CHAPTER ONE
INTRODUCTION
1.1
Background to the Study
The rate at
which Information and Communication Technology utilization is integrating into
the world is such that only nations and countries that are committed to ICT
will compete in the present day global market. The 21th century learners have
been describe as the neat generation leaner who is a digital native (Enwereuzo
and Obiefuna, 2012). This because the 21st century learner deemed to have
formal access to computer enabled technology. These learners play video games,
watch television, send text messages and e-mails and pay little or no attention
to reading their text books. Oblinger (2004) in a research findings confirmed
the assertion and noted that digital natives, by the age of 21 years will have
spent 10,000 hours playing video games, sent 200,000 emails, used 20,000 hours
in watching television, spent 10,000 hours on cell phone but less than 5000
hours in reading. This to a great extent will affect their performances in
schools unless their new interest were adequately channelled and integrated in
their academics.
To meet up with
the rapid scientific progress in technology it requires the presence of
well-trained, efficient, knowledgeable and skillful teachers who are versatile
in discharging their duties and responsibility Buseri (2010). The persistent
poor performance of student in science subjects at School Certificate level and
the studies by Achor (2003); Umoren and Ogong (2007); Ogbeba (2009) has given
rise to an assumption that most science teachers in secondary schools in
Nigeria probably do not make use of varying form of teaching strategies to be
able to cope with some specific difficulties associated with the teaching of
science. In order words, it implies that teachers are knowledgeable in science
content but not in pedagogical aspects. Ezeliora (2004), pointed that most of
the time, science is taught to the learners using descriptive or lecture method
instead of hands- on approach.
Biology learning in real life context is necessary for personal
development and also, the development of scientific and technological world.
The use of multiple and relevant learning and teaching strategies, and
assessment practices will provide a basis for this. In any research work in
Biology Education, more attention is placed on science education; this is
because biology is one of the various subjects that explain science and also in
Nigeria, biology is the general basic science subject. In an attempt to ensure
result oriented biology delivery in schools, Akubuilo (2004) suggested the use
of activity-oriented strategies such as guided-inquiry, cooperative learning,
demonstration, thinks and do, use of analogy and many others. Thus, research in
Science Education in Nigeria has continued to seek better ways of teaching
biology in order to improve academic performance of students (Okebukola, 1998).
A teaching strategy is a carefully designed classroom interaction
that could be meticulously followed to teach a concept, topic or an idea. This
brings out the idea of having numerous strategies. An innovative approach is
referred to a design that is full of new or purposively reconstructed existing
ideas. This explanation means the use of new or reconstructed existing ideas,
methods and equipment or to combine various teaching strategies to develop a
new one. Innovation in science education is increasingly needed in order to
foster greater scientific literacy. Results from science education researches
and the additional technological resources now available are contributing to a
change of views with regard to the content, teaching/learning processes and
methods and the role of teachers in science classes. Challenging new ways of
teaching and learning are becoming available, but can only be implemented when
teachers feel faithful to adopting them.
The awareness of computer enabled technology in Nigeria and the use
of ICT are very recent but fast spreading. Youth and children have access to
computer which is located in several parts of the urban cities. Most of these
outfits are observed to reader assistance to their users on the use of the new
technologies. The main objective of national computer education (1998) is to
ensure that the general populace appreciates the impact of information and
Communication Technology (ICT). Also, one of the innovation and changes that
necessitated the 4th edition of the National policy on education was the
introduction of ICT into the school system (National Policy on Education,
2004).
The policy stipulated that government shall provide necessary
infrastructure and training for integrating ICT into the school system.
Materials used for ICT teaching and learning are educational robots, multimedia
projectors, teleconferencing devices, video phone systems, online library,
computer laboratories, etc. In this modern era of educational research, one
must have knowledge of the use of computer in teaching and learning. Nwana
(2008) pointed out that computer literacy involves operating a computer on
daily basis to solve problems or perform tasks, browsing the internet and using
e-mail, reading computer pamphlets, textbook, etc.
Teachers are said to gain extensive experience of successful and
unsuccessful performances throughout their years of teaching, this assumption
has generated in-depth research into how teachers who have been involved in
teaching for different period of time perceive their teaching (Soodak &
Podell, 1997; Fives & Lisa 2008; Fives, 2010). It has been argued that
experience improves teaching skills while pupils learn better at the hands of
teachers who have taught them continuously over a period of years (Ijaiya,
2000). Teachers‟ teaching qualification is another quality of the teacher. This
means that the qualification of a teacher matters when it comes to effective
teaching. The availability of adequate and qualified science teachers cannot be
compromised for the success of any science programme. It has been commented
that, however well conceived a programme is, however valid the theory that
underlies it, and whatever the objectives of the plan are, will be determined
by the nature, quality, attitudes, motivation and convictions of the classroom
teacher (Obomanu & Akporehwe, 2011).
1.2
Statement
of the Problem
Education
is considered to be the most appropriate and fastest vehicle for the planned
transformation of any society (Jegede, Lagoke & Oyebanji 1995). Despite the
importance of science to mankind, the effort of researchers to improve its
teaching and learning, as well as it being the general science subject,
students’ performance in biology compared to the other pure science subjects
taught in Nigeria remains low. This observable problem has been blamed on a
number of factors, namely, inadequate teachers, inadequate material resources,
lack of using effective methodology for the teaching of the subject in
secondary schools etc. Further, it has been observed based on previous studies
that the present methods used in teaching science in general and biology in
particular in Nigeria secondary schools do not produce maximum result
(Maduabum, 1994; Okebukola, 1998).
There have been various studies by researchers of Biology
education on the various innovative teaching strategies like, problem solving,
field trips, individualism, cooperative learning, use of analogy,
constructivism, computer assisted instruction, inquiry, among others and how
they can be used to improve the teaching and learning of science in general and
biology in particular, examples of such researchers are Olatoye & Adekoya
(2009), Yusuf & Adedeji (2010), Oludipe & Oludipe (2010) among others.
Most of these researchers studied on the effectiveness of these strategies,
some compared these strategies with conventional methods, Olatoye & Adekoya
(2010) etc. without examining the awareness of in-service teachers on the
existence of these strategies, their level of awareness and the degree of
application of the ones they are aware of. Thus, this study was set out to investigate
biology teachers‟ awareness and utilization of innovative teaching strategies
in public schools in Oyo South senatorial district, Nigeria.
Samba, Achor and Ogbeba (2010), examined science teachers
awareness and utilization of 19 innovative teaching strategies in Benue State,
but the variables involved were: age, teaching experience and profession and is
different from this study as this involved only biology teachers and took into
consideration teachers‟ gender, teaching experience and qualification. Khurshid
& Zahur (2013) compared the awareness and utilization of 16 innovative
teaching strategies in Private and public sector schools in Islamabad, the
variables they took into consideration included teachers‟ gender, age, teaching
experience and professional qualification. The study did not specify on any
particular subject, and was generally compared to this study which was
specifically on Biology teaching at senior secondary level.
1.3 Research
Objectives
The general
objective of this study is to examine teachers’
awareness and utilization of ICT facilities in teaching Biology in Osun State.
The specific objectives are:
i)
To examine the level of
awareness of secondary school teachers on the use of ICT for teaching Biology
among secondary school teachers in Osun State
ii)
To understand the importance of
the use of ICT for teaching Biology among secondary school teachers in Osun
State
iii)
To study the teachers’ role in
the use of ICT for teaching Biology among secondary school teachers in Osun
State
1.4 Research Questions
The following are
some of the questions which this study intends to answer:
i)
What is the level of awareness
of secondary school teachers on the use of ICT for teaching Biology among
secondary school teachers in Osun State?
ii)
What is the importance of the
use of ICT for teaching Biology among secondary school teachers in Osun State?
iii)
What are the roles of teachers
in the use of ICT for teaching Biology among secondary school teachers in Osun
State?
1.5 Research Hypotheses
The followings are the research hypotheses to
be tested in this study:
i)
There is no
significant difference between teachers’ awareness and level of ICT utilization
in teaching Biology.
ii)
There is no
significant difference in the teachers’ awareness of the value of use of ICT
between schools with ICT facilities and those that are lacking ICT facilities.
1.6 Significance of Study
This
study would provide science educators and government with detailed information
about the actual picture of biology teaching, biology learning, and effective
ways of improving the situation. It provides information on different
innovative strategies that can be used to improve biology teaching and learning
in senior secondary schools in Nigeria.
The
results of this investigation will probably be of great help to students in
learning and acquiring knowledge or skills in Biology since it focuses on
modern methods of teaching what would have been abstract ideas. It would be of
benefit to teaching as it would make the teachers to be more aware of the
innovative strategies that can be used to improve and make teaching process
more efficient and effective. It may influence teachers‟ decision on strategies
they can use to teach different topics effectively.
This
investigation may be of benefit in teachers’ education as it provides teachers
educators with the actual picture of science education generally and biology
education in particular, it makes them to be aware of various innovative
strategies that can be used to teach effectively, thereby enabling them to
produce highly innovative teachers, who will be able determine and use the
strategies that best suit the topics and concepts they are to teach when in
service.
This study might help in the area of
curriculum development by influencing the decision of the curriculum developers
to introduce the innovative strategies at the initial stage of educational
process. In the area of educational research, this study may be of relevance as
it encourages further research into the study for future researchers who would
pursue studies similar to this. Lastly this study is hoped to influence the
education policy of the government to giving room for development of new
educational policies that will help in increasing the quality of education in
the Nation at large.
1.7 Scope of the Study
The study will be carried out
among Biology teachers of selected secondary
schools in Osun State.
1.8 Limitation
of the Study
This study had
some limitations which include the problem of diverse coverage of locations of
the organizations as they are spread around the country. There was also the
problem of time and uncompromising attitudes of some respondents encountered
during the study as some respondents refused to fill the questionnaire while
some respondents were not available to answer the
questions despite several visits.
1.9 Definition of Terms
The
following terms were used during the cause of the study
Awareness: This is biology
teachers‟ knowledge on the existence of innovative teaching strategies.
Innovative
strategies: These are generalized plans for lessons that result in a
transformative educational experience for the students. Innovative approach is
a design that is full of new or purposively reconstructing existing ideas.
Qualified Biology
Teachers: These are biology teachers in secondary schools with relevant
academic qualification which must include at least: Bachelor of Education,
Bachelor of Science Education (biology) or B. Sc. (Biology) & PGDE.
Utilization: This is the act
of putting innovative strategies to use in the teaching of biology in secondary
schools.