ABSTRACT
Education is an indispensable instrument for the development of any nation. Teachers are the implementers of the educational programme and they are responsible for the translation of educational theories into practice. For teaching to be effective, it has to be rooted in an understanding of how students learn. In this study, attempt has been made to investigate the survey of difficult concept in biology. Census sampling techniques was employed to select Twenty-eight (28) Biology teachers from twenty one (21) secondary schools in Ijebu-North Local Government Area of Ogun State. The researcher used a well-constructed questionnaire which sought after the difficulties in teaching of Biology practical, adequacy of laboratory equipment, concepts and principles in the Biology practical curriculum in shaping the students for external examination. The descriptive research design was used in the study. Four research questions were raised and analyzed using mean score, all the research question were answered positively. Findings showed that teachers do not perceive Biology topics as difficult. It revealed that students perceive Biology topics as difficult. Also the study indicated that there was significant different in teacher and students perceived difficulty in concept of biology. Base on the results of the findings, some recommendations were made by the researcher.
TABLE OF CONTENTS
CHAPTER ONE: INTRODUCTION
1.1 Introduction
1.2 Statement of the Problem
1.3 Objective of the Study
1.4 Research Questions
1.5 Significance of the study
1.6 Scope of the Study
1.7 Definition of Terms
CHAPTER TWO: LITERATURE REVIEW
2.1 Biology as a Subject
2.2 Objectives of Biology Education
2.3 Perceived Difficult Biological Concepts
2.4 Factors that can Causes Difficulty in Concept in Biology Teaching and
Learning
2.4.1 Specialist Vocabulary of Biology
2.4.2 Pupils’ attitude
2.4.3 Mathematical background
2.4.4 Lack of practical work and necessary resources
2.4.5 Teachers’ indifference towards relevant practical work in biology
2.4.6 Concept mapping
2.5 Problem and Prospects of Biology Education Development in Nigeria
CHAPTER THREE: METHODOLOGY
3.1 Research Design
3.2 Population of the Study
3.3 Sample and Sampling Techniques
3.4 Research Instruments
3.5 Validity and Reliability of Research Instrument
3.6 Procedure for Instrument Administration
3.7 Method of Data Analysis
CHAPTER FOUR: RESULTS AND DISCUSSION
4.1 Demographic Data of Respondents
4.2 Analysis of Research Questions
4.3 Summary of Findings
CHAPTER FIVE: SUMMARY OF FINDINGS, RECOMMENDATIONS AND
CONCLUSION
5.1 Summary of Findings
5.2 Recommendations
5.3 Conclusion
REFERENCES
APPENDIX: Questionnaire
