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Teachers' Perception of Difficult Areas in Secondary Schools Biology Curriculum

Teachers' Perception of Difficult Areas in Secondary Schools Biology Curriculum

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DEDICATION

This research material, titled “Teachers' Perception of Difficult Areas in Secondary Schools Biology Curriculum” is dedicated to God for His boundless grace and guidance. It is also a tribute to all computer enthusiasts whose contributions made my research journey smoother and enriched my documentation process, making the experience truly fulfilling.



ACKNOWLEDGEMENT

I am profoundly grateful to everyone who contributed to the successful completion of this project. I am especially grateful to my Supervisor (Name), the Head of Department (Name), and the Lecturers in the Department of Education for their invaluable guidance and support. I also acknowledge the contributions of authors and scholars whose works on Teachers' Perception of Difficult Areas in Secondary Schools Biology Curriculum provided essential insights. Special thanks go to my study area (and any funding organizations, if applicable) for their financial assistance. I am equally thankful to stakeholders, including mentors, teachers, and colleagues, for their encouragement and support. Finally, I deeply appreciate my family and friends for their patience and unwavering support throughout this journey. Your contributions have been instrumental in making this research a reality.



TABLE OF CONTENTS

PRELIMINARY PAGES

CHAPTER ONE

INTRODUCTION

    CHAPTER TWO

    LITERATURE REVIEW

    • 2.1 Introduction
    • 2.2 Conceptual Review
    • 2.3 Theoretical Framework
    • ⋮
    • 2.4 Empirical Studies
    • 2.5 Research Gaps
    • 2.6 Summary of Literature Review

    CHAPTER THREE

    RESEARCH METHODOLOGY

    • 3.1 Introduction
    • 3.2 Research Design
    • 3.3 Population of Study
    • 3.4 Sampling and Sampling Technique
    • 3.5 Validation of Research Instrument
    • 3.6 Method of Data Collection
    • 3.7 Method of Data Analysis
    • 3.8 Questionnaire Administration
    • 3.9 Ethical Consideration
    • 3.10 Statistical Analysis

    CHAPTER FOUR

    DATA ANALYSIS, RESULT AND DISCUSSION

    • 4.1 Introduction
    • 4.2 Presentation and Analysis of Data
    • 4.3 Re-statement of Research Questions
    • 4.4 Test of Hypotheses
    • 4.5 Discussion of Findings

    CHAPTER FIVE

    SUMMARY, CONCLUSION AND RECOMMENDATION

    • 5.1 Introduction
    • 5.2 Summary of Findings
    • 5.3 Conclusion
    • 5.4 Recommendation
    • 5.5 Suggestion for Further Study

    REFERENCES

    APPENDIX A - “QUESTIONNAIRE”


    ABSTRACT

    The purposes of this study were to investigate what biology content areas that biology teachers perceive as important but difficult for them to teach and the reasons they for perceptions. The investigator used a forty-item questionnaire to elicit information from one hundred and twelve biology teachers in Kwara State. The mean and standard deviation of each item were computed and rank ordered.

    Frequency counts were then used for the reasons given by the teachers. Most of the content areas perceived as important to teach belong to pure biology. The most frequent reason given was complexity, followed by lack of teaching aids, abstractness. sophistication, insufficient teaching experience and never studied the content areas in the university. Educators should help practicing and perspective biology teachers in dealing with content areas that are important but difficult to teach.


    Teachers’ Perception of Difficult Areas in Secondary Schools Biology Curriculum

    CHAPTER ONE

    Introduction

    Cognitive science is a fairly new field of research in which people from different disciplines seek to understand what constitutes intelligent behaviour in term of human knowledge. (Abimbola, 1987). Workers in this field seek to know how human beings store, retrieve and use knowledge, and how existing knowledge affects communication, learning and the performance of tasks such as comprehension and problem solving.

    The special area of interest of this author is how students’ existing conceptions, including traditional beliefs, affect their new learning, especially in biology. Studies in he above area of research usually have as basis assumptions of content importance and difficulty as perceived by the teachers’, students, external examiners, etc. Unfortunately, most of the research on students’ misconceptions in biology that are available in this field is from the developed countries.

    However, these seminal works by Okeke (1976), Taiwo (1976), Adeniyi (1983), Abimbola (1984), etc., are a beginning. Unfortunately, these studies largely have as basis, assumptions of contents important and difficulty as perceived by researchers from the developed countries that may not be relevant to the Nigerian situation. These assumptions may not always hold for the situation in Nigeria because of differences in curricular, teachers and students’ characteristics. To move the research progragmme forward in Nigeria, therefore, it is necessary to have the baseline data on the important content areas that are difficult for teachers to teach.

    The objectives of the present study were to answer the following questions:

    1. What biology content areas do biology teachers perceive as important for them to teach?
    2. What biology content areas do biology teachers perceived as difficult for them to teach?
    3. What biology content areas do biology teachers perceived as both important and difficult to teach?

    This study is significant because of the information it provides that relates to the curricular and instructional decisions that teachers must make daily. Such information is also useful in the continuing implementation of the current biology curricular.

    …

    CHAPTER TWO

    2.0 Literature Review

    2.1 Introduction

    This chapter focuses on the review of related literature. A literature review includes the current knowledge as well as theoretical and methodological contributions to a particular topic. It documents the state of the art with respect to the topic you are writing. It surveys the literature in the topic selected. In this research work the literature review includes the conceputal review, theoretical framework, the review of related literature …

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