Teachers Perception Of Difficult Areas In Senior Secondary School Biology Curriculum

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Abstract

This study sought to identify teachers’ perceptions of difficult areas in senior secondary school biology curriculum in Lagos state of Nigeria. Based on a review of literature, few research questions guided the study while two hypotheses were equally tested. A survey design was used for the study. A simple random sampling techniques was adopted to compose the sample of 133 biology teachers in four Education Zones of Lagos State. A Structured Questionnaire Titled Biology Topic Assessment Questionnaire (BTAQ) was used to collect data from the respondents. The data collected were analyzed using simple percentages while the hypotheses were tested using the chi-square statistical tool. The analysis of the data yielded the following results: the teachers find the teaching of chromosome, Evolution, Glycolysis, Germination, Genetics and Skeleton difficult. Gender, academic qualification and location of services of the teacher have no significant influence in the difficulty levels of topics in the biology curriculum. It was recommended that in-service training, constant workshops, higher degree programmes, provision of modern instructional materials, use of computer and its softwares, re- equipping of school library, using teachers past performance for promotions, frequent supervisions by ministries, employing more qualified teachers, supplying relevant textbooks, holiday tutorials and Biology laboratory are necessary for improvement on the difficult topics. Suggestions for further research and limitations were also given.

Aims and Objectives

The main purpose of this study is to identify the difficult content areas in secondary school biology curriculum that science teachers find difficult to teach. It also sought to determine whether teachers’ academic qualification, teaching experience and gender as factors responsible for perception of difficulty which leads to poor performance of students in science courses (biology).

Specifically, the study was directed at finding out;

  1. The areas in biology curriculum which senior secondary biology teachers find difficult to teach.
  2. Whether academic qualification and teaching experience of teachers, are factors which influences the area of difficulty in senior secondary school biology curriculum.
  3. Whether gender of teacher, is a factor which influences the area of difficulty in senior secondary school biology curriculum.
  4. Strategies  to  be  employed  in  solving  the  problem  of  difficult  t pics  found in the senior secondary school biology curriculum.
Research Questions

The following research questions were raised:

  1. What content areas in the senior secondary school (SSS) biology curriculum do teachers find difficult to teach?
  2. To what extent does academic qualification of the teachers influence perceived area in biology curriculum?
  3. To what extent does gender of the teachers influence perceived area of difficulty in senior secondary school biology curriculum?
  4. What strategies to be employed in solving the problem of difficult areas found in senior secondary school biology curriculum?
Hypothesis Of The Study

The following hypotheses were formulated to guide the study

H01:  Teachers`gender  has  no  significant  influence  on  the  perception mean scores  of  the teachers  in  the  senior secondary school biology curriculum.

H1:  Teachers`gender  has  a  significant  influence  on  the  perception mean scores  of  the teachers  in  the  senior secondary school biology curriculum.

H02:Teachers   academic  qualification  has  no  significant  influence on the perception  mean scores  of  the  teachers  in  the  senior secondary school biology curriculum.

H2:Teachers   academic  qualification  has  no  significant  influence on the perception  mean scores  of  the  teachers  in  the  senior secondary school biology curriculum

Chapter One

1.0 INTRODUCTION
This chapter introduces the Teachers Perception Of Difficult Areas In Senior Secondary School Biology Curriculum and its relevance, states the research problems, research questions, and objectives, provides a background of the study, and should also include the research hypothesis.

Chapter Two

2.0 LITERATURE REVIEW
2.1 Introduction
The chapter presents a review of related literature that supports the current research on the Teachers Perception Of Difficult Areas In Senior Secondary School Biology Curriculum, systematically identifying documents with relevant analyzed information to help the researcher understand existing knowledge, identify gaps, and outline research strategies, procedures, instruments, and their outcomes…

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