL ATTITUDE AND STUDENT BIOLOGY ACHIEVEMENT
2.3 FACTORS AFFECTING BIOLOGY EDUCATION’S EFFECTIVENESS ON PROFESSIONAL DEVELOPMENT
2.4 AVAILABILITY OF INSTRUCTIONAL MATERIALS AND ENVIRONMENTS AS FACTORS AFFECTING BIOLOGY EDUCATION’S EFFECT
2.5 STRATEGIES FOR EFFECTIVE PROFESSIONAL DEVELOPMENT FROM BIOLOGY EDUCATION
CHAPTER THREE
METHODOLOGY
3.1 Research Plan
3.2 Study Participants
3.3 Sample and Sampling Methods
3.4 Data Collection Source
3.5 Research Device
3.6 Instrument Validation
3.7 Instrument Administration
3.8 Data Analysis Method
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS, AND INTERPRETATION
4.1 Information Display
4.2 Hypothesis Testing
4.3 Discovering / Discussing
CHAPTER FIVE
RECOMMENDATION, CONCLUSION, AND SUMMARY
5.1 Summary
5.2 Final Thoughts
5.3 Suggestions
REFERENCE
Appendix
CHAPTER ONE
INTRODUCTION
1.1 The Study’s Background
Biology education was incorporated into the Nigerian school curriculum as a tool for national development (National Policy on Education (NPE) 1981). This is what led to its inclusion in Nigeria’s core curriculum at various levels of education. issues and prospects Biology education curriculum development agencies like the Nigerian Educational Research and Development Council (NERDC) and experts identified and disseminated the subject’s curriculum goals or purposes in the school curriculum.
Citizenship education, reflective inquiry, and biology education are examples (Barth-shermis, 1920; Barth-Norris, 1976; Dubey and Barth, 1980; Olawepo, 1984). If the intentions or purposes are to be realized and the investment of effort is to be considered worthwhile, these broadly stated goals must be clarified to, and recognized as important as well as attainable by teachers and other Curriculum participants (Feather, 1982; Meece, Blumenfeld, & Hoyle, 1988).
These intentions or purposes are stated clearly on the surface, but their perception or conceptualization by teachers and scholars remains unclear, as Onyabe (1980) observed that the philosophy, content, and methodology of biology education have remained ambiguous to both scholars and teachers. Conflicting conceptions of biology education curriculum are a source of concern for three major reasons.
First, as illustrated in Tyler (1949) (Linear) and Wheeler (1980) (cyclic) curriculum models, the anchor or strategic position of purposes or intentions in the curriculum development process (Pratt, 1994). issues and prospects
Second, curriculum goals or purposes are essential elements in instructions for the effective implementation of a previously developed curriculum. Third, the correct conception, investment of effort, and ultimate realization of the curriculum’s purposes will facilitate the realization of the Nigerian educational enterprise’s overall goals. issues and prospects
1.2 STATEMENT OF THE PROBLEM
The interest and academic achievement of senior secondary school students in biology education is currently declining. According to Lemchi (2001), some students are losing interest in the subject.
Biology education attitudes appear to influence students’ performance in the subject. Furthermore, many biology education teachers teach biology with no instructional materials or facilities (Mberengwa 2004). Teachers’ qualifications and classroom facilities are woefully inadequate and out of date. According to Owolabi et al. (1991), there is a significant disconnect between biology education training in secondary schools and the needs of the labor market, as students who do not pursue higher education have been found to be incompetent in the field of work.
When students consistently perform poorly, it implies that adequate teaching and learning did not occur in schools. As a result, the purpose of this research is to investigate the impact of biology education on the professional development of students in secondary schools in Enugu State.
1.3 The Study’s Objectives
The primary goal of this research is to look into the impact of biology education on the professional development of students in Enugu State, Nigeria. This study specifically sought to:
1. Determine the extent to which student attitudes pose challenges to the impact of biology study on professional development.
2.Determine the extent to which teacher quality and quantity pose challenges to the impact of biology study on professional development.
3.Determine the extent to which instructional materials pose challenges to the impact of biology study on professional development.
4.Determine the extent to which curriculum issues impede biology education teaching and learning.
1.4 Research Issues
To guide the study, the following research questions were developed:
To what extent do Enugu State Senior Secondary School students’ attitudes pose challenges to the impact of biology study on professional development education?
To what extent do teacher quality and quantity impede the impact of biology study on professional development education?
To what extent do instructional materials undermine the impact of biology education on professional development?
To what extent do curriculum issues impede the impact of biology education on professional development?
1.5 Research Proposal
H01 The qualities of biology teachers would have no effect on the effect of biology study on professional development.
H02: Student attitudes toward the impact of biology study on professional development would have no significant impact on student performance.
H03: The environment would have no effect on biological learning.
H03: There is no significant relationship between the time spent studying the effect of biology on professional development and the use of instructional material.
1.6 Importance Of The Research
The study provides various insights into the difficulties of teaching biology in Nigerian senior secondary schools. These highlighted challenges will allow stakeholders in the education sector to take appropriate measures to address these challenges, making biology education much more accessible to both teachers and students in senior secondary school levels. issues and prospects
1.7 The Study’s Scope
Using Enugu state as a case study, this study examines the challenges and prospects of teaching biology at senior secondary schools in Nigeria. Because of time and financial constraints, the researcher was unable to cover a larger area in Nigeria, the study’s findings and recommendations may not reflect the true picture of the challenges of teaching biology education in Nigeria.
1.8 Research Limitations
There are some constraints that influence the researcher’s effort in developing this work (project). The most prevalent factor was time, as there were other school extracurricular activities that had to be balanced with teaching biology education.
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THE IMPACT OF BIOLOGY EDUCATION IN A SELECTED ENUGU STATE INSTITUTION