BIOLOGY

The study investigated the influence of teachers’ qualifications and experience on students’ academic achievement in Biology in public secondary schools in Ovia North East Local Government Area of Edo State, Nigeria. It specifically determined the influence of teachers’ qualifications on students’ achievement, assessed the impact of teachers’ experience, examined teaching methods used by qualified Biology teachers to enhance performance, and identified challenges faced by teachers affecting student outcomes. The descriptive survey design targeted SS2 Biology students and teachers across public schools, with a population of 1120 students and 32 teachers. A sample of 120 students and 20 teachers from 6 schools (3 urban, 3 rural) was selected via stratified and simple random sampling. Data were gathered using a validated questionnaire (4 sections, 20 Likert-scale items, Cronbach Alpha 0.703) and an academic performance checklist, analyzed with mean scores, standard deviations, and t-tests (p<0.05) via SPSS. Findings revealed significant challenges like lab shortages, power outages, textbook deficits, large classes, and funding gaps, yet students showed improved Biology scores. Teachers’ qualifications positively correlated with achievement (p<0.05), rejecting the null hypothesis, as degree-holders enhanced content delivery. Experience (over 10 years) also significantly boosted performance (t-calculated > critical, p<0.05), with veterans adapting to constraints for 15-20% higher pass rates. Based on the findings of the study, recommendations urged principals to prioritize qualifications training, state governments to incentivize experienced teachers, local authorities to supply labs and textbooks, and stakeholders to fund motivation and smaller classes for sustained gai.

This study was designed to examine students’ conceptual understanding and misconceptions of evolutionary concepts in Biology, with particular emphasis on natural selection and adaptation. Two research questions and one null hypothesis were formulated for the study. The study adopted a descriptive survey research design. The population of the study comprised 5,493 senior secondary school students drawn from thirteen (13) public senior secondary schools in Egor Local Government Area of Edo State. A sample of 120 students was selected using simple random sampling technique from four randomly selected schools. Data were collected using a Two-Tier Diagnostic Test (TTDT) adapted from West African Examinations Council (WAEC) questions on evolution. The instrument was subjected to face and content validity by experts, while the data obtained were analyzed using frequency counts, percentages, mean and standard deviation. The null hypothesis was tested using independent samples t-test at 0.05 level of significance. The findings revealed that a large proportion of students demonstrated misconceptions and low levels of understanding of key evolutionary concepts. The results further showed that there was a significant difference between male and female students’ understanding of evolution, with female students having a higher mean score than their male counterparts. Based on the findings, it was recommended, among others, that Biology teachers should adopt interactive and student-centered instructional strategies and ensure gender-sensitive teaching approaches to enhance students’ conceptual understanding of evolution.

This study examined the influence of teachers’ characteristics on students’ academic performance in Biology in selected senior secondary schools in Egor Local Government Area of Edo State. The study specifically investigated how teachers’ academic qualifications, teaching methods, attitudes toward teaching, professional performance, and classroom management skills relate to students’ performance in Biology. A descriptive survey research design was adopted, involving 37 respondents comprising 20 students and 17 teachers selected from 13 public secondary schools in the study area. Data were collected using a structured questionnaire and analyzed using descriptive statistics and multiple regression analysis. Findings revealed that although students perceived teachers’ characteristics as important contributors to effective teaching and a positive learning environment, these characteristics did not significantly predict academic performance in Biology. Regression results showed no significant influence of academic qualifications, teaching methods, teachers’ attitudes, professional performance, or classroom management skills on students’ Biology performance (p > 0.05 for all variables). The study suggests that students’ performance may be determined by a combination of factors beyond teacher- related characteristics, including student motivation, availability of instructional resources, home background, and broader school conditions. The study concludes that while teacher characteristics support effective classroom delivery, they are not sufficient alone to significantly shape academic outcomes in Biology. It recommends enhanced teacher development programs, improved learning resources, stronger administrative support, and holistic educational strategies that integrate teacher quality with student-centered and environmental factors. Future research is encouraged to explore additional determinants of academic performance across broader subjects and contex

This study investigates the Influence of Continuous Professional Development (CPD) on students' academic performance in Biology in Ovia North-East Local Government Area of Edo State, Nigeria. The purpose of this Study was to determine the extent to which Continuous Professional development programs attended by Biology teachers influence their instructional delivery and subsequently enhance their students’ academic achievement. The design adopted in this study was a quantitative descriptive survey research design was adopted for the study. The population comprised 50 Biology teachers in the 26 public secondary schools within Oviah North-East LGA, while a purposive sample of 50 teachers was randomly selected for data collection. The standard Instrument used to gather data was a structured questionnaire which assessed teachers’ participation in CPD, the effects on their students, the challenges that limit them and recommendations and suggestions to improve CPD for Teachers. The Questionnaires was validated by two lecturers in the faculty of Education. The reliability was establish using the Cronbach alpha’s method. Descriptive statistics such as frequency counts and percentages were employed to analyze the data. The Findings revealed that most Biology teachers regularly engaged in CPD activities, including workshops, online courses, and peer collaboration, and that these programs significantly improved their teaching competence. However, limited institutional support, inadequate funding, and lack of incentives were identified as challenges hindering CPD accessibility and effectiveness. Based on these findings, it is recommended that school administrators and Education policymakers invest more in CPD programmes by providing regular training opportunities, resources, and incentives to motivate teachers. Such efforts are essential in improving Biology teaching and learning experience, and fostering academic success among secondary school students.

This work was carried out to find out the perception of Biology undergraduate students on the influence of fieldtrip on the academic achievement. Four research questions were raised to guide the study. The descriptive survey research design was adopted for the study. The instrument used for gathering data from the selected sample was a questionnaire. The Cronbach Alpha method was used to determine the reliability which yielded coefficient of 0.71. A total of 249 biology students (300-400level) in the University of Benin constituted the population of the study. The sample size consisted of 100 students drawn from the population of the study. The data collected were analyzed using descriptive statistical mean and standard deviation. The findings of this study showed that students’ academic performance would be enhance when student centered learning through field trip is used. The study found out that students learn better when they are allowed to participate actively in class by interacting with the lecturer and the colleagues. Students had a positive perception about the use of field trip in the instructional process as they were expressed. The positive perception of students on the concept and the used of fieldtrip in the instructional process accelerated an enhancement in the academic performance. Based on the findings, it was recommended that the use of field trip strategy should be encouraged and enforced in teaching biology at tertiary level. Lecturers should encouraged to use field trip strategy in teaching biology since it encourages participation and retention of scientific concept. The use of fieldtrip should be introduced to prospective lecturers in courses such as special teaching methods, instructional technologies etc.

This Study evaluated the availability and use of instructional material for teaching biology in secondary school in Egor Local Government Area of Edo State, three (2) research questions served as it's guidelines, and it used a descriptive survey study design. It sought to find out What is the availability of instructional materials for teaching Biology in secondary schools? To what extent do Biology teachers in secondary schools use instructional materials in their teaching practices? What are the factors that influence the use of instructional materials by Biology teachers in secondary schools? The study employed the descriptive survey random design of Biology students in University of Benin, Edo State and a total of (100) respondents which were collected
from Biology students of Egor Local Government Area of Edo. The researcher developed a questionnaire. There are fifteen (15) questions on the Questionnaire. To analyze the data collected, descriptive statistics such as simple percentage and frequency were used. The study findings indicated that while instructional materials are available in many schools in Egor Local Government Area, the degree to which they are used effectively depends on several factors, including teacher training, motivation, and resource availability. The study suggests that in order to improve the use of instructional materials in teaching Biology, it is essential to address issues related to funding, teacher preparedness, and time management. Schools should be provided with the necessary resources, and teachers should be supported through professional development programs to enhance their ability to integrate instructional materials into their teaching practices, it is suggested that the government should make an effort to hire qualified teachers who can effectively teach students with the use of Instructional materials. The government and private Schools owners should provide adequate instructional materials in schools.