Non Use of Proper Teaching Methods and Techniques

Non Use of Proper Teaching Methods and Techniques   

          A method is a way of doing something consequently, a teaching method is a systematic procedure employed by teachers in their attempt to help learning take place. A teaching method often represents the implementation of a given theory of learning. People have various concept of the nature of education and how learning takes place. These concepts have resulted in different propositions of what teachers should do to facilitate learning.

          According to Adediwuru and Tayo (2007), teaching methods and techniques are like two sides of a corn. Methods can be compared to patterns to be followed in teaching, while techniques are the required characteristics or ingredients for effective teaching. Adequate familiarity with different methods and techniques of presentation and the ability to use them correctly is one of the qualities of an ideal teacher. Unfortunately, most biology teachers adopt methods and techniques that do not conform to what is required.

          The WAEC acting HRDH officers report (2001, 2002,2003 and 2005) on the failure in biology is due to non use of the necessary methods and techniques to impact the required knowledge by teaching in order to ensure that learning takes place.

          Many educationists have emphasized that successful teaching of science subjects cannot be attributed to the use of a specific teaching method. Alexander and

Halverson (1963) stated that no single method of teaching is better than the other and as such one method should not be used often in place of others. Science teachers should use variety of methods in teaching science lessons. In addition to this, Manu (1992) quoting descrild stressed that good teachers do not follow one method but use which ever method that seems best for the achievement of a particular objective.

          Biology as a science subject requires an integration of both theoretical and practical work to make it easily understood by the students. But large number of teachers still use the conventional lecture method while teaching biology.

          Ridgwell (1976) in support of this notion added that all a teacher requires when selecting a method of teaching any science topic is to look for a method that will best motivate and help the students to understand the topic and in the process achieve the desired objectives.

          The teaching approach, methodology and how the professional skills and practices of the teacher are displayed determine the performance of the students. In the same vain, authoritarian and impersonal teacher –student interaction in class could be the major factor that contributes to negative attitude of the students towards learning biology. On the other hand, democratic and personal teacher – student interaction in class elicits positive attitude towards learning biology.

          Ehindero and Ajibade (2002) asserted that students who are curious stakeholders in educational enterprise have long suspected and speculated that some of their teachers lack the necessary professional qualifications like skills, techniques, strategies, ideas etc in a way that would facilitate effective learning. They also believe that these deficiencies contribute significantly to the growing rate of failure in our senior school certificate examinations.

          Odubuni (1981) and Olarewaju (1983) found that most serving teachers employ lecture method in the teaching of biology. The method neglects or is not in tandem with the specialist idea in teaching biology, which recommends enquiry and discovery methods to be used in teaching and learning. Also according to Nolan (1963), a well qualified teacher gives the students the best he can. This shows that he knows the requirements of the subject. He should also recognize the technical components that help the needy students to master their skills as well as recognize their weakness and solution.

          Some biology teachers are graduates of biology and not biology education. This is why, though they know the subject (what to teach), they are not able to pass it on to others and they accept to do so, they employ teaching methods and techniques that are not suitable for the classes and topics they are handling.

          Sofenwa (1973) emphasized that teaching style is an important variable of students achievement. Teachers’ method of teaching can even make a subject which students regard as being difficult and uninteresting, easy to learn. To this effect, Nwankwo (1976) concluded that the effect of teaching methods on the performance of students re-affirms that bad teaching method, use of unsuitable educational gadgets, problem of unqualified and incompetent teachers are all causes of problem of biology learning.

          Mesanya (1970), in the same view, argued that the problem is not what to teach but how to teach it. He added that if the how is lost, the what and when have little significance. All these imply that when a biology lesson is not taught with the right teaching methods and techniques, the students find it difficult to understand the subject and this therefore brings about the poor performance of students in SSCE biology Examinations.

          Smuth (1969) suggested that in order to be effective in bringing about intended learning outcomes, a teacher should be prepared in few areas of knowledge:

i.                   Command of theoretical knowledge about learning and human behaviour

ii.                 Display of attitude of learning and genuine human relationship

iii.              Command of knowledge in the subject matter to be thought

iv.              Control of technical skills of teaching that facilitates students learning.

From the above statement, it seems that the specific teaching methods that arouse students interest and enhance their achievement in biology include activity method, enquiry method and discovery method. Teachers should therefore receive adequate training to be able to apply the suitable teaching methods in order to achieve effective instruction.

Lack of Adequately Equipped Biology Laboratories in Secondary Schools

Lack of Adequately Equipped Biology Laboratories in Secondary Schools  

          With unnumbered botanical (for plants) and scientific (for animals) names, chemical transactions and transformations and biotic and abiotic intra and inter-relations, biology will only amount to boredom if there are no well equipped laboratories to perform experiments which will internalize the principles and practices of the subjects. Bad enough, there are no laboratories in many secondary schools, while the available ones are poorly equipped or mismanaged. This is a serious set-back to the teaching of biology.

          Okeh (2008) argued that science subjects are not to be taught outside laboratories. He further declared that the out-of- laboratory teaching of biology is the chief cause of biology students inadequacies in the art of instrumentation and their poor performance in biology examinations.

          Every tradesman uses tools. A teacher is a worker like the farmer. He uses his own brand of tools which are instructional materials.

          According to Nwokolo (2005), instructional materials are those materials employed by a teacher to improve the effectiveness of instruction. The materials helps to maximize teaching and learning because to appeal to a variety of senses. They could be visual aids, auditory aids, audio-visual materials and stimulation devices. The biochemical changes that occur in biology laboratories also comes with notable sensory effects that are identifiable and so improve students’ understanding, assimilation retention and consequent reproduction of whatever has been instructed.

          However, the availability, technicality and willingness of biology teachers, science laboratory technicians and assistants and laboratory attendants and even laboratory equipment are grossly inadequate. This is a minus to effective teaching and learning of biology and the achievement of the subject in a broader view.

          Imoh (2006) complained that some untrained teachers who are engaged to teach in our schools and colleges cannot use instructional materials and laboratory instruments properly. Some of them think that they are more time consuming owing to their ignorance, they do not appreciate the place of gadgets in learning.

          WAEC chief examiners report 2001, 2002,2003) on the failure of biology candidates is due to the fact that there are no laboratories for teaching through participatory demonstration of biology. These show that lack of adequately equipped biology laboratories contribute to in-effective teaching of biology and students poor performance in its examinations.

Infrequent and Inefficient Biology Practical Classes

Infrequent and Inefficient Biology Practical Classes

           

Biology as a science subject requires an integration of both theoretical and practical work to make it easily understood by the students. But a large proportion of biology teachers only concentrate on the theoretical aspect of the subject leaving the essential practical work unattended to.

          The degree to which the teacher is conversant with a chosen topic facilitates the attainment of the instructional objectives. Further more, it is assumed that under the guidance of teacher, students can develop the understanding and skill of biology.

          Omosowo (2003), assessing science laboratory management patterns in selected secondary schools of Moro Local Government Area of Kwara State, found that the highest frequency of laboratory practicals for SS3 students was once in a week in only a fifth of the schools, a few others was once in a while, whereas a whole lot of other schools he sampled never did laboratory praticals. He reported that students did not perform experiments as they should in all the sampled schools, again, he found that only a fifth of all the schools he sampled had a laboratory for each of the science subjects, while others had multipurpose laboratories for all science subjects and others had no laboratories at all.

          This situation is a true representation of what is obtained elsewhere, even in the area this study scopes and is an insignia of impoverishment on biology in particular and science as a whole.

          Some of the methods that can be used to achieve frequent and efficient biology practical classes include discovery methods and laboratory approach. In line with Clough (1968) discovery method leaves the students to using their own initiative to come up with tests and results in biology practicals. He further suggested that laboratory demonstrations should be frequent and efficient to carry along both the fast and the slow learners.

Inadequate Provision of Infrastructural Facilities in Secondary Schools

Inadequate Provision of Infrastructural Facilities in Secondary Schools  

         

Infrastructural facilities such as good class rooms, classroom furniture, staff offices, office equipment, well equipped laboratories, portable water supply, electricity, libraries and library books and gadgets, housing and accommodation, transportation means and accessible routes are vital to teachers and students as they provide them with improved teaching and learning conditions. In addition, a qualified and motivated biology teacher may be often demoralized by the short supply or breach in the provision of these facilities and mainly teaching materials and aids which may lead to the frustration of his efforts.

          Adah (2009) reported that the minister of education, Sam Egwu admitted that the mass failure of students in WASSCE is a testimony of the many years of neglect of the education sector by the government. He promised to introduce measures that would redress the situation. He also revealed that a class teacher at Ojota secondary school, Lagos who spoke to news watch on condition of anonymity also attributed the poor performance of students in public exams to poor facilities in schools.

          Odia and Omofonmwan (2007) opined that instructional materials and living conditions have deteriorated in many of the schools. Classrooms, libraries and laboratories are nothing to write home about, all leading to decline in academic standards.

          Imoh (2006) suggested that for students to perform better academically, the government should provide enough teaching materials for schools. These materials can be in form of chats, tapes, books, laboratory apparatuses and materials etc.

          Nwokenna (2006) stated that the introduction of information communication technology (ICT) is very important and should be provided in schools so that Nigerians and Ebonyians in particular should be trained in their use to be able to follow the global ICT trends. The computer, internet, e-mail, conferencing, electronic white boards, tapes and videos and all that are valuable to the teaching of science. With all this, it is clear that there is inadequate provision of infrastructural facilities to our schools, and their provision will improve the teaching and learning of sciences.

          The provision of basic amenities and infrastructural facilities such as portable water to ease off the stress of seeking for water and the risks of outbreak of water borne diseases, electricity for steady use of light for gadgets, good road net work and automobiles for easy transportation, well furnished accommodation for comfort and improved studies, good libraries and gadgets for researches and up-dating of knowledge, teaching materials and aids for easy instructions, well equipped laboratories for experiments and demonstrations, and so on, pre-orient teachers to teach better and students to learn more.