Assessment Of The Resources Available For The Effective Teaching And Learning Of Biology In Senior Secondary Schools

Abstract

The purpose of the study is an assessment of the resources available for the effective teaching and learning of biology in senior secondary schools. The population of the study consisted of the entire 15 principals and 29 biology teachers, within the 15 public secondary in Enugu South L.G.A. of Enugu State. The estimated population of the principals and biology teachers in the study areas was 44 and therefore, there was no sampling. Three structured research questions were used. The questionnaires were administered to the principals and biology teachers and were collected by the researcher. The data collected was analyzed using mean, standard deviation, and frequency percentage. The result from the analysis showed that, the availability of instructional materials in these schools is poor, including the most important ones. Biology teachers do not have much access to the available instructional materials. It is also revealed that the extent of use of instructional material for effective teaching and learning of Biology is very low. Some solutions include: the Government /Ministry of Education should provide adequate qualified Biology teachers, and the ministry of education should regularly supervise schools to make sure that they always meet up the appropriate standard. Hence, there is much need for sufficient qualified and competent biology teachers, adequate availability and utilization of instructional materials for effective teaching and learning of Biology in all the secondary schools in Enugu South Local Government Area.

Chapter One

Introduction

1.1 Background to the Study

Education is a preparation for life. This is related to the acquisition of skills to earn a living. Today as always, the definition of education is the ever change and increasing in scope. Our schools are confronted with new pressures arising from changing needs with students; societal expectation, economic changes and technological advancement are to look into (Federal Ministry of Education, 2008).

Ali (2002) believes that the word science stands for a variety of information, abilities and operations about the natural environment. He believes that science is more concerned with various investigative processes and activities with regards to developing, acquiring, and controlling knowledge, skills, attitudes and capabilities about the natural factors of the environment. According to Aniodoh (2009), science is a body of knowledge arrived at through systematic and procedural processes based on tentative observation and experiment.

Biology as one of the science subject is defined as the study of life and structure of living things and concerns itself with the study of structure, behavior, distribution, the origin of plants and animals and their relationship with the environment. Abugu (2007) stated that biology is a natural science in which the study living organisms-plants and animals. Biology has been identified as the bedrock of understanding life, treating ailment and maintenance of ecosystem. However, it has been discovered that secondary school students have misplaced biology in their choice of subject on the basis that biology is too wide for them to cope with teacher have always been blamed for students poor performance in biology but should not be allowed to bear the whole blame alone, rather it should be looked at as a problem that has many contributory factors among which are teaching aids, students and government factors.
The West African Examination Council (WEAC) and National Examination Council (NECO) among others syllabus on biology is structured using the conceptual apparatus. It is expected that with adequate exposure to the syllabus, the students will not only acquire scientific skill and attitudes, but will also demonstrate a thorough understanding of scientific concepts and then in providing practical solutions to real life problem (Bandele, 2003). Achievement test results over the years have shown an ever decreasing gap between the performances of Biology at senior secondary school level in Makurdi Local government Area of Benue State (Onekutu and Onekutu, 2002). Available statistics from West Africa Examination Council, WAEC Chief Examiners report that WAEC May/June 2016, a total of eight hundred and seventy eight thousand and forty (878,040) candidates, representing 52.97%, obtained credits in five (5) subjects and above, including English Language and Mathematics.

There are varieties of materials which the Biology teachers use. These resources are models, charts, preserved specimens of plants and animals, culturing equipment and microscope (Olagunju, 2000). The resources should be provided in quality and quantity in classroom for effective teaching-learning process (Umeoduagu, 2000). Josiah and Ali (2013) in an empirical study, revealed that essential facilities such as equipment like radio, television, computers, chemicals, specimens, videos tape, stave, Bunsen burners, models and charts are not available in schools. This inadequacy of teaching materials, laboratory, space, has been of serious concern to educators.

According to Ajewole and Okebukola (2000), a number of factors are said to have contributed to the students poor academic achievement in school, some of these factors include: poor study habits and lack of available resource materials, teachers ineffectiveness, the teaching method and the type of learning environment available for both the students and the teachers. From the authors view, the poor performance of students in Biology may be a reflection of the type of learning environment. The authors stress that a host of these factors may surround students poor achievement in school which may include: poor study habits and lack of available resource materials, poor school climate, indiscipline, inadequate facilities, teachers ineffectiveness, the teaching method and the type of learning environment available for both the students and the teachers. From the authors view, the poor performance of students in primary school may be a reflection of the type of learning environment. Obaka (2005) observed that school environment may have negative influence on students academic achievement especially if such environment lacks good school climate, instructional materials, discipline, physical facilities, has poor teacher quality, type of location of school is questionable.

The decline in performance in science Technology and Mathematics (STM) may be unconnected with poor learning environment created by this state of infrastructural facilities Akinsola (2000). Mapaderun (2002) also emphasized that the availability and adequacy of these facilities promote effects teaching and learning activities in schools while there in adequacy affects the academic have performance negatively. Several efforts have been extended by science Teachers Association of Nigeria (STAN) to train secondary school teachers on improvisation techniques in various on science subject including Biology; hence there is need to valuable how far teachers have been able to improvise instructional material for effective teaching.

It is against this background that the researcher deemed it necessary to assess the resources available for the effective teaching and learning of biology in senior secondary schools in Enugu South local government area of Enugu-state.

1.2 Statement of the Problem

The ultimate goal of any instructional activity is to facilitate effective teaching and meaningful learning and the teacher is responsible for the translation, and implementation of educational policies, curriculum, instructional materials package and assessment of a school outcome. When a curriculum is developed without adequate support by appropriate and sufficient materials and information technology support, there is a waste and when teachers are inadequately trained to interpret the curriculum and to create and use learning materials there is also a waste (Amoo, 2002). It has been observed that public schools lack basic instructional facilities, in some cases students are achieved to buy chalks and other instructional materials for the teaching and learning process. Consequently, students academic performance have been poor as it can be seen over the years through public examination and other examinations. In our senior secondary schools, teaching materials needed for teaching biology subjects are not made available to teachers and at affordable price to students where necessary, the teachers and students are therefore denied of the requisite exposure to such materials. This study therefore pose as a question, what are the effect of using instructional materials to teach biology in senior secondary school in Enugu South local government area of Enugu-state.

1.3 Purpose of the Study

The general purpose of this study is to assess the resources available for the effective teaching and learning of biology in senior secondary schools in Enugu South local government area of Enugu-state, but specifically the study will attempt to:

To ascertain if teachers use Resources in teaching and learning of biology in senior secondary schools in Enugu South.
Ascertain the extent to which Resources help to facilitate effective teaching and learning and understanding concepts.
To ascertain the challenges hindering teachers from using Resources in teaching and learning process.
To ascertain how effective teaching and learning can be achieved in the classroom situation by using Resources.

1.4 The Significance of the Study

This study is significant in many way as I will be beneficial to educational management, policy makers, teachers and students, through the following ways:

To the educational managers, state government and federal government, it will enable them to organize seminars and workshops for teachers soars to improve their quality of secondary school education. The study will serve as a feed back to the education sector especially the department of teachers training and development, curriculum and evaluation.

The findings of this study if discussed at seminars and workshops in the area of this study, it will enable teachers have a clear knowledge on effectiveness use of Resources and also learn to take appropriate measure to improve the situation.

To the students, the study will help them if adequate Resources are provided, it will help them to reach learning and understanding classroom instruction very well.

Finally, the findings of this study will be beneficial to scholars and researchers since it will serve as reference materials on the related topics and also show case ways of improving students’ academic performance and to achieve better learning.

1.5 Scope of the Study

This study covers all the public secondary schools in Enugu South local government area of Enugu-state, thus, investigating the effects or the effectiveness use of Resources to teach biology in senior secondary schools in Enugu South local government area of Enugu-state (source: Semb2012). The study will cover the utilization, functions and constraints, types of Resources.

1.6 Research Question

The following research questions guided the study:

The researcher formulated the following research questions to guide the study:

Do teachers use Resources in teaching and learning process in secondary schools in Enugu South L.G.A?
To what extent do Resources help to facilitate effective teaching and learning and understanding concepts?
What are the challenges hindering teachers from using Resources in teaching and learning process in secondary schools.
How can effective teaching and learning be achieved in the classroom situation by using Resources?
To what extent are Resources made available to biology teachers in secondary schools?
To what extent do teachers have access to the Resources in teaching of biology in secondary schools?
To what extent do teachers utilize the Resources in teaching and learning of biology in secondary schools?

Chapter Five

Discussion, Conclusions, Recommendation and Summary

In this chapter, the researcher discussed the results of findings, conclusion, implication of the study, recommendations of the study, limitations of the study, suggestions for further studies, and summary.

5.1 Discussion of the Study

The three research questions that guided this study were the themes around which the major findings of the study were organized and discussed.

Research question 1: To what extent are Resources made available to biology teachers in secondary schools?

The result shows that few Resources were available, such as microscopes, preserved animal and plant specimens, test tubes, indicators etc. this makes it difficult for students to identify them especially during external examination. The poor performance in biology at secondary school level is as a result of insufficiency and ineffective use of Resources and laboratory facilities in the teaching of biology in secondary schools (Aduba, 1990). Consequently, Akudolu (2002) submitted that ICT tools are not always available to teachers in secondary schools. While Mmaka (2002) stated that for teaching of biology to be more meaningful and effective, there should be modern technology. The low or poor availability of Resources will create room for abstract lesson rather than concrete lesson in biology.

Research question 2: To what extent do teachers have access to the Resources in teaching of biology in secondary schools?

The findings show that teachers’ access to Resources is not adequate enough. It is true that the available Resources are not sufficient, but still, teachers do not have full access to some of the available ones. For instance, microscopes and thermometers are available but not accessible by teachers. Some factors like; Poor security, Principals’ and teachers’ attitude, Incompetent teachers, Insufficient qualified teachers, Poor maintenance, and Inadequate time assigned for biology lessons, can deny biology teachers access to Resources. This will negatively affect the academic performance of biology students. It is because of this that Chike-Okoli (1997) in line with Ikediashi (2002) have pointed out that poor teaching experience, inadequate or poor physical infrastructure, unsatisfactory building design are likely to cause some physical discomfort for the students and are therefore bound to influence their academic achievement.

Research question 3: To what extent do teachers utilize the Resources in teaching and learning of biology in secondary schools?

According to the result, the utilization of the available Resources in teaching and learning of biology is very low; only seven out of twenty listed items were utilized by teachers. Teachers do not have interest in using the available Resources because of incompetency, or it is often “time consuming”. This is not a healthy development because it does not make the teaching of biology real, effective and productive. Similarly, Igwe (2005) asserted that passive learning through lectures and textbook reading may not provide a long lasting interest or understanding in any field of study. This problem can be attributed to insufficient qualified teachers, poor funding, inadequate time assigned for biology lessons, lack of power supply, and lack of seminars/workshops for teachers are the factors that militate against the use of Resources. Thus, is then important that the school authority and curriculum planners should map out adequate time for especially biology practical.

Non-utilization of biology Resources will not make learning permanent, provide concrete and realistic experiences, stimulate imaginations, develop a continuity of thought, promote longer retention of factual knowledge as well as not stimulate the students’ interest in the learning of biology. Therefore, for effective teaching and learning of biology to take place, the resourceful biology teachers should utilize properly the available Resources in biology, together with the necessary skills.

5.3 Conclusion

The purpose of the study is to examine the availability, accessibility and utilization of instructional material in teaching and learning of biology in Enugu South Local Government Area of Enugu State.

Findings made from the analysis showed that the availability of Resources in these schools is poor, including the most important ones.

Biology teachers do not have much access to the available Resources.

It is also revealed that the extent of use of instructional material for effective teaching and learning of Biology is very low.

However, the causative factors were narrowed to incompetent teachers, poor supervision, poor funding, inadequate time assigned for Biology lessons, lack of power supply, and lack of seminars/workshops for teachers. The government /ministry of education should also provide adequate qualified Biology teachers, regularly supervise schools to make sure that they always meet up the appropriate standard, provide fund for schools in order to create conducive environment for effective teaching and learning, and there should be good maintenance of available school facilities in all secondary schools, especially in Enugu South Local Government Area.

5.4 Implication of the Study

The result of this study has obvious implications to the teaching and learning of Biology in secondary schools.
It is recognized that there is need to make the Resources available and effectively utilized in all the secondary schools within Enugu South Local Government Area of Enugu State, so as to enhance effective teaching and learning of Biology. The acquisition of the knowledge for effective mastery can only take place when teachers combine theoretical knowledge with practical especially for some Biology concepts which are abstract in nature.

The irregular supervision of most Biology teachers by the education board has led to most teachers neglecting their duties such as improvisation of some Resources that are readily available in the school.

It has been observed that there is an increased rate of poor academic performance of biology students in secondary schools, together with some responsible factors.

It implies that there should be competent teachers, sufficient qualified teachers, funding, adequate time assigned for biology lessons, parents/guardians support, and seminars/workshops for teachers.

Therefore, it is very necessary that regular supervision of secondary schools (especially Biology Teachers) should be carried out by the relevant school inspectors to make sure that they always meet up the appropriate standard in Enugu South.

5.5 Recommendations of the Study

The following recommendations were made in line with the results of the study:

The government /ministry of education should provide more adequate qualified Biology teachers to all the public secondary schools in Enugu South Local Government Area.
The Biology teachers in public secondary schools in Enugu South should be sponsored to attend workshops where they will be taught how to improve and upgrade their competency in improvisation and utilization of Biology Resources. Such workshops could be held by the state government in collaboration with the state branch of Science Teachers Association of Nigeria (STAN).
The government should provide fund for schools so as to enable them procure the relevant resources for effective teaching and learning of Biology.
Considering the high cost of some institutional materials, appropriate management techniques should be adopted for good maintenance of available school facilities.
Finally, the ministry of education should regularly supervise schools to make sure that they always meet up the appropriate standard.

5.6 Limitations of the study

The limitations of the study include: some teachers were adamant and felt reluctant to respond to the questionnaire items, transportation to most of the schools posed limitation to the study, regarding to the road congestion, complex routes and expenses.

5.7 Suggestions for further studies

This is a small-scale study; a countrywide study with a larger population is suggested. It is believed that such a study could better inform practitioners, teachers, educators and policy makers about the phenomenon.
Also, other researchers should carry out this study in other geographical or institutional settings.

5.8 Summary

The main purpose of the study is to examine the availability, accessibility and utilization of instructional material in teaching and learning of biology in Enugu South Local Government Area of Enugu State.

The population of the study consisted of the entire 15 principals and 29 biology teachers, within the 15 public secondary in Enugu South L.G.A. of Enugu State. The estimated population of the principals and biology teachers in the study areas was 44 and therefore, there was no sampling.

Three structured research questions were used. The instrument was validated by two experts in test and measurement, and one specialist in Science and Vocational Education Department of Godfrey Okoye University Enugu. The questionnaires were administered to the principals and biology teachers and were collected by the researcher. The data collected was analyzed using mean, standard deviation, and frequency percentage.

The result from the analysis showed that, the availability of Resources in these schools is poor, including the most important ones. Biology teachers do not have much access to the available Resources. It is also revealed that the extent of use of instructional material for effective teaching and learning of Biology is very low.

Some solutions include: the government /ministry of education should provide adequate qualified Biology teachers, and the ministry of education should regularly supervise schools to make sure that they always meet up the appropriate standard.

Hence, there is much need for sufficient qualified and competent biology teachers, adequate availability and utilization of Resources for effective teaching and learning of Biology in all the secondary schools in Enugu South Local Government Area.

According to Ajao (2001), the quality of education not only depends on the teachers as reflected in the performance of their duties, but also in the effective coordination of the school environment. The Federal Republic of Nigeria in the National Policy on Education (FRN, 2006) also recognized the importance of teachers by stating that no nation’s education system can be greater than the standard of their teachers.

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