Iniobong J. Umoh

The Study investigated students’ perception of learning environment in teaching and learning of Biology in Egor local Government Area of Edo State. Three research questions were raised in order to carry out this study. The Survey research design was used for this study. The Subject of this Study consisted of one hundred and fiftysix (156) SS2 students. A questionnaire title ‘’students’ Perception of Their Learning Environment in the teaching and learning of Biology (TLE) Questionnaire was used to collect data from respondents. The questionnaire used consisted of two section, section A and B. Section A contains demographic information which include the name of the school, sex and age of the respondent, while section B mainly contained the items of learning environment. The reliability of the instrument was established using Cronbash Alpha Statistics and the reliability co-efficient obtained was 0.85. Data collected were analyzed using inferential statistics It was found that students have a negative perception of their biology learning environment and that the sex of students did not affect their perception of their learning environment. Students reported that facilities in the schools were no longer in used; they concluded that their learning environment was poor. In conclusion; students, face certain challenges in their biology learning environment which include inadequate laboratory, lack of chairs and tables in the library. It is recommended among others that the government, parents and teachers should provide basic and necessary amenities and facilities to encourage proper learning and enable students to have a positive perception and attitude to their Biology learning environment.

This study investigated the influence of teachers’ characteristics on secondary school students’ learning of Biology in Egor Local Government Area of Edo State. To achieve the purpose of the study, four research questions were raised and answered. The descriptive survey research method was adopted for the study. The population of this study comprised all the 201 teachers in the 20 senior secondary schools in Egor Local Government Area of Edo State. The sample size for the study was made up of 100 teachers representing 50% of the population. The findings from the study include that there is a significant difference in the influence of teachers’ characteristics on secondary school students’ learning of Biology between large school and small school. It was concluded that teachers’ characteristics such as qualification, professionalism, experience and teachers’ sex significantly influence secondary school students’ learning of Biology in Egor Local Government Area of Edo State. The study recommended among others that the Ministry of Education and school authorities in Egor Local Government Area should prioritize continuous professional development and training programmes for Biology teachers.

The study investigated the Assessment of Secondary School Teachers Characteristics for Teacher of Biology in Egor Local Government Area of Edo State. Specifically, the study seeks to :examine the characteristics of biology teachers in secondary schools in Egor LGA of Edo State, assess the differences in teaching characteristics between male and female teachers Egor LGA of Edo State, assess differences in teaching characteristics based on professional qualification in secondary schools Egor LGA of Edo State, assess the differences in teaching characteristics based on teaching experience in Egor LGA of Edo State and assess the difference in teaching based on subject area specialization in Egor LGA of Edo State. Thirteen (13) public secondary schools were selected for the purpose of this study of which 45 biology teachers were recorded and were administered a well-structured questionnaire. The data was analysed using mean, standard deviation, frequency and percentage count. Results showed that there is no major difference between male and female biology teachers with respect to teaching method and student outcome. Professional qualification revealed that all the biology teachers are TRCN certified (100%) hence in-service training, seminar and workshop will significantly enhance the teaching of biology. Subject area specialization revealed that most
of the biology teachers are biology specialist (83%). About 16% of biology teachers are not biology specialist but are tasked to teach biology as a result of biology teachers’ shortage. A mean score of 3.09 shows that biology specialist has better content knowledge and can handle practical biology lessons. Teaching experience reveal that (45.2%) of biology teachers have teaching experience within the range of 6-10 years. This shows that they have moderate level of teaching experience. A mean score of 3.35 revealed that teachers with level of experience have improved method of delivering biology lesson. Overall, the study therefore concluded that both male and female have equal competence in delivering biology lesson effectively to public secondary school students especially when exposed to the necessary educational background and professional development. The study recommends the ministry of education recruits trained biology specialist to handle biology lessons, regular workshop training, seminars should be organised to strengthen professional development. Also, non-biology specialist can also be supported with adequate training to improve their content knowledge. This will help to enhance biology as a profession and also improve the teaching and learning of biology in the study area.

This study assessed the methods used in the teaching of Biology in secondary schools in Egor Local Government Area. The research focused on identifying the commonly employed teaching methods and examining the influence of teacher characteristics (sex), school ownership (public or private), and school type (day or boarding) on these methods. Guided by four research questions, the study adopted a descriptive survey design, involving Biology Students as respondents. Data were analyzed using frequency, mean, and standard deviation. Findings revealed that the lecture method and laboratory/practical method are the most
frequently used teaching strategies, while discussion, demonstration, and project-based methods are moderately or rarely utilized. The study found no significant variation in teaching methods based on the sex of the teacher. However, differences were observed between public and private schools, with public schools relying more heavily on the lecture method due to resource constraints. Similarly, no substantial differences were found between day and boarding schools regarding teaching methods.
The study concludes that while traditional methods dominate Biology instruction, there is a need to adopt more interactive and student-centered approaches to foster critical thinking and practical skills. Recommendations include promoting diversified teaching methods, improving teacher training programs, enhancing resource allocation, and implementing targeted interventions to support both public and private schools. These findings underscore the importance of innovative teaching strategies in enhancing Biology education and preparing students for academic and professional success in science-related fields.

This research was carried out to assess the level of utilization of evaluation material for effective learning of biology. The researcher using research questions was able to determine the difference in utilization of evaluation materials bet public and private schools and also to investigate the factors responsible for poor utilization of evaluation materials for effective learning of biology. In doing this study the researcher discovered that there are various factors influencing the utilization of evaluation in both public and private schools and give recommendations of how to better handle this problems and improve on the utilization of evaluation materials for effective learning of biology.