Appraisal of Instructional Resource Utilization in Teaching and Learning of Biology in Senior Secondary Schools in Enugu North Local Government Area of Enugu State

Ozota, Stephanie Ngozi; Asuzu, Angela Chidera; Nwafor, Chidimma Olivia

Research ArticleOpen Access

Appraisal of Instructional Resource Utilization in Teaching and Learning of Biology in Senior Secondary Schools in Enugu North Local Government Area of Enugu State

Stephanie N. Ozota¹^*, Angela C. Asuzu¹, Chidimma O. Nwafor¹

¹Department of Science Education, Enugu State University of Science and Technology (ESUT), Enugu, Nigeria

* Corresponding author: Stephanie N. Ozota

Abstract

The relative decline in the academic achievement of students in Biology in Senior Secondary Schools has necessitated this study. Thus, the study sought to find out the appraisal of instructional resource utilization for teaching and learning of Biology in Senior Secondary Schools in Enugu North L.G.A. of Enugu State. Three research questions and three hypotheses guided the study. The researcher adopted descriptive survey research design. The population of the study was made up of thirty - one (31) Biology teachers in Enugu North L.G.A. No sampling was carried out as the population size was manageable. The instrument used for data collection was a structured questionnaire. Cronbach alpha Statistic was employed in determining the internal consistency of AIRUTLBSSS.in which the overall reliability coefficent index of 0.873 w as obtained. The data obtained were analyzed using mean and standard deviation for answering the research questions, and t- test statistic for testing the null hypotheses. The study arrived at the following findings: Biology teachers use the available resou rce teaching materials in teaching and learning of biology to a high extent. Biology teachers had positive attitude towards utilization of instructional materials in teaching of biology. There are impediments to utilizing instructional resources for teaching and learning biology in senior secondary schools. The hypotheses showed that there was no significant difference in the mean responses of male and female biology teachers on the extent to which teachers use the available resource teaching materials for teaching and learning of Biology and their attitude towards utilization of instructional materials. The hypothesis also showed no significant difference in the mean responses of male and female teachers on the impediments in utilization of instructional materials in teaching and learning of Biology. Based on the findings, the researchers recommended that teachers should be encouraged to the method of use of instructional materials in teaching and learning of biology in senior secondary schools.

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Publication history

Published: 1 July 2023

Copyright & licence. © 2023 the author(s). This is an open access article distributed under the terms of the CC BY 4.0 licence, which permits unrestricted use, distribution and reproduction in any medium, provided the original work is properly cited.

Research ArticleVol. 4, No. 1 (2023)

Effect of Peer Instructional Strategy on Academic Retention of Senior Secondary School Biology Students in Enugu Education Zone

Matthew D. Idoko

The study examined the effect of Peer Instructional Strategy (PIS) and expository method (EM) on the retention of Secondary School Biology Students. The purpose of the study was to investigate the effect of peer instructional strategy relative to expository method on the retention of secondary school Biology students. The area of the study was Enugu Education Zone of Enugu State. Two research questions and hypotheses guided the study. The study was a quasi-experimental research with pretest-posttest, non-equivalent groups research design; involving 528( 227 male and 301 female senior secondary school 2 Biology students drawn from six randomly selected co -educational schools out of the ten secondary schools in Enugu Education z one that met the inclusion criteria. Two intact classes from each of the 6 schools were randomly assigned to either PIS or EM group by balloting. The instrument for the study was a researcher -made Biology Achievement Test (BAT), validated by three experts. C ontent validity was ensured using text blueprint. The Pearson's product moment correlation c oefficient was used to carry out test -retest reliability of the instrument, r = 0.74. The BAT was administered 2 weeks after posttest. The results showed that PIS group significantly performed better than EM group in terms of academic level of retention. The researcher recommends PIS should be used in teaching and learning of Biology.

JOSCED1 July 2023pp. 197–20500

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Abigail C. Obodo, Mercy I. Ani, Olasoji V. Omosowon

Technologies are ubiquitous in the 21st century, and educators need to integrate relevant technologies into their teaching practices to meet expectations and keep abreast with the education profession's advancement. A descriptive survey research design was used in this study. Three research questions and one null hypothesis guided the study. The population of the study comprised all the 24 Integrated Science lecturers (10 males and 14 females) in both private and public tertiary institutions in Enugu State, Nigeria. The population was manageable and as a result no sample was carried out for the study. An instrument titled "Questionnaire on Emerging Technologies in Teaching and Learning" (QETTL). Three experts validated the instrument while the reliability of the instrument was estimated using Cronbach Alpha formula with reliability indices of 0.76. Frequency, percentage, mean and standard deviation were used to answer the research questions while Chi square statistics was used to test the null hypothesis. Findings revealed that some of the challenges hindering Basic Science teachers from utilizing technologies in teaching and learning are lack of internet access and in-service training among others. Based on the findings, it was recommended among others that in-service training of lecturers on the usage of 21st century technologies and provision of internet connectivity should be prioritize by government and the university management to enable lecturers maximize effectively 215 century technologies during teaching and learning.

JOSCED1 July 2024pp. 128–14100

Research ArticleVol. 5, No. 1 (2024)

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Ijeoma C. Ede, Abigail C. Obodo

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JOSCED1 July 2024pp. 142–15700