BIOLOGY TEACHERS

This study examines biology teachers’ willingness to integrate Information and Communication Technology (ICT) into their instructional practices, identifying key barriers and enablers to adoption in secondary schools. A descriptive survey design was employed, with data collected from thirty (30) biology teachers across schools, using a Likert-scale questionnaire. Findings revealed strong teacher willingness, with high enthusiasm for ICT tools and peer advocacy. However, systemic challenges particularly unstable electricity, inadequate school infrastructure, and insufficient training significantly hindered implementation. Teachers proposed actionable solutions, including regular subject-specific training, dedicated technical
support teams, and biology-focused ICT tools. The study concludes that while biology teachers are predisposed to adopt ICT, transformative integration requires targeted interventions addressing infrastructure deficits, professional development, and curricular flexibility. These findings contribute to the Technology Acceptance
Model (TAM) by contextualizing its constructs within resource-constrained educational settings. Recommendations are provided for policymakers, school administrators, and teacher training programs to bridge the gap between willingness and effective ICT adoption.U

This work implements a descriptive survey design to investigate the students’ assessment of Biology teachers’ attitude and environmental factors on their academic performance as it concerns secondary school students in Udu Local Government Area of Delta State. Teachers’ attitude characterized by teachers’ mastery of subject matter, ability to communicate and classroom management skill, as well as environmental factors such as equipped laboratory, class size and location were considered as independent variables affecting students’ academic performance in Biology. To achieve the purpose of the study, eight research questions and seven hypothesis were posed and formulated to guide the study. Literature was also reviewed based on the variables considered. Questionnaires were administered to one hundred and fifty (150) Biology students from five selected secondary schools in Udu local government. In analyzing the responses of the respondents, percentage ranking and rating, mean, standard deviation and the application of t-test was used to determine the significance of each hypothesis at a significance level of 0.05. The findings of the study showed that Teachers’ attitude characterized by teachers’ mastery of subject matter, ability to communicate and classroom management skill, as well as environmental factors such as equipped laboratory, class size and location significantly affect the academic performance of Biology students in Udu Local Government Area of Delta State. Based on the findings of the study, it was recommended that teachers should exhibit attitudes that promote students’ learning interest in terms of good communication system, effective classroom management, proper mastery of subject matter and provision of a conducive learning environment. Suggestions for further studies were also made.