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STRATEGIES OF IMPROVING PERFORMANCES FOR TEACHING BIOLOGY

STRATEGIES OF IMPROVING PERFORMANCES FOR TEACHING BIOLOGY

TABLE OF CONTENTS

Title page

Certification

Dedication

Acknowledgements

Table of contents

Abstract

CHAPTER ONE: INTRODUCTION

Background to the Study

Statement of the Problem

Objective of the Study

Research Question

Research Hypothesis

Significances of the study

Scope of the Study

CHAPTER TWO: LITRATURE REVIEW

Review of Related Literature

Conceptual framework

Strategies that can make biology more effective in the teaching and

learning of Biology

Factor affecting teacher performance in secondary schools

method of teaching

Problem faced by teachers in teaching

Theoretical framework

CHAPTER THREE: METHODOLOGY

Research Design

Population of the Study

Area of the study

Sample and Sampling Technique

Instrument for data collection

Validation of the Instrument

Reliability of the Instrument

Data Analysis Techniques

CHAPTER FOUR: RESULT AND DISCUSSION

Introduction

Analysis of personal data

Test of Research Hypotheses

Discussion of Result

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION

Summary

Conclusion

Recommandations

References

Appendix

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ABSTRACT

The study is aimed at investigating strategies of improving performance for teaching biology in secondary schools in Ikere Local government Area. To carry out the study, four research questions were   reviewed in line with the purpose of the study. two hypotheses were formulated and were tested at 0.05 level of significance. The study use descriptive survey design. . The sample of the study comprise of fifty biology teachers. The frequency count and percentages method were used to analyzed the research questions, while chi-square test was used to test the research hypothesis. From the results obtained, it was realized that most of the respondents agreed that Provision of standard classroom will enhance biology teachers performance in the selected secondary schools, also Supply of instructional materials e.g text books, availability of standard library, Provision of workshop facility for biology teachers. Adequate laboratory, well equipped for practical purposes for the teachers and students. Due to these facts the teachers responded that the provision of all this factors will improve the performance of biology teacher’s teachers in secondary schools of Ikere local government in Ekiti State. The study recommended that the ministry of Education and principals should give encouragement to teacher and support activities that lead to adequate teaching and learning. Government should organize seminars, symposia and workshops for biology teachers, principals on the teaching and learning methodology and administration of school.

 

CHAPTER ONE

INTRODUCTION

Background to the study

Nigeria teachers in any educational system are facilitators of teaching and learning. They are the ones entrusted with the task of breaking down the desired needs of the society as specified in each subject syllabus into teachable and learnable topics in the classroom. Teachers are thus, the backbone of any educational system and could be referred to as nation builders. As a result of the important role teachers play in educational enterprises and the influence they have on teaching and learning, it is usually stated that ‘no educational system can grow above its teachers’. However, everybody has a complaint against the teaching of Biology by teachers in secondary schools. It is dull, boring, difficult and useless from the point of views of the learner. Ogunleye Akinyemi Wumi (2015) The teachers complain of excessive workload and lack of facilities in the form of aids and equipment. Principals and management complain, ‘it is the fault of the teachers who do not make the students put in adequate labor’. These complaints have led consequently to paucity of Biology teachers in schools thereby militating against effective teaching and learning of Biology in schools.Ogunleye Akinyemi Wumi (2015)

Biology is one of the subjects taught in the secondary schools and research works discovered that students do hot perform well in external examinations like WAEC, NECO, NABTEB, because of the chalk and talk conventional method used mostly by teachers. The researcher used constructivists’ learning strategy in order to improve students’ performance in external examinations. Constructivists’ strategy is a form of learning which is a term for various small group in which students work together in order to maximize each other’s learning (Johnson and Johnson, 2004; 2009). Numerous studies showed on constructivists’ learning have shown the promotion of perspectives, positive and more supportive relationships with peers, positive attitudes towards subject area and high self-respect or esteem are learnt.

It is a student-centered approach and a total shift from the teacher red conventional or traditional approach of teaching. The teacher is a facilitator in a constructivists’ class where classroom activities are organized so that students can interact with and learn from each other as well as the teacher and the world around them . it is an arrangement in which students work in mixed ability groups and are rewarded on the basis of the success of the group as a whole (Stavin, 2000). The students therefore are able to learn more of what is taught and retain it longer than when the same content is presented in other instructional formats. Constructivists’ learning has been found to improve students’ performance (Hagen, 2000; Paulson, 1999), increase students’ motivation (Paino, 2001), students’ social skills and increase students satisfaction (Lord, 2001). Contrustivists’ strategy enables students to interact among themselves, exchange ideas, compete and make use of all the five senses. It is purely students centered and a total departure from the teacher centered conventional method.

Furthermore, the alarming rate at which teachers in public schools resign and retire as a result of frustration permeating the teaching fabric coupled with the misplaced priority of successive administration in Nigeria concerning teaching.

The need to strengthen biology teaching at the secondary school level appears to be well recognized (Ajewole, 2007; Nwosu and Nzewi, 2007; Ndioho, 2007). Efforts toward the actualization of this need have essentially focused on four discernable approaches: (a). improvement of the curriculum, (b). designing of various instructional methods and strategies (c) instructional resources and (d) improvement of the quality of the secondary school biology teacher. It would appear there is a consensus among experts in the field of teacher education that focusing on the improvement of the quality of the teacher has a superlative advantage (Shulman, 1986). This is so because the best curriculum and the best instructional method can fail at the hand of an ill prepared teacher. On the contrary, a well groomed teacher is sure to find his bearing even when the other conditions are not as good as they should be. Accordingly, current theories of teacher education tend to emphasize the development of the pre- and in-service knowledge base of the teacher.

Statement of the problem

Almost twenty years ago, we are in a period of educational crisis with a wide discrepancy between the instrumental methods used in schools and those verified by research as most effective”. One must ask why there is still such as a disconnection between theory and practice when there is even more pressure on teachers to perform than ever before.

The biology teachers teaching in secondary schools face a challenge in keeping barest of development in teaching and being able to ascertain their potential contributions for the improvement of instrument at the classroom level.

These teachers face the challenge of dealing with today’s youth who hailer becomes more curious, more sophisticated and more demanding in their approach to learning, thereby complicating the teaching function. Most secondary schools in Nigeria are faced with strategies in improving performance of teachers in the school. Therefore the researcher intend to look into various strategies of improving performance for teaching of biology in selected secondary schools in Ikere local government area of Ekiti state.

 

Objective of the study

The major objective of this study is to investigate the strategies of improving performance for teaching biology in Ikere local government Area of Ekiti State.

The specific objective is to

  • Find out facilities and equipment that are used for teacher in teaching biology in Ikere Local Government
  • Ascertain whether there is adequate staffing in secondary school for teaching Biology in the local government.
  • Identify the extent to which student and teachers have been motivated towards the teaching and learning of biology.
  • Determine the extent to which the government and other funding agencies extend their support to teacher improvement.

Research Questions

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Research Hypothesis

The following null hypothesis has been formulated for the study

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Significance Of The Study

This study will be significant in numbers of way which will seek to identify what should be the role of schools and government towards the teaching and learning of biology, It will unfold the strategies for motivating teachers and students in teaching and learning in secondary schools, It will remind the teachers the challenges awaiting them in the changing society and modern teaching. Generally the study will recommend the ways of improving the teacher’s conditions for service to ensure efficient and effective performance in classrooms.

Scope Of The Study

The study is aimed at investigating strategies of improving performance for teaching of biology in Ikere Local Government Area. The students is limited to five selected secondary schools in the local government. 50 teachers will be selected for the study.

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Updated: May 21, 2017 — 2:57 pm

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