TEACHERS' PERCEPTION OF DIFFICULT AREAS IN SECONDARY SCHOOLS BIOLOGY CURRICULUM
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.
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:
- What biology content areas do biology teachers perceive as important for them to teach?
- What biology content areas do biology teachers perceived as difficult for them to teach?
- 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
The review of relevant literature is the main topic of this chapter. A literature review covers theoretical and methodological contributions to a certain issue in addition to the state of knowledge at the time of writing. It provides information about the state of the art in relation to the subject you are writing about. It examines the body of work on the chosen subject. The literature evaluation in this study comprises the …
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TABLE OF CONTENTSPRELIMINARY PAGES
- Title page
- Approval page
- Dedication
- Acknowledgement
- Table of Contents
- Abstract
INTRODUCTION
- ⋮
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”
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The displayed research work titled "Teachers' Perception of Difficult Areas in Secondary Schools Biology Curriculum" is stated as a research guideline towards accomplishing your assigned project / seminar research work. All the research materials on this website are ONLY for research purposes and should be used as a guideline in developing your research work. For no reason should you copy word for word as projectlist.com.ng will not be liable for any who copied the material. By ordering the complete research guideline, it signifies that you've accepted our terms of service.
PRELIMINARY PAGES
- Title page
- Approval page
- Dedication
- Acknowledgement
- Table of Contents
- Abstract
INTRODUCTION
- ⋮
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”
Disclaimer for Complete Material Utilization
The displayed research work titled "Teachers' Perception of Difficult Areas in Secondary Schools Biology Curriculum" is stated as a research guideline towards accomplishing your assigned project / seminar research work. All the research materials on this website are ONLY for research purposes and should be used as a guideline in developing your research work. For no reason should you copy word for word as projectlist.com.ng will not be liable for any who copied the material. By ordering the complete research guideline, it signifies that you've accepted our terms of service.
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