Impact of Instructional Materials in Teaching and Learning of Biology in Senior Secondary Schools in Yakurr LG a (original) (raw)
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Roles of instructional materials in teaching and learning Biology, 2023
The study was conducted to examine the Roles of instructional material in teaching and learning biology in selected Secondary Schools in Sokoto metropolis Sokoto state. The study was guided by three (3) objectives, research questions and hypotheses. The sampled population of the study consisted of (5) Secondary Schools, 10 Biology teachers and 143 students this was achieved using simple random sampling technique. The instrument for the study was a questionnaire which was validated by a specialist in the Department of Curriculum Studies and Educational Technology (C.S.E.T), Usmanu Danfodiyo University Sokoto. The questionnaires were administered to the biology teachers and students and returned afterwards, it was observed that only a total of 110 were filled and returned to the researchers. The data collected was analyzed using frequency, percentage, mean and standard deviation. The result from the analysis showed that there is availability of instructional materials in these schools, including the most important ones. Biology teachers do not have full access to the available instructional materials. It is also revealed that the teachers’ manipulative skills and technical know-how for proper utilization of instructional material is not encouraging. There is much need for sufficient qualified and competent Biology teachers, adequate availability and utilization of instructional materials for effective teaching and learning of Biology in all the secondary schools in Sokoto metropolis.
Abstract Instructional materials are wide varieties of equipment and materials use for teaching and learning by teachers to stimulate self-activity on the part of the students. The teaching of Biology without instructional materials may certainly result in poor academic achievement. It is on this note that the essay explore/studies, “The Impact of Instructional Materials in Teaching and Learning Biology in Senior Secondary Schools, a Case Study of Sabuwar Kofa, Gwale Local Government Area, Kano State.” This study explore some related literature such as: meaning of instructional materials; instructional materials and academic achievement; factors that affect the use of instructional resources which among others include inability to identify/ locate resources, inability to develop appropriate materials from local resources, and lack of school- based resource Centre. It also explored some related literature such as: science process skills; resources in teaching/learning process; strategies for enhancing teachers’ competence in the use of instructional materials; types of ICT-driven instructional aids; how ICT-driven instructional aids can improve qualitative education in Nigeria
Aquademia, 2022
This study investigated the availability and utilization of instructional materials in the teaching and learning of biology in senior secondary schools in Talata Mafara Town, Zamfara State. A descriptive survey research design was adopted for the study using quantitative data. The population comprised all the heads of department of biology in the senior secondary schools (six public and four private) in Talata Mafara Town. The entire population constituted the sample of the study due to its small size. A validated questionnaire with reliability index of 0.63 obtained using Cronbach's alpha was used as instrument for data collection. The data collected were analyzed using frequency counts and percentages presented in tables and charts. Five research questions guided the study. The findings of the study revealed that some of the required instructional materials are fairly available but are not regularly use by biology teachers. Biology laboratories and instructional materials relating to multimedia are lacking in most of the schools in Talata Mafara Town. Lack of fund for procurement and large class size coupled with lack of in-service training for serving biology teachers were major factors identified to inhibit effective provision and utilization of instructional materials respectively. Based on these findings, the study recommended among others that biology teachers in Talata Mafara Town should make effort in utilizing available instructional materials. Zamfara Sate Government should build biology laboratories and make provision for instructional materials especially multimedia related in all senior secondary schools in Talata Mafara. Professional development of biology teachers should be encouraged and sponsored by government and other relevant stake holders.
This study investigated and described the status and quality of biology teaching and learning in Kolokuma/Opokuma Local Government Area of Bayelsa State, Nigeria. Research questionnaires were used for gathering data from 10 public secondary schools involving 21 biology teachers and 200 students in Senior Secondary (SS1), Senior Secondary (SS2) and Senior Secondary (SS3). The study hypothesised the following: (a) HO1: Teacher’s competence has no significant relationship with the performance of secondary school students in biology examinations. HO2: The absence of educational facilities has no significant relationship with the performance of students in biology examinations. Data obtained were analyzed and the stated hypotheses were tested using the chi-square analysis. The null hypothesis (HO1) was accepted ((cal)(18.06)<(tab)(31.30.995) while the null hypothesis (HO2) was rejected ((cal)(39.82)>(tab)(37.20.995). Findings from the study indicated a gap between the actual (observed) biology teaching and learning and the ideal school biology teaching with regards to curriculum, pedagogy and learning, and resource allocation, teacher knowledge and skills, attitude and professional development and community support. A major factor responsible for these gaps is the poor facilities for teaching and learning. Recommendations were made on closing the gap between the idea and real teaching and learning to improve the teaching and learning of biology in schools.
With the approval of the new curriculum structure for the implementation of a 9-year Basic and Senior Secondary Education in Nigeria, there was a need for the restructuring of the existing subject profile. This curriculum innovation is a welcome development, but the major issue is whether the curriculum content will be implemented as planned bearing in mind that adequate instructional materials may either be unavailable or underutilized. This research work seeks to determine whether the available instructional materials and their level of utilization for the teaching of Biology in Senior Secondary Schools in Lagos State, Nigeria, is adequate for effective implementation of the new Biology curriculum. Survey research design, proportionate random sampling, and research instrument like Teachers’ Assessment Questionnaire/Checklist (TAQC), Students’ Assessment Questionnaire (SAQ), and Observation Guide (OG) were used. For data analysis, mean, frequency count, chart, and percentages were used. The study revealed that Biology curriculum was not implemented as envisaged. Almost complete absence of technology, over reliance on obsolete instructional materials, and poor method of teaching were the obstacles. The study recommended provision of modern instructional materials, regular supervision, trainings, seminars, and workshops for Biology teachers. There is an urgent need to probe the activities of the Private Secondary Schools to restructure their programmes and resources.
Open Journal of Educational Research
The purpose of the study was to examine the impact of instructional materials in teaching and learning biology in the Colleges of Education in the Central Region of Ghana. Qualitatively, a case study research design was selected for the study. The population of the study consists of three Biology tutors in the three Colleges of Education in the Central Region. The purposive sampling technique was chosen to select all the three colleges and three Biology tutors for the study. The interview guide was the main instrument for the data collection. Data were analysed using the interpretative technique based on the themes arrived at during the data collection from the respondents. The study concluded that instructional materials boast students' cognitive abilities and arouse their interest in the lesson by helping them to reason critically during teaching and learning. The study also revealed that the competencies level of tutors helps them in the assessment of the subject, selecting relevant materials for each concept. Their pedagogical skills depend on their competencies in the classroom instructions. The study also concluded that a good presentation of a lesson has a substantial impact on teaching and learning situations, as well as the vast amount of information available to students, to supplement their instruction and the principles for appropriate use of instructional materials. It is recommended that professional development should be organised for the Biology tutors in their respective colleges to have competencies in using relevant instructional materials in assessing students in Biology lessons. It is also recommended that Ghana Tertiary Education Commission (G-TEC), National Teaching Council (NTC), and universities should collaborate with the colleges to organise workshops and seminars for tutors teaching Biology to update their knowledge in the use of digital instructional materials in lesson presentation.
Journal of Educational Research in Developing Areas
INTRODUCTION: Biology as a branch of science and a prerequisite subject for many fields of learning contributes immensely to the technological growth of the nation. PURPOSE: This research was carried out to determine the effect of instructional materials on biology instruction among high achieving secondary school students in SPED International Secondary School, Oyo. METHODOLOGY: Quantitative research method using quasi experimental design was adopted to test two hypotheses at 0.05 level of significance. Simple random sampling was used to select 20 samples out of the population of 30 that met the criteria for selection. A 20-item Biology Achievement Test with the reliability and validity of 0.93 and 0.78 was used. Pretest and post-test scores of the sample was analyzed using t-test statistics. Results showed that the one sample p-values of the mean pre-test and posttest (0.683, P>0.05). P values for both the mean scores of male and female high achieving secondary school student in biology was (0.000, P<0.05). Results: Based on the findings of this study, there was no significant difference between the biology achievement of high achieving secondary school students taught with instructional materials and those taught without instructional materials. Meanwhile, gender was a potent predictor of academic achievement in biology among high achieving secondary school students. RECOMMENDATION: The results notwithstanding, authors recommended that instructional materials should be consistently used by teachers for biology instructions as it enhanced students' achievement but maybe not for high achieving secondary school students. Public and private schools should provide teachers with sufficient instructional materials for every subject.
The status of biology teaching and learning materials in selected central regional schools, Ghana
2023
This paper investigated constraints associated with biology teaching and learning materials in selected schools in the Central Region of Ghana. The purpose of this study was to evaluate the classroom implementation of biology curriculum. A cross-sectional descriptive survey design was used for the study. The target population comprised 187 biology teachers and 7790 second year biology students in all the 58 public senior high schools that offered elective biology during the 2016/2017 academic year. The accessible population however consisted of 4500 second year biology students drawn from 21 schools. The final sample comprised 106 biology teachers and 354 biology students. Factor analysis was used to perform inferential analysis and draw conclusions on the research questions. Resources for teaching and learning biology was inadequate in all schools visited. Most teachers did not organise practical activities regularly and this affected some profile dimensions suggested by the teaching curriculum. It is recommended that only qualified and experienced teachers should be employed to handle senior high school students in order to build a good and strong foundation for them.
2016
This study investigated the attitude of biology teachers towards the production and utilisation of instructional materials in the teaching of biology. A descriptive survey research design was adopted for this study. In this survey, simple random sampling technique was used in selecting one hundred and twenty teachers from twenty secondary schools under study. A structured questionnaire was prepared, validated and used for collecting data. Percentages and t-test statistics were used in data analysis. Results shows that less than average number of teachers produce instructional materials for use when teaching; few teachers use microscopes, magnifying glasses, preserved specimen, models, quadrat and aquarium; and male teachers’ perception of utilization of resources is significantly higher than their female counterparts. Appropriate recommendations were made for effective teaching/learning process which includes the use of immediate environment to teach concepts in the subject, and ade...