TEACHERS' PERCEPTION OF DIFFICULT AREAS IN SECONDARY SCHOOLS BIOLOGY CURRICULUM
Sold By: Joe Project Store | Item Type: Project Material | Report this? | Attributes: 50 pages | 1-5 chapters | Amount: ₦5,000 | Marked useful: 4,737 times
Delivery: Within 24 hoursABSTRACT
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.
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.
Tags: Teachers perception Impact of teachers perception Evaluation of teachers perception Assessment of teachers perception Biology curriculum Optimization of biology curriculum
This material content is developed to serve as a GUIDE for students to conduct academic research
Delivery: Within 24 hours
Advertise Here
Not what you were looking for? Perform a search
What's your project topic?
Comment on Facebook:
Related Project Materials
- 1.
THE EFFECT OF SCAFFOLDING INSTRUCTIONAL STRATERGY ON CHEMISTRY STUDENTS ACADEMIC PERFORMANCE IN SENI...
CHAPTER ONE INTRODUCTION Background of the Study Teaching has been described as one of the human endeavors which require more wisdom, humility, lab...More »
Item Type: Project Material | 54 pages | 1,209 engagements |
- 2.
AN EVALUATION OF THE CREATION AND APPLICATION OF TEACHING MATERIALS IN EARLY CHILDHOOD EDUCATION
AN EVALUATION OF THE CREATION AND APPLICATION OF TEACHING MATERIALS IN EARLY CHILDHOOD EDUCATION CHAPTER ONE INTRODUCTION 1.1 BACKGROUND O...More »
Item Type: Project Material | 54 pages | 1,269 engagements |
- 3.
AN ASSESSMENT OF PSYCHO-SOCIAL FACTORS AS PREDICTORS OF STUDENTS ACADEMIC PERFORMANCE IN ISLAMIC STU...
AN ASSESSMENT OF PSYCHO SOCIAL FACTORS AS PREDICTORS OF STUDENTS ACADEMIC PERFORMANCE IN ISLAMIC STUDIES IN SECONDARY SCHOOLS CHAPTER ONE INTRODUCT...More »
Item Type: Project Material | 54 pages | 1,116 engagements |
- 4.
PARENTS SOCIO-ECONOMIC STATUS AND THE ATTITUDE OF SENIOR SECONDARY SCHOOL STUDENTS TOWARDS LEARNING
PARENTS SOCIO ECONOMIC STATUS AND THE ATTITUDE OF SENIOR SECONDARY SCHOOL STUDENTS TOWARDS LEARNING CHAPTER ONE INTRODUCTION 1.1 Background t...More »
Item Type: Project Material | 54 pages | 1,053 engagements |
- 5.
AN EXAMINATION OF IMPACT OF SCHOOL BUILDING COLLAPSE ON EDUCATION CONTINUITY (CASE STUDY OF SAINT AC...
CHAPTER ONE INTRODUCTION Background of the Study School buildings serve as the physical setting where the educational process takes place, involvin...More »
Item Type: Project Material | 54 pages | 956 engagements |
- 6.
EFFECT OF INADEQUATE DIET ON STUDENTS ACADEMIC PERFORMANCE IN SECONDARY SCHOOL IN ATISBO LOCAL GOVER...
CHAPTER ONE INTRODUCTION Background Of The Study According to the EFA Global Monitoring Report (UNESCO 2022), more than a quarter of children in su...More »
Item Type: Project Material | 54 pages | 1,062 engagements |