BIOLOGY

This study investigated the influence of inquiry-based learning on students’ academic performance in Biology in selected secondary schools in Egor Local Government Area of Edo State. The study adopted a descriptive survey research design, using a structured questionnaire as the main instrument for data collection. A total of 100 SS2 students were randomly selected from five secondary schools within the study area. The data collected were analyzed using mean scores, standard deviation, frequency, and percentage to answer the research questions that guided the study. The findings revealed that students taught through inquiry-oriented strategies demonstrated better understanding, participation, and retention of Biology concepts compared to those taught through conventional methods. The study also found that inquiry-based learning increased students’ motivation, curiosity, and willingness to collaborate with peers. However, challenges such as inadequate laboratory facilities, large class sizes, and limited time hindered full implementation of inquiry-based teaching. Based on these findings, the study concluded that inquiry-based learning significantly enhances students’ academic performance and engagement in Biology. It therefore recommended that teachers be adequately trained on the use of inquiry methods, laboratories be well-equipped, and policies be put in place to support practical, student-centered approaches in the teaching of science subjects.

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.

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.

The study focuses on the impact of laboratory facilities for effective teaching of biology in senior secondary schools in Edo state. To make this possible four purpose of study was raised to examine the impacts of the utilization of biology laboratory facilities
in senior secondary school students, wheather laboratory facilities are available for teaching, the impact of laboratory on student practical skills in biology among secondary school students and if biology student performs better in biology with laboratories facility in Ovia North East Local Government Area of Edo State. Descriptive survey research design was adopted to accomplish the objectives of the study. Four research questions were raised to guide the study. The population of the study consists of 212 teachers from 29 public secondary schools in Ovia North East Local Government Area of Edo State and 12 accessible respondents were selected as sample for the study using simple random sampling technique. The instrument for data collection was the questionnaire developed by the researcher and was validated by the researcher’s supervisor and two other experts from the Department of Curriculum and Instructional Technology. The reliability coefficient was 0.72 was obtained using Cronbach Alpha
correlation coefficient method. The study revealed that the impacts of biology laboratory facilities on senior secondary school students in Ovia North East Local Government Area is high and that Biology laboratory facilities available in secondary schools in Ovia north East is Low and that the impact of laboratory on student practical skills in biology among secondary school students is high. The study recommends among others that Principals should work hand in hand with parents, sponsors and other stakeholders in education to prioritize the provision of adequate laboratory facilities to ease the problems of inadequacy of
laboratories in public secondary schools and Biology teachers should be encouraged and motivated to use laboratories equipment’s more frequently

The aim of this study is to find out the influence of classroom population, attitude on students ‘achievement in Biology in some selected secondary in Oredo Local Government area of Edo state. This study reviewed works of several authors. To guide the study, four research questions were raised which are outlined thus: Does classroom Population of secondary school affect students’ achievement in Biology? Does population of classroom affect the achievement of students’ in Biology along gender? Does classroom Population influence the formative evaluation of Biology lessons? Does student’s attitude influence their academic achievement in Biology? From these four research questions 20 items were raised in the questionnaire to gather the data for this study and the questionnaire was subject to a test re-test method of reliability and a reliability coefficient of 0.86 was obtained. The data collated were analyzed using the simple percentage and frequency counts. The findings from the study include: classroom population affects students’ achievement; population does not affect the achievement of students’ across gender; majority of the population agreed that students’ who concentrate more in class perform better than those who do not. And from the findings it can be concluded that that population influence the formative evaluation of Biology lessons and this is as a result of the over populated students whom the teacher cannot manage easily.