DEPARTMENT OF SCIENCE EDUCATION
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Browsing DEPARTMENT OF SCIENCE EDUCATION by Subject "BIOLOGY TEACHERS"
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Item ASSESSMENT OF TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE OF BIOLOGY TEACHERS IN SENIOR SECONDARY SCHOOLS IN KWARA STATE, NIGERIA(UNIVERSITY OF ILORIN, 2020) BELLO, Abdulrazak AgboolaThe integration of Technological Pedagogical Content Knowledge (TPACK) into classroom instruction has been a challenge for the educational systems that aim to cope with the needs and demands of the 21st century. TPACK framework represents the knowledge needed by teachers bringing together content knowledge, technological knowledge and pedagogical knowledge with the aim of integrating Information and Communication Technology (ICT) into teaching-learning processes. There is growing concern on the method of teaching biology. Therefore, the study assessed the TPACK of biology teachers in senior schools. The objectives of the study were to: (i) examine biology teachers’ knowledge about teaching biology topics at the senior school level; (ii) determine the extent to which biology teachers were knowledgeable about modern digital technologies for teaching biology; (iii) ascertain the availability of modern digital technologies for teaching by biology teachers; (iv) determine the form of training possessed by biology teachers with modern digital technologies; and (v) investigate the biology teachers’ level of Technological Pedagogical Content Knowledge based on gender, teaching qualification and teaching experience. The cross-sectional survey type of descriptive research method was adopted in the study. The total population of biology teachers in Nigeria consisted of 22,675. The target population were 1,122 biology teachers from senior secondary schools in Kwara State. Purposive sampling technique was used based on the teachers that have ICT gadgets in their schools to select 680 sampled biology teachers from the target population. The research instrument that was used in this study was adapted from Archambault and Crippen (2009) and Sahin (2011). Data were tested using Analysis of Variance (ANOVA) and t-test statistics at 0.05 level of significance. The findings of the study were that: i. 65.0% of the Senior School biology teachers possessed adequate knowledge about biology topics; ii. 74.9% of the biology teachers did not possess adequate knowledge about modern digital technologies in teaching of biology topics; iii. 57.9% of the sampled schools did not possess modern digital technologies in the teaching of biology topics; iv. 53.5% of the Senior School biology teachers acquired self-training of ICT use in teaching; v. 74.2% of the biology teachers possessed adequate knowledge of TPACK; vi. there was a significant difference in the level of TPACK between male and female biology teachers in favour of the female teachers (t=555)-3.467 p<0.05); vii. there was a significant difference in the level of TPACK between qualified and less qualified biology teachers in favour of less qualified teachers (t=555)-6.288, p<0.05); and viii. there was significant difference in the level of TPACK of biology teachers' based on teaching experience in favour of the experienced biology teachers (F=3,554) 66.587, p=.003) The study concluded that biology teachers possessed low level of TPACK. This implies that although biology teachers had good mastery of their subject matter, they do not have ICT-integration in their instructional approach due to lack of ICT knowledge. The study recommended that biology teachers should integrate TPACK in their lessons and its application in teaching so as to solve problem of poor performance in biology.Item BIOLOGY TEACHERS’ AWARENESS AND UTILIZATION OF INNOVATIVE TEACHING STRATEGIES IN SENIOR SECONDARY SCHOOLS IN SOUTH WEST, NIGERIA(UNIVERSITY OF ILORIN, 2020) KAYODE, Olufunke OlayinkaSo many innovative teaching strategies have been experimented with by people in the educational field and discovered to positively influence students’ academic performance when appropriately utilised. Unfortunately, students still perform below expectation in Biology, hence, the notion that teachers are not using varied forms of teaching strategies to tackle the difficulties associated with teaching and learning. This study investigated biology teachers’ awareness and utilisation of selected innovative teaching strategies in senior schools in South-west, Nigeria. The objectives of the study were to determine: (i) the level of Biology teachers’ awareness of innovative teaching strategies; (ii) level of utilisation of innovative teaching strategies in Biology classroom and, the influence of (iii) gender (iv) academic qualification (v) year of teaching experience on Biology teachers’ level of awareness and utilisation of the teaching strategies; and (vi) problems associated with the use of selected teaching strategies. A descriptive research of the survey type was adopted for the study. All science teachers in senior secondary school, South-west of Nigeria made up the population. The target population were all teachers taking biology in senior secondary school, South-west of Nigeria, while the sample comprised 622 biology teachers purposively selected from Ekiti, Osun, Oyo and Lagos States. A researcher designed questionnaire with reliability coefficient of 0.84 was used to collect data from the respondents. Frequency and percentage, t-test and Analysis of variance were used to test the hypotheses at 0.05 level of significance. The findings of the study were that: i. Biology teachers (98.0%) are highly aware of the selected innovative teaching strategies; ii. less than half (44.0%) of the teaching strategies were frequently utilized by Biology teachers; iii. the least utilised strategies were the Z-A approach (15%), Jigsaw (15.5%), Mnemonic-word-words approach (21.5%) and Mind map (25.3%); iv. gender had no significant influence on either the Biology teachers’ level of awareness or on their utilisation of teaching strategies; v. academic qualification had no significant influence on Biology teachers’ level of awareness but significantly influenced the level of their utilisation of teaching strategies (F(1,560)=2.142, p<0.05); vi. there was a significant difference among less experienced, experienced and highly experienced Biology teachers on their level of awareness of innovative teaching strategies, in favour of the highly experienced teachers F(2,549)=4.639,p<0.05; vii. years of teaching experience had no significant influence on Biology teachers’ level of utilisation of teaching strategies; and viii. problems associated with inadequate utilisation of the innovative teaching strategies include: non-availability of teaching resources, strategies being demanding and stressful, poor motivation for teachers, absence of in-service training for teachers, and students’ non-commitment to extra effort needed. The study concluded that the use of innovative teaching strategies by Biology teachers was low even though they were highly aware of such strategies. This implies that the Biology students will be denied the benefits attached to the use of innovative teaching strategies. The study recommended that utilisation of innovative teaching strategies should be encouraged.Item BIOLOGY TEACHERS’ AWARENESS AND UTILIZATION OF INNOVATIVE TEACHING STRATEGIES IN SENIOR SECONDARY SCHOOLS IN SOUTH WEST, NIGERIA(UNIVERSITY OF ILORIN, 2020) KAYODE, Olufunke OlayinkaVarious innovative teaching strategies have been developed by educators and found to positively influence students’ academic performance when utilised. Unfortunately, students continue to perform below expectation in Biology, hence, the assumption of teachers not using varied forms of teaching strategies to cope with difficulties associated with its teaching and learning. This study investigated biology teachers’ awareness and utilisation of selected innovative teaching strategies in senior schools in South-west, Nigeria. The objectives of the study were to determine: (i) the level of Biology teachers’ awareness of innovative teaching strategies; (ii) level of utilisation of innovative teaching strategies in Biology classroom and, the influence of (iii) gender (iv) academic qualification (v) year of teaching experience on Biology teachers’ level of awareness and utilisation of the teaching strategies; and (vi) problems facing the utilisation of selected teaching strategies. A descriptive research of the survey type was adopted for the study. The population consisted of all science teachers in senior secondary school, South-west of Nigeria. The target population was all biology teachers in senior secondary school, South-west of Nigeria, while the sample comprised 622 biology teachers purposively selected from Ekiti, Osun, Oyo and Lagos States. A researcher designed questionnaire with reliability coefficient of 0.84 was used to collect data from the respondents. Frequency and percentage, t-test and Analysis of variance were used to test the hypotheses at 0.05 level of significance. The findings of the study were that: i. Biology teachers (98.0%) are highly aware of the selected innovative teaching strategies; ii. less than half (44.0%) of the teaching strategies were frequently utilized by Biology teachers; iii. the least utilised strategies were the Z-A approach (15%), Jigsaw (15.5%), Mnemonic-word-words approach (21.5%) and Mind map (25.3%); iv. gender had no significant influence on either the Biology teachers’ level of awareness or on their utilisation of teaching strategies; v. academic qualification had no significant influence on Biology teachers’ level of awareness but significantly influenced the level of their utilisation of teaching strategies (F(1,560)=2.142, p<0.05); vi. there was a significant difference among less experienced, experienced and highly experienced Biology teachers on their level of awareness of innovative teaching strategies, in favour of the highly experienced teachers F(2,549)=4.639,p<0.05; vii. years of teaching experience had no significant influence on Biology teachers’ level of utilisation of teaching strategies; and viii. problems associated with inadequate utilisation of the innovative teaching strategies include: non-availability of teaching resources, strategies being demanding and stressful, poor motivation for teachers, absence of in-service training for teachers, and students’ non-commitment to extra effort needed. The study concluded that Biology teachers’ level of awareness of innovative teaching strategies was high, however, utilisation was low. This implies that the Biology students will be denied the benefits attached to the use of innovative teaching strategies. The study recommended that utilisation of innovative teaching strategies should be encouraged.