Project – INVESTIGATING THE EXTENT OF BIOLOGY TEACHERS’ INTEREST AND UTILIZATION OF INFORMATION COMMUNICATION TECHNOLOGY FACILITIES IN TEACHING BIOLOGY IN SECONDARY SCHOOLS

Project – INVESTIGATING THE EXTENT OF BIOLOGY TEACHERS’ INTEREST AND UTILIZATION OF INFORMATION COMMUNICATION TECHNOLOGY FACILITIES IN TEACHING BIOLOGY IN SECONDARY SCHOOLS

CHAPTER ONE                              

INTRODUCTION

  • Background to the Problem

Instructional materials are teaching aids or materials used to illustrate the teaching process and make instruction more compressive to the learner. According to Franzer, Okebukola, and Jegede (1992) professionally qualified science teacher no matter how well trained would not be able to put his ideas into practice if the school setting lacks the equipment and materials necessary to translate potentials into reality.

The use of teaching aids or instructional materials is an important tool in the teaching of Biology. The objective of any educational process determines the content, methods and materials needed for achieving such objectives. Different instructional materials are used for different concepts in Biology.

An instructional material stimulates student’s participation in class, increase knowledge and affects the achievement of biology students. The use of inappropriate teaching materials results such as wrongly labeled charts results in several academic problems which according to Josiah and Okaoboh (2001) ranges from mass failure or under achievement in public examination to the gradual deteriorating situation in educational institution at all levels.

Instructional materials are seen as an improvement and great relief for teachers in impacting knowledge and making the message clearer, more interesting and easier for the learners to assimilate (Onasanga and Adegbija 2008).

Science explains the natural existence of man and his activities. Science could be seen as problem solving in order to improve the living standard of man. There are different definitions of science by different schools of thought; Owolabi (2004) defines science as an integrated part of human activities. It is seen as a dynamic human activity concerned with manipulating spherical world.

It is seen as “knowledge covering general truths and laws, obtained and tested through scientific methods as concerned laws with the physical world”. Science can be seen as the bedrock of national development. A nation that is not scientifically advanced is termed a backward nation.

Biology is a natural science concerned with the study of life and living organisms. Modern biology is a vast and eclectic field composed of many specialized disciplines that study the structure, function, growth, distribution, evolution, or other features of living organisms. However, despite the broad scope of biology, there are certain general and unifying concepts that govern all study and research:

Biological research indicates the first forms of life on Earth were microorganisms that existed for billions of years before the evolution of larger organisms. The mammals, birds, and flowers so familiar to us are all relatively recent, originating within the last 200 million years. Modern-appearing humans, Homo sapiens, are a relatively new species, having inhabited this planet for only the last 200,000 years (approximately). Stromatolites, sedimentary accretions formed by the actions of cyanobacteria, provide fossil evidence of life on Earth about 3.5 billion years ago.

Instructional strategies are techniques teachers use to help students become independent, strategic learners. These strategies become learning strategies when students independently select the appropriate ones and use them effectively to accomplish tasks or meet goals.

  • Statement of the Problem

One of the main problems facing most secondary schools in the Nigerian society today is the relative decline in the academic achievements of the students especially in the sciences.

The poor achievements in biology could be attributed to some factors such as: – lack of use of apparatus as well as lack of fund to purchase material, Lack of facility for imparting knowledge. Inadequate equipment in laboratories where they exist. Lack of teacher’s zeal to make use of instructional materials or improvise in the absence of standard materials.

Lack of students’ exposure to practical lessons and insufficient time for practical activities. Lack of interest in creativity in the part of teachers and poor teaching strategies. Large size of the classes, leading to inadequate or poor management of classes. Unqualified or inexperience teachers handling biology classes.

The poor achievement of students in biology has been associated with the use of poor methods of teaching, lack of interest and sometimes influence of gender. In view of these, researchers in science education have continually sought for better teaching methods that will enhance students’ achievement, promote their interest and bridge the gender gap in male and female students, achievement and interest in Biology. Opara (2011) noted that demonstrational teaching when fostered in different ways (demonstrated or undemonstrated) can ultimately and positively affects students understanding, achievement and interest in biology. Some other researchers have also suggested using different forms of inquiry in teaching. The problem of this study the effect of demonstrational instructional strategy is which method of inquiry (demonstrated or undemonstrated) when fostered by teachers would enhance students, academic achievement and promote interest in senior secondary school Biology.

  • Purpose of the Study

The general purpose of the study is to investigate the Investigating the extent of Biology teachers’ interest and utilization of information communication technology facilities in teaching Biology in Secondary Schools. While the specific objectives are as follows:

Project – INVESTIGATING THE EXTENT OF BIOLOGY TEACHERS’ INTEREST AND UTILIZATION OF INFORMATION COMMUNICATION TECHNOLOGY FACILITIES IN TEACHING BIOLOGY IN SECONDARY SCHOOLS