ABSTRACT: The study examined Teachers’ Variables And The Learning Of Biology Among Secondary School Students in Ini Local Government Area of Akwa Ibom State. Two research questions were formulated to guide the researcher. Survey design was adopted for the study. The population of the study consisted of all senior secondary two Biology students in the study area which amount to 1,500. Two public secondary schools in the study area were randomly selected to constitute the sample size of 100 Biology students. The instrument for data collection was a questionnaire title, “Teachers’ variables and the learning of Biology among secondary school students (TVLBSSS)”. Simple percentage (%) statistical tool was used to analyzed the data collected.
Finding therefore revealed that; there is influence of teachers’ gender on the learning of Biology among secondary school students. There is also influence of teachers communication skills toward student learning of Biology. Major recommendations made were; Nigerian government should ignore the ideal of gender inequality and do something that will motivate the male and female teachers’ to take part in every activity in the schools. The findings therefore concluded that; there is influence of teachers’ gender on the learning of Biology among secondary school students; also there is influence of teachers’ communication skills on the learning of Biology among secondary school students in Ini Local Government Area.
Teachers’ Variables And The Learning Of Biology Among Secondary School Students
INTRODUCTION
1.2 Background to the Study
Science education is here defined as a process of impacting skills and knowledge to learners in outside or classroom settings. It can be called the organized instruction through which our society attempts to direct youth in its understanding of and itself. Orientation to the material universe, it is concerned with both overt and implicit adjustment of youth to themselves, to their environment, and to their neighbours, both immediate and around the world. Curriculum can have many meanings; it is here used in the sense of “what to teach”. But the natures of science, youth, society, learning, and of the environment being what they are, “what to teach” can hardly be considered seriously without examination of related aspects of why teach, how to teach, with what facilities, and toward what changes in the learners (The Sun, 2016).
Therefore science is the study of the natural things and the knowledge that we obtain about them through different branch of science such as physics, chemistry or Biology etc. Biology is a natural science that studies life and living organisms, include their physical structure, chemical processes, molecular interactions, development and evolution. Important reasons for studying biology is to understand how cells and organisms work. It involves the study of life and it is very important as it tells us about the natural world. Biology tells us about our body and treatments for many diseases. It also tells us about the bodies of other animals and it can provide clinical treatment for farm animals and pets. Biology also tells us about plants and how they can be beneficial to human life. It gives us a vivid picture of human body and the organisms inside us. Its elaborate the process of metabolism and other processes within the human body. Biology also tells us about the behavioural acts of human and animals etc (Clough and Olson, 2008).
Teaching involves the impartation of knowledge to a group of people through the utilization of some strategies. To some extent, knowledge or learning cannot occur alone on itself, but it requires some professional personnel. Ekanem, (2013) stated that no nation has ever hoped to be self reliant and build a dynamic economy when their people are wallowing in ignorance, superstition and object poverty. He further added that the effective teaching learning process involves an array of interventional processes at the centre of which are the teachers, whose role remains pivotal to the success of any educational programmed, therefore teachers’ variables such as gender, teaching experience, communication skills, qualification, motivational ability and teachers perceived knowledge of subject matter may play an important role in what students learn. As new standard for students learning have been introduce d across the country, greater attention has been given to the role that teachers variable pay in students achievement (Bernadethe, 2012).
Despite conventional wisdom that school input marks little difference in students learning, Mooteller (2005) suggested that school can make different and a substantial portion of that difference is attributable to a teacher. He further mentioned that secondary classes vary in size and are made up of students who represent a broad range of abilities, interest, needs and problems. Teachers used various instructional techniques to maintain students’ interest and maximize individual learning within a group of teaching environment. In addition, a teacher should be able to;
- Evaluate and communicate students’ progress
- Prepare and implement remedial programmes for students, pupils requiring extra help.
- Meet with other professionals to discuss individual Students’ needs and progress.
- Volunteer to supervise extra curriculum and after school activities etc. also to provide teachers with intellectual and professional background adequate for their assignment situation not only in the life of the country but in the wider world to enhance the community to the teaching profession (Ekanem, 2013).
However, the teacher is a trained professional with knowledge and skill as well as setting task of teaching and re-modeling the students under their care. Though to obtained the above goals on the side of teachers barriers on the side of the teacher come to play. Such barriers could be gender and their communication skills.
Teachers’ Variables And The Learning Of Biology Among Secondary School Students
1.2 Statement of the Problem
Most teachers in the Nigerian school system lack the type of learning require making them feel confident and adjust in the teaching learning situation.
Due to their levels of learning and self application, most of those who teach at the primary and secondary level each basic level readiness for effective role accomplishment. Many do not know what is involved in teaching at that level, as such they are even confuse that their task is to force knowledge into the hand of unwilling learners.
Because of this, there is always self misapplication among teachers, lack of good manners, lack of teaching qualification, gender inequality and effective communication skills to achieve their goals. It was on this notion that researcher is therefore triggered to investigate teachers’ variables and the learning of Biology among secondary school students in Ini Local Government Area.
Originally posted on October 17, 2021 @ 2:41 pm
