BIOLOGY TEACHERS’ CONTENT KNOWLEDGE ON THE CONCEPT OF ECOLOGY IN BIOLOGY
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Abstract
The study investigated Biology teachers’ content knowledge on concepts in Biology, specifically focusing on Ecology, among senior secondary schools in Egor Local Government Area of Edo State. It examined the extent of accurate content knowledge
possessed by Biology teachers, assessed how their educational qualifications influenced their understanding of ecological concepts, and analyzed the impact of teaching experience on their content mastery. The study adopted a descriptive survey design, sampling all seventeen (17) Biology teachers in the area through a census technique. Data were collected using a validated multiple-choice achievement test consisting of thirty items focused on ecological concepts, administered under controlled conditions. Descriptive statistics, including frequency and percentage, were were used to determine the relation between teachers’ years of experience and qualification and teachers’ knowledge of concept of Ecology. Findings revealed that the majority of Biology teachers demonstrated strong content knowledge of Ecology, showing high correctness in foundational areas such as animal distribution in aquatic habitats, plant adaptations, trophic levels, energy flow, nitrogen cycling, ecological succession, and ecological relationships. The results indicated no significant differences in content knowledge linked to teachers’ educational qualifications or years of experience, suggesting that mastery of ecological concepts was widespread among participants. This outcome aligned with previous research emphasizing the importance of continuous professional development over formal qualifications and teaching experience alone in enhancing teachers' content expertise and pedagogical effectiveness. x Based on the findings, recommendations were made for continuous monitoring of students’ grasp of difficult ecological concepts to ensure understanding. It was recommended that teachers should endeavour to find out the reasons behind students’ failure in Ecology Teachers were also advised to constantly monitor students’ knowledge on difficult concepts, specifically, in Ecology. Also school administrator were to constantly organize in service trainings to keep teachers informed on paradigm shift in teaching and learning to promote students’ attainment. Lastly, Nigerian government was asked to allocate adequate resources to support effective teaching and learning of ecology in schools.
possessed by Biology teachers, assessed how their educational qualifications influenced their understanding of ecological concepts, and analyzed the impact of teaching experience on their content mastery. The study adopted a descriptive survey design, sampling all seventeen (17) Biology teachers in the area through a census technique. Data were collected using a validated multiple-choice achievement test consisting of thirty items focused on ecological concepts, administered under controlled conditions. Descriptive statistics, including frequency and percentage, were were used to determine the relation between teachers’ years of experience and qualification and teachers’ knowledge of concept of Ecology. Findings revealed that the majority of Biology teachers demonstrated strong content knowledge of Ecology, showing high correctness in foundational areas such as animal distribution in aquatic habitats, plant adaptations, trophic levels, energy flow, nitrogen cycling, ecological succession, and ecological relationships. The results indicated no significant differences in content knowledge linked to teachers’ educational qualifications or years of experience, suggesting that mastery of ecological concepts was widespread among participants. This outcome aligned with previous research emphasizing the importance of continuous professional development over formal qualifications and teaching experience alone in enhancing teachers' content expertise and pedagogical effectiveness. x Based on the findings, recommendations were made for continuous monitoring of students’ grasp of difficult ecological concepts to ensure understanding. It was recommended that teachers should endeavour to find out the reasons behind students’ failure in Ecology Teachers were also advised to constantly monitor students’ knowledge on difficult concepts, specifically, in Ecology. Also school administrator were to constantly organize in service trainings to keep teachers informed on paradigm shift in teaching and learning to promote students’ attainment. Lastly, Nigerian government was asked to allocate adequate resources to support effective teaching and learning of ecology in schools.
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