SENIOR SECONDARY SCHOOL BIOLOGY TEACHER’S PERCEPTION OF THEIR NEEDS IN KWARA STATE,

NIGERIA.

M.Ed. Research Proposal SeminarBy

MORADEYO, Ismaila(12/68ON007)

Department of Science EducationUniversity of Ilorin

SUPERVISOR: DR (Mrs) M.A. Ahmed

CHAPTER ONEINTRODUCTION

Background to the Problem

Science is still at its lowest ebb in Nigeria this is because Nigeria is a developing nation in Africa and as such curriculum planners are trying to make the system of education in the country worthy of respect. This has made the quest for developing/improving the teaching of science subjects to be of great importance in secondary schools.

Oladosu (2004) opined that education involves the transmission of something worthwhile to students by the teacher going through various stages and processes, thus, teaching and learning makes education complete.Abimbola and Omosewo (2006) state that science can generally, be defined as a body of knowledge, a way of investigating and a

way of thinking in the pursuit of an understanding of nature (p.3).

Biology is a branch of science that is concerned with life and living organism. The Oxford Advanced Learner’s Dictionary (2007) defines biology as the scientific study of the life and structure of plants and animals. i.e. the way in which the body and cells of living organism/things behave.

Need is the basis for generating motivation (Dengda & Zhu, 2009). Needs is defined as a physiological or psychological requirement for the well being of an organism (Merriam Webster Dictionary).Perception according to concise Oxford English Dictionary (2005) is the ability to see, hear or become aware of something through the senses.

Statement of the ProblemScience Education is said to be the most appropriate and fastest vehicle for the planned transformation of any society (Jegede, Lagoke, Okebukola and Nsewi, 1996). Despite its’ importance to mankind and the effort of researchers to improve its teaching and learning, students’ performance in the three pure science subjects thought in Nigeria remain low. (Akuogbuo, 2002)

Purpose of the StudyThe main purpose of this study is to identify the perceived needs of biology teachers in Kwara State. Specifically, this study will identify;

1. The academic needs of biology teachers.2. The incentive needs of biology teachers.3. The influence of biology teachers’ gender on their

academic needs.4. The influence of biology teachers’ gender on their

incentive needs.5. The influence of biology teachers’ teaching experience

on their academic needs6. The influence biology teachers’ teaching experience

on their incentive needs.

Research Questions

The following research questions were raised to guide the investigation.

1. What are the biology teachers’ academic needs?2. What are the incentive needs of biology teachers?3. Does biology teachers’ gender influence their academic

needs?4. Does biology teachers’ gender influence their incentive

needs?5. What influence does biology teachers’ experience has on

their academic needs?6. What influence does biology teachers’ experience has on

their incentive needs?

Research HypothesesThe following research hypotheses were raised for the research work:H01: There is no significant difference between biology teachers’ academic needs and their gender.H02: There is no significant difference between biology teachers’ incentive needs and their gender.H03: There is no significant relationship between biology teachers’ teaching experience and their academic needs.H04: Experienced of the biology teachers’ did not significantly influence their incentive needs.

Scope of the Study

The research work is limited in scope to the perceived academic and incentive needs of biology teachers in selected secondary schools from each senatorial district in Kwara State. It does not view other pure science subject. The study is limited to senior secondary school teachers. The study is on selected private and public secondary schools in Kwara State and not all school in Kwara State.

Clarification of Major Terms and Variables

The following terms and variables were operationally define for the study.

NeedsAcademic NeedIncentive NeedSecondary School Biology Teacher:Secondary School Biology Teacher’s NeedBiology Teacher’s ExperienceExperienced Biology TeachersLess Experience Biology Teachers

Significance of the StudyThe research findings would be useful to the followings

Science educatorScience curriculum plannersGovernment School administratorStudentsParents andGeneral public

CHAPTER TWOREVIEW OF RELATED LITERATURE

This chapter review has been carried out under the following sub-headings;

1. The quality and status of biology teaching in Nigeria.2. Teachers’ perception of needs.3. Theories of needs and teachers performance4. Influence of teachers’ need on their teaching.5. Teachers’’ experience and their students’ academic6.

performance.6. Teacher’s gender and their students’ academic performance.7. Appraisal of the literature reviewed.

CHAPTER THREERESEARCH METHODOLOGY

This chapter presents the procedure to be followed in carrying out this research. It has been discussed under the following headings; research type/design, sample and sampling techniques, research instrument, and validation of research instrument, procedure for data collection and data analysis procedure.

Research Type/DesignKerlinger (1973) see research design as a plan structure and strategy of investigation possessed by investigator to enable him or her obtain answer to research questions and the control variance. This study adopted the descriptive study of the survey type. It is one of the most reliable methods and the type that is appropriate for a large population and the research dealt with a large population. The survey method was chosen for the purpose of collecting data so that the researcher could find the assessment of biology teachers needs on science education.

Sample and Sampling TechniqueAccording to Daramola (1992), sampling procedure is a systematic process employed to select a required portion of a targeted population. The subjects of this study would be selected by purposive and stratified random sampling from each of the Senatorial Districts in Kwara State. (Kwara South, Kwara North and Kwara Central). The sample includes biology teachers in private and public secondary schools in Kwara State. Fifty schools each would be selected from the three senatorial districts that make up Kwara State. The sample entails all the biology teachers in the selected schools. Two hundred and fifty (250) teachers make up the sample for the study.

Research InstrumentThe instrument for this research is a questionnaire. According to Barn and Dobson (1981), questionnaire is an important instrument, which is used to elicit information that covers a long period of time in few minutes from respondents. The questionnaire is in form of an assessment profile consisting of some lists of teachers’ needs statement which had been design to tap a wide range of science teacher needs. After each statement there are columns to form a continuum of; not needed, moderately needed and highly needed, where the respondents could indicate their choice.

Validation of the Instrument To ensure that the instrument measure what it was supposed to measure, hence, the questionnaire was subjected to content and face validity. It was made available to the researcher’s supervisor for scrutiny and at least two other experts in the department of science education and three secondary school biology teachers with experience for validation. Necessary modifications were made on the instrument based on the experts’ suggestions.

For reliability of the instrument, the final version of the questionnaire was tested using test re-test method and coefficient value of 0.5 was obtained. This enable the researcher to know that there was not much weakness in the instrument and the design of the research questions.

Procedure for Data Collection

Copies of the questionnaire would be administered to each of the respondents personally by the researcher and with the help of research assistants, having sought permission from the principals of the participating schools.

Procedure for Data Analysis

Data analysis would be done using chi square analysis, which was performed on the independent teacher variables such as years of teaching, experience and sex. Chi-square would be used to determine the significant differences between biology teachers’ experience and their incentive and academic needs, gender and their incentive and academic needs in biology education. Chi-square would be used to test the entire hypothesis raised.

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