Abidoye, Florence OmosholapeAbimbola I. O.2024-04-252024-04-252008Effects, Location, Qualification, Biology Teachers, Teaching, Ecologyhttps://uilspace.unilorin.edu.ng/handle/123456789/12915This study examined the effect of location and qualification of Biology teachers in the teaching of ecology in Kwara State. This study sample included one hundred and forty two (142) secondary Schools selected by random sampling technique. The researcher designed teachers' questionnaire which were administered to four hundred and fifty (450) teachers selected from eight (8) local Government Areas of Kwara State. Researcher-designed validated questionnaire was used to elicit information from the respondents on the status 「ecology teaching. Three research questions and two hypotheses were formulated. Frequency counts and chi-square statistics were used in analysis of the collected data. Finding findings of this study revealed that 68% of Biology teachers agreed with the contents while 32% disagreed. However urban and rural biology teachers did not view ecology teaching the same way that is ecology teaching was taught well in rural areas due to the natural resources and amenities that are available to use to carry-out the field work successfully but not available in urban areas. Similarly, Qualified and Unqualified Teachers had the same views about ecology teaching in Kwara State. Based on the findings, the following recommendations were made: Biology teachers in Schools that are located in rural areas should be motivated so as not to lend their efforts in the carrying out of Ecological activities. Science teachers would be allowed to go for government sponsored training programmes and workshops for an update of their subject knowledge and teaching skills.enEffectsLocationQualificationBiology TeachersTeachingEcology