Factors Affecting the Teaching and Learning of Biology in Kolokuma/Opokuma Local Government Area, Bayelsa State, Nigeria

P.S. Daworiye; K.J. Alagoa; E. Enaregha; Y.B. Eremasi

Abstract:

This study investigated and described the status and quality of biology teaching and learning in Kolokuma/Opokuma Local Government Area of Bayelsa State, Nigeria. Research questionnaires were used for gathering data from 10 public secondary schools involving 21 biology teachers and 200 students in Senior Secondary (SS1), Senior Secondary (SS2) and Senior Secondary (SS3). The study hypothesised the following: (a) HO1: Teacher’s competence has no significant relationship with the performance of secondary school students in biology examinations. HO2: The absence of educational facilities has no significant relationship with the performance of students in biology examinations. Data obtained were analyzed and the stated hypotheses were tested using the chi-square analysis. The null hypothesis (HO1) was accepted (X2(cal) (18.06)< X2 (tab)(31.30.995) while the null hypothesis (HO2) was rejected (X2 (cal)(39.82)> X2 (tab)(37.20.995). Findings from the study indicated a gap between the actual (observed) biology teaching and learning and the ideal school biology teaching with regards to curriculum, pedagogy and learning, and resource allocation, teacher knowledge and skills, attitude and professional development and community support. A major factor responsible for these gaps is the poor facilities for teaching and learning. Recommendations were made on closing the gap between the idea and real teaching and learning to improve the teaching and learning of biology in schools.