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PROBLEMS OF TEACHING BIOLOGY PRACTICAL IN SECONDARY SCHOOLS

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[icon type=”icon-pencil”]: PROBLEMS OF TEACHING BIOLOGY PRACTICAL IN SECONDARY SCHOOLS
[icon type=”icon-book”]: Chapter 1 – 5
[icon type=”icon-book-open”]: 68 Pages
[icon type=”icon-basket”]: #3, 000
[icon type=”icon-doc-line”]: Ms Word format

This study, PROBLEMS OF TEACHING BIOLOGY PRACTICAL IN SECONDARY SCHOOLS contains concise information that will serve as a framework or guide for your project work. The project study is well-researched for academic purposes and are usually provided in complete chapters with adequate References.

Keywords: PROBLEMS OF TEACHING BIOLOGY PRACTICAL IN SECONDARY SCHOOLS


RESEARCH BODY

ABSTRACT

Thisstudy was carried out to investigate the problems of teaching biology practical in some selected secondary schools in Odeda Local Government of Ogun State. Four schools were randomly selected, as sample, out of the secondary schools in Odeda Local Government Area of Ogun State Fifty students  were then randomly selected from each of the sampled schools. The research material used was QUESTIONAIRE to collect data from the respondents. The data obtained were analysed using T-test, and simple percentage. The findings showed that students’problems in practical biology is as a result of lack of poor laboratory equipments, poor attitudes of the teacher’s toward practical. From the findings 83% agreed that inadequacy of laboratory equipments affect learners performance in biology practicals, 90.5% of  the respondents agreed that the poor attitude of the teachers affect the performance of the students in biology practical. It was recommended that more biology practical  apparatus should be supplied by the government, so as to enhance the practical knowledge of the students.Teachers should encourage students to develop interest in practical activities by engaging them in practical and providing instructional materials that will challenge them to be actively involved during practical lessons, Ministry of Education and professional organizations like Science Teachers Association Of Nigeria (STAN) should organize workshops, seminars and conferences for biology teachers, Biology concepts should be taught with practical activity so that the students will be science oriented.

TABLE OF CONTENTS

CHAPTER ONE

1.0       Introduction

1.1       Background of the Study

1.2       Statement of the Problem

1.3       Purpose of the Study

1.4       Significance of the Study

1.5       Limitation of the Study

1.6       Research Questions

1.7       Definition of Terms

CHAPTER TWO

Literature Review

2.1       Teacher-Student Interaction in Biology Practical

2.2       Student-Student Interaction in Biology Practical

2.3       Gender and Interaction in Biology Practical Classroom

2.4       Effects of Biology Practical Activities on Students’ Process

Skill Achievement

2.5       Students’ Academic Achievement in Biology Practical in

Secondary Schools

2.6       Students’ Interest in Biology Practical

2.7       Students’ Performance in Biology Practical

2.8       Effect of Poor Laboratory Equipment on Students’

Academic Performance

CHAPTER THREE

3.0       Methodology

3.1       Research Design

3.2       Population

3.3       Sample and Sampling Techniques

3.4       Research Instrument

3.5       Validation of Instrument

3.6       Methods of Data Collection

3.7       Method of Data Analysis

CHAPTER FOUR

Result of the Findings based on the Data gotten form the respondents

CHAPTER FIVE

5.0       Summary, Conclusion and Recommendations

5.1       Summary

5.2       Conclusion

5.3       Recommendations

References

Questionnaire

CHAPTER ONE

1.0       INTRODUCTION

Oxford Advanced Learner Dictionary (2000) defined “problem” as a thing that is difficult to deal with or to understand effectively.

Oxford advanced learner dictionary (2000) defined practical as an idea, a method or a course of action, right or sensible, likely to be successful.

Practical work is very essential to the effective teaching of biology in schools. Everybody will be able to participate more effectively in any life situationcan speak out on questions that involve both biology principles and human welfare, such knowledge will out come not from bookwork, but from practical application of the materials learnt to real life situation.

As Nigeria tries to make a mark in technical development, the teaching of biology has advocated for in recent times by the Federal Government. This is because of the realization that biology and technology where the bed rock from which developed industrialized countries of the world evolved.

All other aspects of human life revolve around science that is to say without biology all aspects of life will be meaningless. Biology is quite interesting in advanced countries of the world where practical work is given the priority and students are able to see for themselves what is taught in the class.

1.1       BACKGROUND OF THE STUDY

Science learning is expected to produce individuals that are capable of solving their problem as well as those of the society. Such individuals are expected to be autonomous, confident and self reliant. Science and technology constitute the basis of advancement in nearly all fields of human endeavors. Obiekwe (2008) reported that all is not well with science instruction in Nigerian secondary schools, and noted that science teaching lays extreme emphasis on content and the use of “chalk and talk” method neglecting the practical activity method which enhances teaching and learning. This negligence and ‘shy-away’ attitude from activity oriented- method of teaching has led to abstraction which makes the students less active and more prone to rote memorization. Based on this, the Federal Government of Nigeria is emphasizing “the teaching and learning of science process and principles which will lead to fundamental and applied research in the sciences at all levels of education” (FRN, 2004: 29). A lot has been done to improve science teaching in secondary schools in Nigeria. In spite of that, students continue to perform poorly in science subjects, of which biology is one. This situation has created the need for more effective teaching method. It then becomes necessary to explore the efficacy of alternative method of redressing this situation. Studies have been done on science process skills, but there is no empirical evidence so far, on effects of biology practical activities on students’ process skills acquisition.Obiekwe (2008). Therefore, the problem of this study posed as a question is: which of the two teaching methods chosen (practical activity method and lecture method) better elicits the acquisition of science process skills.

1.2     STATEMENT OF PROBLEM

It was observed that most schools rarely take biology practical which affects the students’ academic performance in both external and internal examinations which could be as a result of many factors that would be revealed in this research.

PURPOSE OF THE STUDY

The purpose of this study is to determine the problems of teaching biology practical in senior secondary school.

Specifically, the study intends to ascertain:

  1. The differential problems of biology practical activities and teaching method on the learners.
  2. The problems of biology practical activities on the process skills of male and female students.

1.4       SIGNIFICANCE OF THE STUDY

The practical activities in biology are designed to help students acquire basic scientific skills and improve their performance and achievement as well.

If the result of this research is properly used, it will;

  • Promote the ideals that science is both a process and product in students by arousing their interest in practical biology work.
  • Motivate the parents to provide the basic requirements to practical lesson for their children.
  • Make the government, through the Ministry of Education to realize the need for provision of science equipment to schools and employing qualified biology teachers to teach in secondary schools.
  • Help the Nigeria society in their quest for improved technology and industrialization.

LIMITATION OF THE STUDY

The research is limited to some selected secondary schools in Odeda Local Government area of Ogun State.

  • FCE, Model School, Osiele, Abeokuta
  • Asero High School, Asero
  • Egba Comprehensive High School, Asero
  • Nawair-ud-deen Grammar School, Obantoko

RESEARCH QUESTIONS

  1. Does teacher’s qualification has any effect on students’ performance in Biology practical?
  2. What is the attitude of student towards Biology practical?
  3. Does teachers’ qualification affect his/her competency?
  4. What is the attitude of teachers toward teaching of Biology practical?
  5. Are there enough equipments in the laboratory for effective teaching?
  6. Has the government made any effort to supply enough equipment to the School laboratory?

1.7       DEFINITION OF TERMS

Problem: Something that is difficult to deal with.

Practical:Concerned with the actual doing or use of something rather than with theory and ideas.

Biology:Natural science concerned with the study of life and living organisms, including their functions and structures.

Equipment:supplies or tools needed for a special purpose

Laboratory: is a facility that provides controlled condition in which scientific or technological research, measurement and experiment maybe performed

Keywords: PROBLEMS OF TEACHING BIOLOGY PRACTICAL IN SECONDARY SCHOOLS



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