THE COMPARATIVE ANALYSIS OF BIOLOGY DELIVERY CONTENTS IN CONVENTIONAL AND UNIVERSITIES

THE COMPARATIVE ANALYSIS OF BIOLOGY DELIVERY CONTENTS IN CONVENTIONAL AND UNIVERSITIES

THE COMPARATIVE ANALYSIS OF BIOLOGY DELIVERY CONTENTS IN CONVENTIONAL AND UNIVERSITIES

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF STUDY

Biology is the study of living organisms, including their structures, functions, evolution, distribution, and interrelationships. The American Heritage English Language Dictionary (2009 edition). Biology has a special place in the secondary school curriculum due to its importance as a life science.

The secondary biology curriculum in Nigeria is intended to continue students’ investigations into natural phenomena, to deepen students’ understanding and interest in biological sciences, and to encourage students’ ability to apply scientific knowledge to everyday life in areas such as personal, community, health, and agriculture, among others (Federal Ministry of Education, 2009). Biology is a vital scientific topic that serves as the foundation for many other science courses, including Medicine, Pharmacy, Nursing, Biochemistry, Genetics, and Agriculture.

and so on, all of which are critical to a country’s economy.

Aside from its importance to mankind as a study of life, Biology is one of the most popular scientific subjects among secondary school students because it requires fewer mathematical computations than Physics and Chemistry and deals with non-abstract subjects. Biology has a higher enrolment in the external examination (Senior School Certificate Examination) than Physics and Chemistry as a result of these factors.

Despite the large number of students enrolled in Biology in senior high school examinations administered by the West African Examination Council (WAEC) and the National Examination Council (NECO), reports from scholars and educators (Nwagbo, 1999; Biology Chief Examiner’s Report, 2007; Ige, 2009, and Opara, 2011) indicated that students’ performance in Biology was poor.

Biology performance in external examinations is poor. The use of the traditional technique (lecture/expository method) in teaching secondary school biology is linked to students’ poor performance in external Biology examinations (Isiugo-Abanihe; LongJohn and Ibiene 2010).

Biology teachers commonly use traditional/conventional teaching techniques such as the lecture/expository approach, demonstration, and direct instruction, among others. Some educators (Ibe and Nwosu, 2003; Sawa, 2011; and Kirshner, Sweller, and Clark, 2006) have criticized traditional methods of teaching as ineffective for teaching biology and other science subjects because they place too much emphasis on memorization.

Traditional teaching techniques involve a one-way flow of information/knowledge from the instructor to the students and do not promote the acquisition of process skills.

It is necessary for correct comprehension of biological principles, concepts, and facts.

According to Guisti (2008), these traditional teaching methods are teacher-centered approaches to learning, in the sense that the teacher and those higher up in the educational hierarchy are regarded as the possessors of knowledge to be transferred to the students, and as such, they determine how the knowledge transfer occurs. The unidirectional flow of information in standard biology delivery content renders students passive and unable to generate meaningful knowledge in biology teaching and learning.

1.2 THE PROBLEM’S STATEMENT

Service delivery in science subjects such as biology is critical, but students may perform poorly due to teachers’ use of ineffective teaching techniques, a lack of enthusiasm for teaching and learning, and other factors.

and, on occasion, the effect of gender. Finally, various studies on the comparative analysis of biology teaching methods have been conducted, but not a single study on the comparative analysis of biology content delivery in traditional and university of technology settings.

1.3 STUDY GOALS AND OBJECTIVES

The primary goal of the research is to conduct a comparative analysis of biology delivery content in traditional and technological universities. Other specific study objectives include:

1. to identify the factors influencing biology delivery content in traditional and technological universities.

2. to assess the impact of biology delivery content on students at traditional and technological universities.

3. to determine the influence of biology delivery contents on gender in conventional and universities

of technology.

4. to suggest potential solutions to problems.

1.4 QUESTIONS FOR RESEARCH

1. What factors influence biology content delivery in traditional and technological universities?

2. What is the impact of biology delivery content on students at traditional and technological universities?

3. What effect does biology delivery content have on gender in traditional and technological universities?

4. What are the potential solutions to the issues?

1.6 SIGNIFICANCE OF STUDY

The study on the comparative analysis of biology delivery contents in conventional and universities of technology will be of enormous benefit to the entire university of technology in the sense that it will assist biology teachers in the identification of a more effective biology service delivery that will help students

achieve high marks in biology and have a strong interest in biology, leading them to pursue science courses in higher education and appreciate biology.

It will also help teachers and science educators identify better biology delivery content that will make the teaching and learning process more interesting because students’ achievement and interest will be maintained, allowing the realization of the stated instructional objectives, which is the goal of any academic enterprise. Finally, the study will contribute to the corpus of current literature and expertise in this field of study, as well as lay the groundwork for future research.

1.7 STUDY OBJECTIVES

The study on comparative analysis of biology delivery content is limited to traditional and technological universities.

1.8 STUDY LIMITATIONS

Financial constraint- Inadequate funding tends to impede the researcher’s efficiency in locating relevant materials, literature, or information, as well as in the data collection process (internet, questionnaire and interview).

Time constraint- The researcher will conduct this study alongside other academic work. As a result, the amount of time spent on research will be reduced.