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BASIC
SCIENCE TEACHERS’ RESEARCH AWARENESS AND UTILIZATION
CHAPTER ONE
INTRODUCTION
Background to the Problem
The purpose of education is not only to make students
literate but also to improve their knowledge, self-sufficiency and their
ability to think rationally. In any society, education is tool for growth and
progress because it not only imparts knowledge, skill and right type of values,
but, also builds human capital which breeds, drives and sets technological
innovation and economic growth. Many advances in science and technology have
helped nations to promote efficiency, self reliance and the overall wellbeing
of humanity through invention/innovation in telecommunication, transportation,
health, agriculture etc.
In Nigeria, the National Policy on Education (FRN,
2004) clearly spells out the objectives of science teaching from pre-primary to
tertiary level. Specifically, at the Secondary level, it entails equipping
students to live effectively in our modern age of Science and Technology. It is
aimed at all ages of learners of all abilities and interests. Science is a
process that helps in the development of the society. The global change in
science curriculum arising from knowledge explosion and new wave in science and
technology development demands for qualitative science teaching.
From the range of evidence in the science education
literature and studies by Awodi (1984), Akpan (1996), Madu (2004), Okebukola
(2005), it is clear that science education in Nigeria is faced with numerous
problems that need to be addressed. Such problems include the inability of
students to engage in complex problem solving activities and also the inability
of Nigerian Students to apply school knowledge to real life problems in work
place. The problems need to be addressed so that the goal of equipping students
to live efficiently in our modern ages of science and technology as well as the
acquisition of appropriate skills, mental, physical and social abilities and
competences to live in and contribute to the development of the society, as
formulated in the Nigeria National Policy on Education (FRN, 1981; 1998.) is
achieved.
Buseri (2010) contends that to meet up with the rapid
scientific progress in technology requires the presence of well-trained,
efficient, knowledgeable and skillful teachers who are versatile in discharging
their duties and responsibility. The persistent poor performance of student in
science subjects at School Certificate level and the studies by Achor (2003);
Umoren and Ogong (2007); Ogbeba (2009) has given rise to an assumption that
most science teachers in secondary schools in Nigeria probably do not make use
of varying form of teaching strategies to be able to cope with some specific
difficulties associated with the teaching of science. In order words, it
implies that teachers are knowledgeable in science content but not in
pedagogical aspects. Ezeliora (2004), pointed that most of the time, science is
taught to the learners using descriptive or lecture method instead of hands- on
approach.
Biology is defined as the basic science that deals
with the study of living things, it attempts to understand the teeming
diversity of life on earth, a diversity of level we are all part of (Adegbite,
2005). Life is not a simple concept, which may be one of the reasons why the
teaching of biology is important (Adegbite, 2005). There are two major branches
of biology namely; Zoology (the study of animals) and Botany (the study of
plants) and sub-divisions such as ecology, physiology, histology, mycology,
entomology, virology, anatomy, etc. The teaching of biology is very important
because the knowledge of biology helps in improving the quality of life, as it
helps to solve many societal problems relating to health, poverty, food
shortage, crop production and environmental conservation.
The learning of biology in real life context is
necessary for personal development and also, the development of scientific and
technological world. The use of multiple and relevant learning and teaching
strategies, and assessment practices will provide a basis for this. In any
research work in Science education, more attention is placed on science
education; this is because biology is one of the various subjects that explain
science and also in Nigeria, biology is the general basic science subject. In
an attempt to ensure result oriented biology delivery in schools, Akubuilo
(2004) suggested the use of activity-oriented strategies such as
guided-inquiry, cooperative learning, demonstration, thinks and do, use of
analogy and many others. Thus, research in Science Education in Nigeria has
continued to seek better ways of teaching biology in order to improve academic
performance of students (Okebukola, 1998).
1.2 Statement of the Problem
Science Education is said to be the most appropriate
and fastest vehicle for the planned transformation of any society (Jegede,
Lagoke & Oyebanji 1995). Despite its‟ importance to mankind, the effort of
researchers to improve its‟ teaching and learning, as well as it being the
general science subject, students‟ performance in biology compared to the other
pure science subjects taught in Nigeria remains low. This observable problem
has been blamed on a number of factors, namely, inadequate teachers, inadequate
material resources, lack of using effective methodology for the teaching of the
subject in secondary schools etc. Further, it has been observed based on
previous studies that the present methods used in teaching science in general
and biology in particular in Nigeria secondary schools do not produce maximum
result (Maduabum, 1994; Okebukola, 1998).
Researchers in science education have studied on the
various innovative teaching strategies like, problem solving, field trips,
individualism, cooperative learning, use of analogy, constructivism, computer
assisted instruction, inquiry, among others and how they can be used to improve
the teaching and learning of science in general and biology in particular,
examples of such researchers are
Olatoye & Adekoya (2009), Yusuf & Adedeji
(2010), Oludipe & Oludipe (2010),
Jiya (2011), Udeani & Okafor (2012) among others.
Most of these researchers studied on the effectiveness of these strategies,
some compared these strategies with conventional methods, Olatoye & Adekoya
(2010) etc. without examining the awareness of in-service teachers on the
existence of these strategies, their level of awareness and the degree of
application of the ones they are aware of. Thus, this study was set out to
investigate biology teachers‟ awareness and utilization of innovative teaching
strategies in public schools in Oyo South senatorial district, Nigeria.
Similarly, Samba, Achor and Ogbeba (2010), examined
science teachers awareness and utilization of 19 innovative teaching strategies
in Benue State, but the variables involved were: age, teaching experience and
profession and is different from this study as this involved only biology
teachers and took into consideration teachers‟ gender, teaching experience and
qualification. Khurshid & Zahur (2013), compared the awareness and
utilization of 16 innovative teaching strategies in Private and public sector
schools in Islamabad, the variables they took into consideration included teachers‟
gender, age, teaching experience and professional qualification. The study did
not specify on any particular subject, and was general compared to this study
which was specifically on Biology teaching at senior secondary level.
1.3 The Purpose of the Study
The main purpose of the study was to investigate the
biology teachers‟ awareness and utilization of innovative strategies,
specifically the study determined:
1. The
secondary schools biology teachers‟ awareness of the innovative teaching
strategies.
2. The
level of awareness of the innovative teaching strategies by the biology
teachers.
3. The
extent to which the innovative strategies are put to use by the biology
teachers.
4. The
difference in the utilization of the innovative teaching strategies based on
the biology teachers‟ teaching experience.
5. The
difference in the utilization of the innovative teaching strategies based on
the biology teachers‟ qualification.
6. The
difference in the utilization of the innovative teaching strategies based on the
biology teachers‟ gender.
1.4 Research Questions
1. Are the
biology teachers in Oyo state, aware of the selected innovative teaching
strategies?
2. To what
extent are the biology teachers aware of the innovative teaching strategies?
3. To what
extent are the innovative strategies put into use in the teaching of biology in
Oyo state?
4. To what
extent does the utilization of the innovative teaching strategies differ based
on the biology teachers‟ teaching experience?
5. Does
qualification of the biology teachers influence the utilization of the
innovative teaching strategies?
6. How
does the utilization of the innovative teaching strategies differ based on the
biology teachers‟ gender?
1.5 Research Hypotheses
HO1: There is no significant difference in the basic
science teachers research awareness and utilzation.
HO2: There is no significant difference in the
utilization of the innovative teaching strategies by qualified and unqualified
biology teachers.
HO3: There is no significant difference in the utilization
of the innovative teaching strategies by male and female biology teachers.
1.6 Significance of the Study
In an effort to improve the teaching of biology in
Nigerian secondary schools and make the learning of biology more attractive to
students, this study may make the following important contributions to
knowledge and education.
This study would provide science educators and
government with detailed information about the actual picture of biology
teaching, biology learning, and effective ways of improving the situation. It
provides information on different innovative strategies that can be used to
improve biology teaching and learning in senior secondary schools in Nigeria.
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