TEACHERS’ PERCEPTION AND ATTITUDE TOWARDS IMPROVISATION OF INSTRUCTIONAL RESOURCES IN TEACHING BIOLOGY

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TEACHERS’ PERCEPTION AND ATTITUDE TOWARDS IMPROVISATION OF INSTRUCTIONAL RESOURCES IN TEACHING BIOLOGY

Abstract:

This research explores the perceptions and attitudes of teachers towards the improvisation of instructional resources in the teaching of biology. The study aims to investigate how educators perceive the role of improvised teaching materials and their attitudes towards integrating these resources into biology classrooms. The research adopts a qualitative approach, utilizing interviews, surveys, and classroom observations to gather data from a diverse sample of biology teachers.

The findings reveal a spectrum of perspectives among teachers regarding the improvisation of instructional resources. While some educators embrace the creative adaptation of teaching materials, others may exhibit reservations or challenges in incorporating improvised resources into their pedagogical practices. Factors influencing these perceptions include the availability of resources, teacher training, and the perceived effectiveness of improvisation in enhancing student engagement and understanding.

The study also explores teachers’ attitudes towards professional development opportunities related to resource improvisation and investigates how institutional support and policies impact their willingness to integrate improvised materials into biology instruction. The research contributes insights that can inform educational policymakers, curriculum developers, and teacher training programs to enhance the effective utilization of instructional resources in biology education. Ultimately, understanding teachers’ perceptions and attitudes towards resource improvisation can contribute to the development of strategies that foster innovative and effective biology instruction in school settings.

Chapter One:

Introduction

Background of the Study

Science is the bedrock on which modern day technological breakthrough is hinged. Different authors according to their own understanding have defined Science. Igwe (2003) defined science as a systematic study of the nature of the behaviour of the material and physical universe through observation, experimentation, measurement and recording. In addition, Esu (2004) defined science as a systematic, precise, objective way to study the natural world. Science is often an exciting and satisfying enterprise that requires creativity, skill and insight based on this Ajayi (2008) defined science as rationally structured knowledge about nature, which embraces systematic methods of positive attitudes for its acquisition, teaching, learning and application.

For the country to derive the maximum benefit from science, it has to be taught practically. The importance of the practical work in science collides with non availability of materials. It is clearly seen that the foundation of all training in science is that of firsthand experience with the real things.

Instructional materials play the role of a stimulant in the teaching and learning process. They introduce the learner to firsthand material, and convey a precious quality of intimacy (Amadi, 2002). In furtherance, they help the mind of a learner on what is taught apart from being aids to memory. Furthermore they make learning and teaching more understandable and real. Instructional materials boost teaching and learning as they stimulate thinking and concretize learning (Ige, 2000). Successful implementation of any curriculum is almost fully dependent on the quality and quantity of instructional materials available to teachers and students for use in schools (Usman and Adewwuri, 2006). Instructional material have been defined and explained by many and in several ways; Eniayeju (2005) explained instructional materials as materials which provide concrete experiences which a learner needs in order to develop intellectually. They are also defined as materials capable of achieving the objectives of the concept to be taught (Adebimpe, 2005).

Biology as a field of study has a controlling influence over peoples lives. The study of biology also enables man to understand live processes. Biology as a subject taught in secondary schools in Dutsin-ma local government area, is always faced with many challenges. Some of these challenges include; lack of qualified teachers, lack of standard equipment and lack of incentives/support from school administrators. In the teaching of this major science subject (Biology) problems and difficulties encountered are indispensable. It demands among others adequate and effective supply of appropriate teaching and learning materials. “Most instructional science learning equipments and materials are not really available in secondary schools” (Ahmed 2010). Part of the problems of getting the materials may be associated with our current economic predicament. In most cases, the items or equipments are imported and their prices are expensive. However, the supply of these equipments may be delayed when companies supplying face importation huddles. Similarly there is acute shortage of man power to handle some of the imported or sophisticated science equipments.

The report of West African Examination Council (WAEC) on the Senior Secondary School Certificate Examination (SSCE) (2011) on student enrolment and performance in Nigeria by subject, grade, and sex revealed low enrolment of girls for science subjects as well as low academic achievement in biology and other science subjects and the persistent poor achievement of students in biology at senior school certificate examination (WAEC; Chief Examiner’s report 2007-2010), leaves one in doubt about the effectiveness of instructional materials and teaching methods popularly used by the biology teachers for the teaching and learning of biology.

Biology education plays a pivotal role in shaping the scientific literacy and critical thinking skills of students. The effective delivery of biology instruction relies not only on the expertise of teachers but also on the quality and availability of instructional resources. In many educational settings, especially those with resource constraints, teachers often resort to improvisation – the creative adaptation or development of instructional materials. This study explores the perceptions and attitudes of biology teachers towards the improvisation of instructional resources in the teaching of biology.

Biology education is a dynamic field that seeks to cultivate scientific understanding and curiosity in students, fostering an appreciation for the intricate complexities of the living world. Central to the success of biology instruction is the utilization of effective instructional resources, ranging from textbooks and laboratory equipment to multimedia aids. However, the global landscape of education is diverse, with variations in resource availability and constraints across different settings. In response to such challenges, teachers often engage in improvisation – the creative adaptation or development of instructional materials to enhance the teaching and learning experience.

The improvisation of instructional resources in the teaching of biology is a multifaceted and underexplored aspect of pedagogy. This study delves into the intricate interplay between teachers, instructional materials, and the learning environment. By focusing specifically on biology educators, their perceptions, and attitudes towards the improvisation of instructional resources, this research aims to contribute valuable insights to the broader discourse on science education.

Contemporary education systems are confronted with various challenges, including limited financial resources, outdated textbooks, and a lack of access to state-of-the-art laboratory equipment. In such contexts, the ingenuity and adaptability of teachers become paramount. The ability to improvise instructional resources not only reflects the resilience of educators but also has the potential to transform the learning experience for students, making it more engaging and accessible.

While the significance of instructional resources in education is widely acknowledged, there is a noticeable gap in the literature concerning teachers’ perceptions and attitudes towards improvisation in the biology classroom. Understanding the factors that influence teachers’ decisions to improvise, as well as their experiences with improvised materials, can offer nuanced insights into the complexities of science education. Moreover, such an exploration holds the promise of informing educational policies, professional development programs, and curriculum design.

1.2 Statement of the Problem

While the importance of instructional resources in biology education is widely acknowledged, limited research has been conducted on teachers’ perceptions and attitudes towards the improvisation of these resources. Understanding how teachers view and engage with improvised materials is crucial for enhancing pedagogical practices and student learning outcomes.

1.3 Purpose of the Study

The primary purpose of this research is to investigate teachers’ perceptions and attitudes towards the improvisation of instructional resources in the teaching of biology. By examining the factors influencing teachers’ decisions to improvise and their experiences with improvised materials, the study aims to contribute valuable insights to the field of biology education.

1.4 Research Questions

To guide this investigation, the study will address the following research questions:

How do biology teachers perceive the role of instructional resources in the teaching and learning of biology?

What are the attitudes of biology teachers towards the improvisation of instructional resources?

What factors influence teachers’ decisions to improvise instructional materials in the biology classroom?

1.5 Objectives of the Study

This research is designed with the following objectives:

To assess the perceptions of biology teachers regarding the significance of instructional resources in their teaching practices.

To explore the attitudes of biology teachers towards the improvisation of instructional materials.

To identify and analyze the factors that influence teachers’ decisions to improvise instructional resources in the biology classroom.

1.6 Significance of the Study

This study is significant as it provides insights into the dynamics of instructional resource utilization in biology education. The findings may inform curriculum development, teacher training programs, and educational policies aimed at enhancing the quality and effectiveness of biology instruction through resource improvisation.

1.7 Scope and Limitations

The study focuses on [specify the target group, such as high school biology teachers or teachers in a specific region]. Limitations may include the generalizability of findings to other educational levels or geographical locations.

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