DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL

This study examined the degree of application of the Culturo-Techno-Contextual Approach (CTCA) in the teaching of Biology among Biology teachers in public senior secondary schools within Egor Local Government Area of Edo State, Nigeria. The study sought to determine teachers’ level of awareness of CTCA, examine the extent to which they integrate cultural, technological, and contextual elements in Biology instruction, and identify the challenges affecting its implementation. The research adopted a descriptive survey design. The population of the study consisted of all Biology teachers in public senior secondary schools within Egor Local Government Area of Edo State. A census survey was used, and all 17 Biology teachers in Egor Local Government Area formed the sample for the study. The instrument for data collection was a structured questionnaire designed on a four-point Likert scale, ranging from Strongly Agree (4) to Strongly Disagree (1). The questionnaire comprised Sections A, B, C, and D, making a total of 19 items. Section A elicited demographic information from the respondents, while Sections B, C, and D contained five items each. The instrument was administered and retrieved on the spot. The data collected were analyzed using frequencies and simple percentages to provide a clear understanding of the responses and to enable meaningful interpretation. Findings showed that Biology teachers in public senior secondary schools within Egor Local Government Area of Edo State are familiar with the concept of CTCA, but they lack formal training on its practical application in the classroom. The study further revealed that the degree of integration of CTCA principles in Biology teaching is modest but not extensive. Additionally, several challenges were identified as limiting the full implementation of CTCA, including inadequate training opportunities, poor access to technological facilities, and language barriers. The study concluded that the Culturo- Techno-Contextual Approach is yet to be fully understood and effectively implemented by Biology teachers in senior secondary schools. It recommended regular CTCA training for 9 teachers through workshops and seminars organized by the Ministry of Education in Faculty of Education of Universities. The study also emphasized the need for better technological resources in schools to support CTCA implementation and encouraged curriculum planners to revise the Biology curriculum to allow greater cultural and contextual flexibility in teaching.

This study was designed to assess the methods of teaching integrated science courses to integrated science students in Nigerian Institutions. Three research questions was raised. The study was delimited to integrated science students in Nigerian institutions. The survey research design was used in conducting the study. The population of the study consisted of integrated science students across the four levels of Integrated Science Education course area in the department of CIT, University of Benin of which a sample size of 50studentswere used for the study. The main instrument for the study was a self-structured questionnaire. The validity of the instrument was established by giving it to the supervisor of the research work and two other experts in the field of this research study. The reliability of the instrument was established using the test-retest method of estimating reliability. After computation, the reliability yielded a Coefficient of0.783. The questionnaire was distributed directly to the respondents by the researcher. After the collection and collation of the instrument, the data obtained were subjected to analysis using frequency counts and percentages. Results from the study showed among other things that, there is an average use of adequate methods of teaching integrated science education by the lecturers teaching integrated science courses and also there is an average use of the adequate and necessary instructional/teaching aids to guide teaching and learning. Consequent upon the findings of this study, it was recommended that; state government through the state ministry of education should improve the knowledge of teachers on the methods of teaching that can enhance teaching and learning, government should ensure that they make provision for adequate learning facilities and environment in order for teachers to be able to adopt these methods effectively, the deans in the faculties where integrated science courses are being taught and the Head of Departments of Integrated science should ensure they monitor the teaching and learning in order to monitor the adoption and use of effective teaching methods, students should be enlightened properly on the techniques of the various teaching methods and how to adjust properly