PERCEIVED INSTRUCTIONAL NEEDS OF BIOLOGY TEACHERS IN SENIOR SECONDARY SCHOOL

Inspite of the preponderance of in-service education programme in Nigeria, no noticeable impact has been recorded in terms of actual improvement in the quality of secondary school biology teaching. The purpose of this study was to identify current demand in biology teaching and learning meeting with challenges of globalization and to identify the most relevant instructional needs for teaching biology in senior secondary school. Four research questions were formulated for this study and information was gathered through the means of a well-structured questionnaire. The respondents comprises of 60 randomly selected biology teachers from 30 different senior secondary schools in Ijebu-North and Ijebu-Ode Local Government Area of Ogun State. The result of the findings showed that instructional needs is of a very high important use with conducting group or panel discussion rated highly among all the instructional needs. The result showed a significant difference on the perceived instruction needs of male and female biology teachers and no significant difference between biology specialist and non-biology specialist assessment of instructional needs of biology teachers. The results also revealed that no significant difference between more experience and less experience teachers assessment of instructional needs in biology. Recommendations were made based on the result of the findings.

TABLE OF CONTENTS

CHAPTER ONE: INTRODUCTION

• BACKGROUND TO THE STUDY
• STATEMENT OF THE PROBLEM
• PURPOSE OF THE STUDY
• RESEARCH QUESTIONS
• SIGNIFICANCE OF THE STUDY
• SCOPE OF THE STUDY

1.7       DEFINITION OF TERMS

CHAPTER TWO: LITERATURE REVIEW

2.1       THEORETICAL REVIEW

2.1.1    NEED ASSESSMENT

2.1.2    SCOPE AND OBJECTIVES OF NEED ASSESSMENT

2.2       HISTORICAL BACKGROUND OF INITIAL TEACHER EDUCATION IN

NIGERIA

2.2.1 BIOLOGY TEACHERS AND THE QUALIFICATION NEEDED IN NIGERIA

2.2.2 TEACHERS INSTRUCTIONAL NEEDS ASSESSMENT

2.2.2.1 TEACHERS’ GENDER AND INSTRUCTIONAL NEEDS

2.2.3    BIOLOGY TEACHERS SUBJECT MAJORS

2.2.4 TEACHING METHOD AND TEACHING STYLES

2.3       EMPIRICAL REVIEW

2.3.1    EMPIRICAL FINDINGS OF THE INFLUENCE OF TEACHERS’ VARIABLE

ON QUALITY INSTRUCTIONAL PRACTICES

2.4       APPRAISAL OF LITERATURE

CHAPTER THREE: ETHODOLOGY

3.1       INTRODUCTION

3.2       RESEARCH DESIGN

3.3       POPULATION OF THE STUDY

3.4       SAMPLE AND SAMPLING TECHNIQUES

3.5       RESEARCH INSTRUMENT

3.6       VALIDITY OF RESEARCH INSTRUMENT

3.7       ADMINISTRATION OF THE INSTRUMENT

3.8       METHOD OF DATA COLLECTION

3.9       ANALYSIS OF DATA

CHAPTER FOUR: DATA ANALYSIS AND INTERPRETATION OF RESULTS

4.1       INTRODUCTION

4.2       Respondent View on the Research Question

Table 4.1:        Frequency of the teachers’ perception of instructional needs for teaching biology.

Table 4.2:        Comparison of male and female teachers’ assessment of instructional needs.

Table 4.4:        Comparison of biology specialist and other science course specialist.

Table 4.3 Comparison of more experienced and less experienced teachers’ assessment.

4.3       SUMMARY OF FINDINGS

CHAPTER FIVE: DISCUSSION, CONCLUSION AND RECOMMENDATIONS

5.1       DISCUSSION OF THE FINDINGS

5.2       CONCLUSION

5.3       RECOMMENDATIONS

5.4       SUGGESTION FOR FURTHER STUDIES

REFERENCES

APPENDIX: QUESTIONNAIRE