BIOLOGY EDUCATION IN NIGERIA

CHAPTER TWO

LITERATURE REVIEW

The views of scholars who had worked centrally or peripherally on this subject are the concern of this chapter, and have been organized according to the following sub-headings:

i.                   Biology education in Nigeria

ii.                 Lack of qualified and motivated biology teachers

iii.              Methods and techniques used in teaching biology

iv.              Lack of adequately equipped biology laboratories.

v.                 Infrequent and in-efficient biology practical classes

vi.              Inadequate provision of infrastructural facilities in schools.

2.1     BIOLOGY EDUCATION IN NIGERIA

          Biology, being the science that studies life, is as important as life itself. Everybody has a need for it, for it has to do with their food, health, environment, business and virtually everything – air, water, soil and we are still counting; so that one is right to ask, where on earth is biology needed?

          It is needed in agriculture for food production and processing, growing of plants and animals for nutritional, pharmacological, industrial and environmental uses. Industries that deal with organic substrates, catalysis (enzymes) and products are in need of biology. The biotic and abiotic distinctions, interaction and transformations that is obtained in the air, soil and water are only elucidated by biology.

          The Nigerian system of education had a scheme for inevitable study of biology in the school curriculum.

          It is offered in combination with other natural sciences in primary schools as primary science, in junior secondary school as integrated science, and in secondary schools, it is offered as general biology.

          Even in tertiary institutions, students whose disciplines do not have inclination with biology offer it still as natural sciences under general studies. Life sciences students and those of other natural science go deeper in the course, where as many others of core-life science disciplines pick careers in it.

          Regrettably, the teaching of biology in secondary school is in a decline owing to some immediate and remote factors and this portends a bad omen to the advancement of the subject, since the secondary school biology is the heart of the study, which is aimed at ensuring that students acquire skills of science.

          Alien (1980) identified nine (9) areas that pose problems of teachers and students, in the teaching and learning of biology which are founded in resources and materials.

          Lessa (2010) blamed the ineffective teaching of biology on poor teaching method and techniques.

          Salami (2002) showed that lack of effective communication hampers effective flow of information between the teachers and students of science subjects and blamed it on the non-qualification of teachers that handle science subjects.

          In his study, Iroegbu (2006) identified that teachers of biology fail to acknowledge that biology is a volume that needs to be broken into bids through participatory explanations and demonstrations.

          Educationist have laid a lot-emphasis that a good biology teacher is expected to posses at least a university degree or possesses a National Certificate in Education NCE.

          Ogunleye (1999) cited Ukeje in his book to have said that the poor achievement in science (Biology in particular) is due to teachers who are not qualified and not interested in their fields of study as some teach at the limits of their knowledge and lack of knowledge in planning and selecting teaching methods and resource management.

          The quality of a teachers teaching determines to a large extent the student’s level of understanding studies have shown that teacher quality is the most important educational input predicting students’ achievement. According to the findings of Aguirre, Haggerty and Linder (1990), Kerby and Cook (1993), and Tabin la master (1995) reveal a wide range of ideas and believe about teaching and learning. Some teachers believe that students’ learning must come from students themselves as a form of inquiry.

          Obiora (2007), among other barriers to the effective teaching of biology in secondary schools, discredited the decay in instrumentation and demonstration of biology practical in laboratories, ie poor equipment of biology laboratories, infrequent, inefficient and most times unskilled practical classes. This, he remarked, denies students of the chances of internalizing the principles of biology through participatory laboratory experiments and analysis.

          Suffice to say that learning cannot thrive in an environment that is not engineered to support learning, meaning that the nature of the classrooms and laboratories where biology classes are held determines whether there is comfort and conducive atmosphere for learning or not.

          Dike (2007) reported that the Acting Head of Research Division at the headquarters in WAEC office explained that government was expected to create an enabling environment for effective teaching and learning to take place through the provision of infrastructural facilities.

EFFECTIVE TEACHING OF BIOLOGY IN SECONDARY SCHOOLS

PURPOSE OF THE STUDY

          The main purpose of this study is to:

1.     Identify the factors militating against the effective teaching of biology in secondary schools in Ikwo Local Government Area of Ebonyi State.

2.     Find out what the factors militating against the effective teaching of biology is all about.         

3.     Determine how and to what extent the factors are militating against the effective teaching of biology.

4.     Make recommendation based on findings

1.4     SIGNIFICANCE OF THE STUDY

Findings of this study will be useful to teachers of biology, students, education authorities and government. As:

i.                   It will help biology teachers to employ appropriate teaching methods and techniques in teaching the subject;

ii.                 It will enable students to learn the best ways to participate, appreciate and apply the subject by experimental and participatory involvements;

iii.              It will help to awaken education authorities, school proprietors and government to employ qualified biology teachers, motivate them to teach, make good human resource policies to appreciate and encourage the teachers, supervise the adherence of teachers to mapped out policies and recommended teaching methods and techniques, to provide laboratories, laboratories equipment and infrastructural facilities. This work will also serve as a reference point for further researches in this direction.

1.5     SCOPE OF THE STUDY

          The study was restricted to the factors militating against the effective teaching of biology in secondary schools in Ikwo Local Government Area of Ebonyi State. Out of over two score (20) secondary schools in the area, only ten (10) were randomly selected and used for the study. The study therefore does not claim exhaustiveness, but however shows findings that would consist of a fair representation of the situation else where.

1.6     RESEARCH QUESTIONS

          The following research questions were formulated to guide the study:

i.                   How does lack of qualified and motivated teachers affect the teaching of biology in the secondary schools?

ii.                 Are there adequately equipped biology laboratories to demonstrate the experiments outlined in the subjects scheme of work?

iii.              How frequent and efficient are biology practical classes conducted?

iv.              How well are the school provided with infrastructural facilities?

FACTORS MILITATING AGAINST THE EFFECTIVE TEACHING OF BIOLOGY IN SECONDARY SCHOOLS IN IKWO

CHAPTER ONE

INTRODUCTION

Background of the Study

          Biology according to encyclopedia international is the science that deals with life. It refers further to a unified group of life sciences dealing with development, growth, responses, reproduction, metabolism, evolution and the inter-relationship of all living and non-living things in our environment. It is the epicenter of all studies in the faculties of sciences, education, health and medicine, agriculture, engineering, technology, social sciences and management whether pure or applied that buttress on life sciences. It is a core subject compulsory to both art and science students in secondary schools in Nigeria. It educates the trends, tenets and effects of nature and nurture of all living things majoring in biochemistry (which explains the chemical transactions and transformations that is obtained in physiological systems). Botany (which deals with plant sciences) microbiology (which sections the pathogenic immunological, cytological, genetic and molecular activities that have to do with micro-organism in relation to their chemical, nutritional, environmental

and industrial applications) and zoology (which deals with animals and animalules) accounting for their anatomy, ecology, evolution, genetics and physiology in these majors. Biology plays a key role in industrialization and other sectors of the economy. It is practical subject, which equips students with concepts and skills that are useful in solving the day-today problems of life. The study of biology aims at providing the learner with the necessary knowledge with which to control or change the environment for the benefit of an individual, family or community.

          Given its multi-disciplinary importance and diverse fields dispersal, biology is seen to be broad – as large as life and its obvious needs to man and pronounced indispensability to sciences propelled the education authorities in Nigeria to make it a compulsory subject for senior secondary school students.

          Biology is indispensable to science and technology and their fronts in agriculture, environment, health, medicine and industries, especially now that, owing to man-made or man-aided and sometimes unaided untoward transformation and trends in these areas, scientists are streamlining researches to bio-authored, bio-supported and bio-perfected processes and products, with the aim of curbing the negative trends obtained otherwise.

          Unfortunately, the below credit level performance of students in biology examinations and aptitude tests and the importunity of others who are admitted to pursue degrees and diploma in life science disciplines in Nigeria tertiary institutions is on the high side. This is traceable to the defective teaching of the subject in secondary schools.

          Oluwole (2008) declared that only a little above fifty percent (50%) of secondary school leavers pass the (SSCE) biology at credit level.

          Adah (2008) stated that the percentage of school leavers that pass (SSCE) biology at credit level has never formed a meniscus at seventy five percent (75%) over the years in the immediate past decade.

          The average students’ performance in biology in the senior secondary school certificate examination (SSCE) and the national examination council (NECO) is nothing to write home about, the fact that some students see biology as a subject that discourages them from studying science at the senior secondary level is no longer news.

          According to the National Policy on Education (1998), the goal of primary education is the laying of a sound basis for scientific and reflective thinking while the goal of secondary education is aimed at providing well trained manpower in applied science, technology and commerce at the sub- professional grades, hence the major objective of teaching biology in school is not only to communicate the spirit of science but also to ensure that students acquire skills of science (Ogunleye 1999).

          The goal cannot be achieved when teaching of biology in secondary schools is defective but the goal can be achieved when there is effective teaching of biology in secondary schools which will bring about the desired improvement in students learning outcome in biology.

          The oxford advanced learners dictionary put forth teaching as showing somebody how to do something so that they will be able to do it themselves, to give somebody in formation about a particular subject; to help somebody learn something. The sum of these dictionary definition is the capsule of the meaning and purpose of teaching which achieved, we can declare effective teaching, but defective (in-effective) teaching if otherwise.

          Teaching has been defined by Wells, G. (1982) as cluster of activities that are noted about teachers such as explaining, deducing, questioning, motivating, taking attendance, keeping record of works, students progress and students’ background information.

          Farrell, J.P and J.B. Oliveira (1993) posits that teaching can be seen as the logical and strategic acts denoting interaction between the teacher and the students as they operate on some kind of subject matter. Teaching involves imparting verifiable facts and beliefs, it encourages students participation and expression of their own views.

          Effective teaching results in effective learning and as quite expected, a negative rendering of this claim is also true. Defective teaching results in defective learning. Thus a good biology teacher is expected to possess good teaching quality, expertise, proper management ability and good interactive skills. The students’ learning styles on their academic achievement in biology is not supposed to be neglected. So to ascertain the competence of a biology teacher, one would need to look at all the competence of his students and their performances in biology examinations and ability to stand out in or cope with advanced area in their pursuits of further studies in biology or other fields related to it.

          A probe into the factors militating against the effective teaching of biology is a right step in the right direction, since according to Nwanguma (2011) biology is the epicenter of all studies in life science. This defect in the teaching of biology has been identified with the following factors, which includes lack of qualified and motivated biology teachers, non use of proper teaching methods and techniques, lack of adequately equipped biology laboratories in schools, in-frequent and in –efficient biology practical classes and  inadequate provision of infrastructural facilities in schools.

1.2     STATEMENT OF THE PROBLEM

          In view of the permeation and diverse applications of biology in human endeavours, the defective teaching of biology in secondary schools, as demonstrated in the performance of students in biology examinations and advanced studies in life sciences is a serious concern to stakeholders and threat to the future of the subject and the life it portends in Nigeria, and calls for urgent, attention.

          This study investigates the effect of lack of qualified and motivated biology teachers, non-use of proper or appropriate methods and techniques in teaching biology, absence of adequately equipped biology laboratories. In-efficient and in-frequent biology practical classes and lack of infrastructural facilities as the factors militating against the effective teaching of biology in secondary schools in Ikwo Local Government Area of Ebonyi State.

FACTORS MILITATING AGAINST THE EFFECTIVE TEACHING OF BIOLOGY IN SECONDARY SCHOOLS

FACTORS MILITATING AGAINST THE EFFECTIVE TEACHING

OF BIOLOGY IN SECONDARY SCHOOLS IN IKWO LOCAL GOVERNMENT AREA OF EBONYI STATE

PRESENTED BY

...............

--------------------

A RESEARCH PROJECT PRESENTED TO THE DEPARTMENT OF SCIENCE EDUCATION, FACULTY OF EDUCATION

EBONYI STATE UNIVERSITY

ABAKALIKI

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF BACHELOR OF SCIENCE (B.Sc. ED)

DEGREE IN BIOLOGY EDUCATION

NOVEMBER, 2012

APPROVAL PAGE

This research work has been read and approved as having met the requirements of the Department of Science Education, Faculty of Education, Ebonyi State University, Abakaliki under the supervision of:

____________________                                                        _______________

Dr (Mrs) C.E. Nwafor                                                   Date

(Project Supervisor)      

____________________                                                        _______________

 (Head of Department)                                                   Date

____________________                                                        _______________

 (Dean, Faculty of Education)                                        Date

____________________                                                        _______________

External Examiner                                                                  Date

DEDICATION

This research work is dedicated to God Almighty for his devine grace and blessings.

ACKNOWLEDGEMENT

I most sincerely appreciate the Most High God for his guidance, protection and favour granted me through out the period that I started my academic pursuit.

I am indeed grateful to my project supervisor Dr (Mrs) C.E. Nwafor for painstakingly reading through this work, making the necessary corrections and her wonderful advices that lead to the successful completion of this work.

My gratitude also goes to Prof. Abonyi, Dr. S.O Ugama, Dr. Omiko, Dr. Nnachi, Dr. (Mrs) Omebe, Dr. Mrs M.N. Anugwu, Prof. Sr. B. Ezeliora, Mrs Nweke and all the lecturers who taught me from my 1st year. I pray that God should reward them.

I am greatly indebted to my wife Mrs. Ifeyinwa Ota, and my parents Mr and Mrs Ota Nwite and my brother Inspector Moses Nwanchor for their encouragement, prayers and support.

May I also thank the following Mr. Chibunna Offia, Mr. Cosmas Igbo, Mr. Sunday Mgbogo, Mrs. Mbam Helen, Mr. Egbedike Chibueze and others too numerous to mention for their role in actualizing my educational dream.

Finally, I acknowledge and appreciate all the authors whose work I cited in this research work. 

TABLE OF CONTENT

Title  ---------------------------------------------------------------------------------------i Approval ----------------------------------------------------------------------------------ii

Dedication---------------------------------------------------------------------------------iii

Acknowledgment------------------------------------------------------------------------iv

Table of contents-----------------------------------------------------------------------v-vi

List of table-------------------------------------------------------------------------------vii

Abstract----------------------------------------------------------------------------------viii

CHAPTR ONE: INTRODUCTION

Background of the study---------------------------------------------------------------1-5

Statement of the problem----------------------------------------------------------------5

Purpose of the study----------------------------------------------------------------------6

Significance of the study--------------------------------------------------------------6-7

Scope of the study-------------------------------------------------------------------------7

Research questions------------------------------------------------------------------------7

CHAPTER TWO: LITERATURE REVIEW

Biology Education in Nigeria-------------------------------------------------------8-11

Lack of qualified and motivated biology teachers------------------------------11-15

Non use of proper teaching methods and techniques --------------------------15-19

Lack of adequately equipped biology laboratories -----------------------------19-21

Infrequent and in-efficient biology practical classes ---------------------------21-22

Inadequate provision of Infrastructural facilities in schools-------------------22-24

Summary of literature review ---------------------------------------------------------24

CHAPTER THREE: RESEARCH METHODOLOGY

Research Design-------------------------------------------------------------------------25

Area of Study----------------------------------------------------------------------------25

Population of Study---------------------------------------------------------------------26

Sample and sampling techniques------------------------------------------------------26

Instrument for data collection------------------------------------------------------26-27

Validation of research instrument ----------------------------------------------------27

Method of data collection----------------------------------------------------------27-28

Method of data analysis-----------------------------------------------------------------28

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS OF THE RESULTS:

Research question 1-----------------------------------------------------------------29-31

Research question 2-----------------------------------------------------------------31-32

Research question 3-----------------------------------------------------------------32-33

Research question 4-----------------------------------------------------------------33-35

Research question 5---------------------------------------------------------------------36

CHAPTER FIVE: DISCUSSION OF FINDINGS, CONCLUSIONS, EDUCATIONAL IMPLICATIONS, RECOMMENDATIONS, LIMITATIONS OF THE STUDY, SUGGESTIONS AND SUMMARY

Discussion of findings--------------------------------------------------------------37-41

Conclusions-------------------------------------------------------------------------41-42

Educational implications-----------------------------------------------------------42-43

Recommendations-------------------------------------------------------------------43-44

Limitations of the study-------------------------------------------------------------44-45

Suggestions for further study----------------------------------------------------------45

Summary------------------------------------------------------------------------------45-46

References----------------------------------------------------------------------------47-48

Appendix A------------------------------------------------------------------------------49

Appendix B---------------------------------------------------------------------------50-54

LIST OF TABLES

Table 1       Distribution and collection of questionnaire ------------------------28

Table 2       Ways in which the lack of qualified and motivated teachers affect the teaching of biology in the secondary schools.-------------------30

Table 3       Conformity of teaching method and techniques in teaching biology in secondary school to what is required. -----------------------------31

Table 4       Status of biology laboratory in secondary school.------------------32

Table 5       Frequency and efficiency of biology practical classes-------------34

Table 6       How well are the schools provided with infrastructural facilities. 36

Abstract

This research work was aimed at finding out some barriers to the effective teaching of biology in secondary schools in Ikwo Local Government Area of Ebonyi State. The design of the study is a descriptive survey. The population of the study consists of senior secondary three (SS3) students and biology teachers of (10) ten randomly selected secondary schools in the area. The instrument used is questionnaire, the researcher found that lack of qualified and motivated biology teachers, non use of proper teaching methods and techniques, lack of adequately equipped biology laboratories in schools, in-frequent and in-efficient biology practical classes and inadequate provision of infrastructural facilities in schools are factors militating against the effective teaching of biology. Recommendations based on findings were made for further studies and to students, teachers, school proprietors, education authorities and government.