BIOLOGY TEACHERS’ AWARENESS AND UTILIZATION OF INNOVATIVE TEACHING STRATEGIES IN OYO SOUTH SENATORIAL
ATTENTION:
BEFORE
YOU READ THE CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE
INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN
GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000
ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE
BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
BIOLOGY
TEACHERS’ AWARENESS AND UTILIZATION OF INNOVATIVE TEACHING STRATEGIES IN OYO SOUTH
SENATORIAL
ABSTRACT
The purpose
of this study was to investigate biology teachers’ awareness and utilization of
innovative teaching strategies in Oyo South Senatorial District, Nigeria. The
study found out the effects of the teachers’ variables such as qualification,
teaching experience and gender on their utilization of selected twenty five
(25) innovative teaching strategies. A sample of three hundred (300) Biology
teachers was purposely and randomly selected for the study.
The study
was a descriptive research of the survey type, the instrument used to gather
the data for analyses was a researcher designed questionnaire known as the
Innovative Teaching Strategies Questionnaire (ITSQ). The instrument was
validated for data collection by three experts from the Department of Science
Education, University of Ilorin, Ilorin, Nigeria. The reliability was
determined by test-retest method using Pearson Product Moment Correlation
Coefficient and a reliability index of 0.71 was obtained. Mean and Spearman Rho
Rank Order Statistics were used to answer the research questions while the
hypotheses were tested using t-test and ANOVA all at 0.05 level of
significance.
The findings
revealed that the biology teachers in Oyo South Senatorial District were highly
aware of the selected innovative teaching strategies with the percentage of
awareness being 88.0%. The level of utilization of the strategies was high as
88.0% of the strategies were highly utilized. The utilization of the innovative
teaching strategies significantly differed on the basis of teachers’
qualification (fcal= 7.108, p<0.05) with qualified biology teachers having a
higher utilization of the innovative teaching strategies than the unqualified
biology teachers and teachers’ gender (t=3.042, p< 0.05) with female biology
teachers having a higher utilization of the innovative teaching strategies than
the male biology teachers, but the study revealed that the years of experience
of the biology teachers had no effect on their utilization of the innovative
teaching strategies (t= 908, p> 0.05)
Based on
these findings, it was recommended among others that workshops, seminars and
symposia should be organized for in-service science teachers on the awareness
of the innovative teaching strategies with low level of awareness as each of
the strategies have specific areas where effective and that in service
training should be organized for teachers on the ways they can effectively put
the innovative teaching strategies to use. Qualified teachers should also be
posted to schools as they are discovered to be less in number (111) compared to
the number of unqualified teachers (189) to give room for effective utilization
of these strategies. Teacher training institutions should include the least and
non-utilized strategies found in this study – specifically CAI, Minimalism,
Socratic Method, Mind Maps, Project Based, Acronym Memory, Vee Mapping,
Constructivism, Field Trip, Checklist, and Analogy into their curricular
packages and make deliberate efforts to get the biology teachers acquitted with
the use of each of the strategies effectively.
CHAPTER ONE
INTRODUCTION
1.1.
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 Educationthe Nigeria National Policy on Education 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 Biology 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).
A teaching
strategy is a carefully designed classroom interaction that could be
meticulously followed to teach a concept, topic or an idea. This brings out the
idea of having numerous strategies. An innovative approach is referred to a
design that is full of new or purposively reconstructed existing ideas. This
explanation means the use of new or reconstructed existing ideas, methods and
equipment or to combine various teaching strategies to develop a new one.
Innovation in science education is increasingly needed in order to foster
greater scientific literacy. Results from science education researches and the
additional technological resources now available are contributing to a change
of views with regard to the content, teaching/learning processes and methods
and the role of teachers in science classes. Challenging new ways of teaching
and learning are becoming available, but can only be implemented when teachers
feel faithful to adopting them.
Innovation,
according to Hornby (2010), is the
introduction of new things, ideas or a new way of doing things. Ikeobi (1987) defined innovation
as the introduction of something new at any point in time and that to be
innovative is to break new grounds. Furthermore, Parlett (1979) added that
innovation in teaching includes what might be regarded as evolutionary changes,
experiments and applications of educational technology and that may result
entirely to new curricula, or radically changed course structure.
Innovation
is also defined as the implementation of new and improved knowledge, ideas,
methods, processes, tools, equipment
and machinery, which leads to new and better products, services and
processes (Williams, 1999).
Innovation
in teaching is often about turning an ‘invention’ such as an idea, technology
or technique into a product, process or service that is successful because it
meets the needs of learners. Innovative teaching can be shown to assist
students to develop not just technical skills and a common core of generic
skills, but to support a wider range of capabilities which can assist the
individual in the wider world of work and the community.
In science,
innovative approach to teaching refers to a design full of new or reconstructed
existing ideas. In order words, it implies that the approach does not have to
be new, but it uses in that particular concept or topic may be novel. Roger
(2003), described innovation as an idea, practice, or project that is perceived
as new by an individual or other unit of adoption. He further asserted that an
innovation may have been invented a long time ago, but if individuals perceive
it as new, then it may still be an innovation for them. In biology, like any
other science subject, innovation can be in using new teaching methods,
addition of new ideas in the curriculum content, learning experiences,
introducing new/modern instructional materials as well as adopting a new change
in evaluating the outcomes of biology learning. Innovation in biology is therefore
the introduction of new ideas and methods, accompanied by an equally new change
in the style of evaluating the outcomes of biology learning.
The need for
innovative strategies in teaching biology is borne out of the fact that
different situations-teaching topics, learners’ cognitive readiness, concept
being taught, skills intended to be developed in learners, demands for
different teaching approaches. Therefore a teacher who is not aware of a
variety of such strategies can neither attempt to use them in the first place
or use them accurately. For instance, Achor (2008) considered some teaching
modes as learners centered, interest arousing and activity oriented. These
include conceptual change strategy, concept mapping, field trip, guided
discovery, experimental and demonstration methods. He added that most of these
are regarded as modes as teachers are required to employ a numbers of them
while teaching.
Researchers
have argued that many Nigerian Students do not possess the depth of knowledge
on skills to assure either personal life success or national economic
competence (Akpan, 1996). A major concern of most of these critics is also the
apparent inability of these students to engage in complex problem solving
activities and apply school knowledge to real life problems in work place
settings. Therefore a teacher needs to be aware of different teaching
strategies that are more effective and efficient in the teaching of topics and
concepts. From all indications, it is observed that the present methods used in
teaching science in secondary schools in Nigeria do not produce maximum results
for the acquisition of science process skills by the students; therefore, there
is need for the use of multiple teaching strategies including inquiry teaching
by all teachers to meet the different learning styles in the classroom.
Ukoha
(2008), described the concept of utilization presupposes, that appropriate
instructional materials have not been identified, provided and selected for
instruction, this statement can also be applied to teaching strategies.
According to Blair (1988), many things happen to the student with learning
difficulties when the difficulties remain unsolved. The effect of difficulties
in learning upon students may not be far out of proportion to the apparent
seriousness of the problem, because emotional pressure builds up around
students’ area of weakness, with this type of difficulty students may fall
behind expectation or standard set by teachers, parents and school
administrators but this difficulty can be solved through the utilization of
appropriate innovative strategies.
Awareness of
policies usually forms the backbone of the utilization and productivity level
of any programme (Olumorin, 2008). He further asserted that it is when an
individual is aware of the principles and content policy that such an
individual can cultivate right type of attitude that will result in improved
productivity. In the teachers’ awareness of the innovative strategies, the
decision of the teacher on the utilization of the innovative strategies will be
based on the teachers’ knowledge on the existence of the innovative strategies.
Therefore a teacher who is not aware of the innovative strategies will neither
attempt to use them in the first place or use them correctly and adequately.
The issue of
what the problem is needs to be addressed in Biology Education, various
teaching strategies exist, yet, poor teaching and learning of the subject seems
to continue unabated. Then it is necessary to examine which of these strategies
are learners-centered and which are teachers-centered. There is also the need
to employ scientific method to teach biology at the secondary school level.
Other methods may also have their usefulness if employed at the appropriate
time for relevant purpose, this is only possible if the teacher is aware of
their existence and uses them. Given the diversity and the views expressed by
many lecture rooms and classrooms, the role of teachers needs to be different.
Some
teaching methods involve the learners more than the others; add meaning to
their lives, thereby reflecting in their role in the society which is aimed at
in science.
This point
is stressed by Barbosa, Jofili and Watts (2004), when they said very little of
what science teachers teach will be directly used in these students live. It is
on this basis that they advocated for science teachers to look beyond the
utility argument of the subject to see what aspects of science that are needed
to enrich the lives of the society with the understanding of people. Only the
use of appropriate strategies can bring these into realization.
Teachers are
said to gain extensive experience of successful and unsuccessful performances
throughout their years of teaching, this assumption has generated in-depth
research into how teachers who have been involved in teaching for different
period of time perceive their teaching ( Soodak & Podell, 1997; Fives &
Lisa 2008; Fives, 2010). It has been argued that experience improves teaching
skills while pupils learn better at the hands of teachers who have taught them
continuously over a period of years (Ijaiya, 2000). Teachers’ teaching
qualification is another quality of the teacher. This means that the
qualification of a teacher matters when it comes to effective teaching. The availability
of adequate and qualified science teachers cannot be compromised for the
success of any science programme. It has been commented that, however well
conceived a programme is, however valid the theory that underlies it, and
whatever the objectives of the plan are, will be determined by the nature,
quality, attitudes, motivation and convictions of the classroom teacher
(Obomanu & Akporehwe, 2011).
The sources
of gender differences in educational outcomes have been the subject of
considerable study and debate. One particularly contentious issue involves the
possible role played by biological differences between males and females. One
hypothesis is that male and female teachers have unique biases with respect to
how they engage boys and girls in the classroom, similarly, cognitive process
theories (Jones & Dindia, 2004), suggest that teachers may subtly
communicate that they have different academic expectations of boys and girls.
On teaching strategies, studies by Olagunju & Abiona (2008) revealed that
male teachers’ perception of utilization of instructional materials in teaching
is higher than that of the female teachers. Khurshid and Zahur (2013)
discovered that female teachers are more aware and utilize innovative teaching
strategies than the male teachers. From these studies, there are no conclusive
statements on the gender and teacher’s teaching experience related issues,
investigated by the researchers and the studies cited above. As such, this
study investigated the effects of teacher’s gender, teacher’s teaching
experience and qualification on the utilization of the innovative teaching
strategies to determine whether their effects had any significant influence or
not.
BIOLOGY
TEACHERS’ AWARENESS AND UTILIZATION OF INNOVATIVE TEACHING STRATEGIES IN OYO
SOUTH SENATORIAL
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 biology 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.
RECOMMENDED:
ADMINISTRATIVE FUNCTIONS TO INFLUENCE TEACHERS’ WORK PERFORMANCE IN SECONDARY
SCHOOL. A CASE STUDY OF NIGERIA SECONDARY SCHOOLS
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:
The
secondary schools biology teachers’ awareness of the innovative teaching
strategies.
The level of
awareness of the innovative teaching strategies by the biology teachers.
The extent
to which the innovative strategies are put to use by the biology teachers.
The
difference in the utilization of the innovative teaching strategies based on
the biology teachers’ teaching experience.
The
difference in the utilization of the innovative teaching strategies based on
the biology teachers’ qualification.
The
difference in the utilization of the innovative teaching strategies based on
the biology teachers’ gender.
1.4.
Research Questions
Are the
biology teachers in Oyo state, aware of the selected innovative teaching
strategies?
To what
extent are the biology teachers aware of the innovative teaching strategies?
To what
extent are the innovative strategies put into use in the teaching of biology in
Oyo state?
To what
extent does the utilization of the innovative teaching strategies differ based
on the biology teachers’ teaching experience?
Does
qualification of the biology teachers influence the utilization of the
innovative teaching strategies?
How does the
utilization of the innovative teaching strategies differ based on the biology
teachers’ gender?
BIOLOGY
TEACHERS’ AWARENESS AND UTILIZATION OF INNOVATIVE TEACHING STRATEGIES IN OYO
SOUTH SENATORIAL
1.5.
Research Hypotheses
HO1: There is no significant difference in the
utilization of the innovative
teaching
strategies by experienced and less experienced biology teachers.
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. Scope
of the Study
The research
work was limited in scope to the awareness of teachers and the utilization of
innovative strategies in the teaching of Biology. It did not view other pure
science subjects. The study was also limited to senior secondary school biology
teachers. The study took into consideration twenty five (25) innovative
strategies out of one thousand two hundred and seventy one (1271) instructional
strategies listed by Kelly, (2010). The strategies were chosen based on their
relevance to the teaching of biology as well as the studies of several Biology
Education researchers. The study covered the nine Local Government Areas which
make up the entire Ibarapa and Ibadan1 (Ibadan City), Educational Zones then
part of Ibadan2 (Ibadan Less City), Educational Zone, known as Oyo South
Senatorial District of Oyo State taking into consideration three out of the six
Educational Zones in Oyo State. The study was on public secondary schools in
Oyo South Senatorial district and not all schools in Oyo state.
1.7.
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.
The results
of this investigation will probably be of great help to students in learning
and acquiring knowledge or skills in biology since it focuses on modern methods
of teaching what would have been abstract ideas. It would be of benefit to
teaching as it would make the teachers to be more aware of the innovative
strategies that can be used to improve and make teaching process more efficient
and effective. It may influence teachers’ decision on strategies they can use
to teach different topics effectively.
This
investigation may be of benefit in teachers’ education as it provides teachers
educators with the actual picture of science education generally and biology
education in particular, it makes them to be aware of various innovative
strategies that can be used to teach effectively, thereby enabling them to
produce highly innovative teachers, who will be able determine and use the
strategies that best suit the topics and concepts they are to teach when in
service.
It may also
help Curriculum designers, Government agencies and school Proprietors in
organizing workshops and providing in-service trainings about new ways of teaching
biology for teachers. This study may help biology and even other science
subjects textbook publishers in designing their textbooks and materials with
the teaching strategies embedded within them. The findings of this study may
also serve as a basis for the identification of the most appropriate teaching
strategies for different topics and the production of suitable instructional
materials.
This study
might help in the area of curriculum development by influencing the decision of
the curriculum developers to introduce the innovative strategies at the initial
stage of educational process. In the area of educational research, this study
may be of relevance as it encourages further research into the study for future
researchers who would pursue studies similar to this. Lastly this study is
hoped to influence the education policy of the government to giving room for
development of new educational policies that will help in increasing the
quality of education in the Nation at large.
BIOLOGY
TEACHERS’ AWARENESS AND UTILIZATION OF INNOVATIVE TEACHING STRATEGIES IN OYO
SOUTH SENATORIAL
1.8.
Definition of Terms
The
following terms and variables are clarified as used in this study: Innovative
Teaching Strategies: These are carefully designed interactions which may be new
or recently adopted that are extensively used to ensure effective learning.
They involve imparting knowledge in such a way that students are
engaged and
challenged, resulting in greater students’ interest, a deeper level of
understanding and lasting change in student perception of the topic.
Innovative
strategies: These are generalized plans for lessons that result in a
transformative educational experience for the students. Innovative approach is
a design that is full of new or purposively reconstructing existing ideas.
Awareness:
This is biology teachers’ knowledge on the existence of innovative teaching
strategies.
Utilization:
This is the act of putting innovative strategies to use in the teaching of
biology in secondary schools.
Qualified
Biology Teachers: These are biology teachers in secondary schools with relevant
academic qualification which must include at least: Bachelor of Education,
Bachelor of Science Education (biology) or B. Sc. (Biology) & PGDE.
Unqualified Biology Teachers: These are biology teachers in secondary schools
that do not have Bachelor of Education, Bachelor of Science Education (Biology)
or Postgraduate Diploma in Education.
Less
Experienced Biology Teachers: These are teachers that have been teaching
biology for less than five years in secondary schools.
Experienced
Biology Teachers: These are teachers that have been teaching biology for more
than five years in secondary schools.
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following
instructions and information if you will like to order/buy our complete written
material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount
(#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project
topics
(2) Email
Address
(3) Payment
Name
(4) Teller Number
We will send your material(s) after
we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
AFFILIATE
Comments
Post a Comment