Key Features:
- No of Pages: 58
- No of Chapters: 5
- Well detailed
Abstract:
Abstract
This study investigated resources availability and utilization in the teaching of Biology in secondary schools in Ibiono Ibom Local Government Area. The population for the study comprised all Biology teachers, principals and vice principal in the study area. The sample consisted of thirty two (32) respondents selected through purposive sampling method. The instrument used for data collection was Resources Availability and Utilization in the Teaching of Biology Questionnaire (RAUBTQ). Simple percentage statistical technique was used to analyze data and answer the research questions. The findings revealed that many schools lack standard science laboratory, teaching aids and qualified Biology teachers. The study however observed that resources availability and utilization enhance effective teaching. Hence, it was recommended that adequate laboratory resources, teaching aids and competent teachers should be made available in schools where such are lacking or inadequate, in-service training programme should also be organized for teachers to improve their professional knowledge and skills.
Table of Content:
TABLE OF CONTENTS
Title Page - - - - - - - i
Certification - - - - - - ii
Dedication - - - - - - - iii
Acknowledgements - - - - - iv
Abstract - - - - - - - - vi
Table of Contents - - - - - - vii
CHAPTER ONE: INTRODUCTION
1.1 Background of the Study - - - - 1
1.2 Statement of the Problem - - - - 5
1.3 Purpose of the study - - - - - 7
1.4 Significance of the Study - - - - 8
1.5 Research Questions - - - - - 8
1.6 Limitation of the Study - - - - 9
1.7 Delimitation of the Study - - - - 9
1.8 Definition of Terms - - - - - 10
CHAPTER TWO: LITERATURE REVIEW
2.1 Concept of Educational Resources Availability and Utilization in Teaching of Science (Biology) - 12
2.2 Laboratory Resources Availability and Utilization in Teaching Biology - - - - - - 16
2.3 Availability of Teaching aids and Utilization in Teaching of Biology - - - - - - - 18
2.4 Teachers Quality and the Teaching of Biology - 22
2.5 Library Materials Availability and Utilization in Teaching Biology - - - - - - - 25
2.6 Summary of Literature Review - - - 28
CHAPTER THREE: RESEARCH METHODS
3.1 Area of the Study - - - - - 30
3.2 Research Design - - - - - - 31
3.3 Population of the Study - - - - 31
3.4 Sample and Sampling Techniques - - - 31
3.5 Instrumentation - - - - - - 32
3.6 Validation of Instrument - - - - 32
3.7 Reliability of the Instrument - - - - 33
3.8 Administration of Instrument - - - - 33
3.9 Scoring of the instrument - - - - 34
3.10 Method of Data Analysis - - - - 34
CHAPTER FOUR: DATA ANALYSIS AND DISCUSSION OF FINDINGS
4.1 Data Analysis - - - - - - 35
4.2 Discussion of Findings - - - - - 41
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Summary - - - - - - 44
5.2 Recommendations - - - - - - 45
5.3 Conclusions - - - - - 46
References
Appendices
Introduction:
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Educational resources which are educational inputs are vital to the teaching of any subjects in the school curriculum. Resources in the school system include both human and non human (materials) resources which contribute in part to effective teaching and learning. According to Daluba (2012), resources for teaching science include human (e.g teaching and non teaching staff), laboratory, library, classroom and aids. Offormate (2007) suggested the need to use modern and standard resources for teaching science because this enhances effective teaching and learning. Danjuma and Adeleye (2015) in a study on the availability of instructional resources observed that most secondary schools in Nigeria lack adequate resources for teaching arid learning science.
The availability of resources determine the method adopted in teaching and learning of science which also influence learning achievement. Most of the science teachers often adopt teaching styles which leads to rote learning and memorization of facts and knowledge as opposed to the more effective practical, hand on approach. Thus ineffective approach has always been associated with lack of instructional material or resources. The negative effect hinders our National Development as science is said to be the bedrock of scientific and technological development of any nation. Moreover, Biology as one of the science subject is very wide in contents arid seems difficult to learn by many students (Ajilah, 2009).
Effective teaching and learning as well as students’ academic performance in science (Biology) have become a concern to stakeholders in the educational enterprise one way of solving the problem of poor performance of students, according to Danjuma and Adeyele (2015), is to improve on the method of teaching, that is; to change from a teacher- centered approach to student centered approach.
Ojediran, et al (2014) suggested that the most effective approach to science teaching is to support theoretical explanations with actual practical in the laboratory. Unfortunately, this method is resourced-based and cannot be implemented without science instructional material and equipments.
The teaching and learning of science could be influenced by many factors such as school type, location, learning styles, teaching strategies etc. Danjuma and Adeleye (2015) noted that teacher’s teaching strategies is a very important factor in students’ academic success in science. Method employed by teacher to teach Biology are to a large extent influenced by resources and facilities available in the school. The teaching method in turn, influences the level and quality of participation and performance of students’.
In general, where resources and facilities such as teachers, textbooks, laboratories, chemical, specimen, tools and equipment, aids etc, are inadequate, the teaching approach tends to be teacher centered. This approach is highly dominated by the teacher as he or she lectures on practical aspects of the lesson. The students remain passive participant expected to listen and observed only, while the teacher is a sole source of knowledge for the learners. This is not an effective method of teaching science. A teaching approach that centers on the teacher is bad for science teaching and learning and can soon kill interest of students on the subject. But were facilities and resources are available, a qualified and motivated science teacher will deploy methods that center on the learners. Such an approach emphasizes practical activities and has the students experimenting, solving problems, discussing with each and involved in a practical hands on activities (Edyson, 2o1 1). This approach stimulates curiosity, imagination and critical thinking. It keeps the lesson exciting and captivating to the learners.
The above assertion shows the availability and utilization of resources play critical role in effective teaching and learning of science. Hence, this study seeks to investigate on resources availability and utilization in the teaching of Biology in Secondary Schools in Ibiono Ibom Local Government Area.
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