BIOLOGY TEACHERS’ AWARENESS AND UTILIZATION OF INNOVATIVE TEACHING STRATEGIES IN OYO SOUTH SENATORIAL

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BIOLOGY TEACHERS’ AWARENESS AND UTILIZATION OF INNOVATIVE TEACHING STRATEGIES IN OYO SOUTH SENATORIAL

 

CHAPTER ONE

INTRODUCTION

Background to the Problem

The purpose of education is not only to make students literate but also to improve their knowledge, self-sufficiency and their ability to think rationally. In any society, education is tool for growth and progress because it not only imparts knowledge, skill and right type of values, but, also builds human capital which breeds, drives and sets technological innovation and economic growth. Many advances in science and technology have helped nations to promote efficiency, self reliance and the overall wellbeing of humanity through invention/innovation in telecommunication, transportation, health, agriculture etc.

In Nigeria, the National Policy on Education (FRN, 2004) clearly spells out the objectives of science teaching from pre-primary to tertiary level. Specifically, at the Secondary level, it entails equipping students to live effectively in our modern age of Science and Technology. It is aimed at all ages of learners of all abilities and interests. Science is a process that helps in the development of the society. The global change in science curriculum arising from knowledge explosion and new wave in science and technology development demands for qualitative science teaching.

From the range of evidence in the science education literature and studies by Awodi (1984), Akpan (1996), Madu (2004), Okebukola (2005), it is clear that science education in Nigeria is faced with numerous problems that need to be addressed. Such problems include the inability of students to engage in complex problem solving activities and also the inability of Nigerian Students to apply school knowledge to real life problems in work place. The problems need to be addressed so that the goal of equipping students to live efficiently in our modern ages of science and technology as well as the acquisition of appropriate skills, mental, physical and social abilities and competences to live in and contribute to the development of the society, as formulated in the Nigeria National Policy on Education (FRN, 1981; 1998.) is achieved.

Buseri (2010) contends that to meet up with the rapid scientific progress in technology requires the presence of well-trained, efficient, knowledgeable and skillful teachers who are versatile in discharging their duties and responsibility. The persistent poor performance of student in science subjects at School Certificate level and the studies by Achor (2003); Umoren and Ogong (2007); Ogbeba (2009) has given rise to an assumption that most science teachers in secondary schools in Nigeria probably do not make use of varying form of teaching strategies to be able to cope with some specific difficulties associated with the teaching of science.

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BIOLOGY TEACHERS’ AWARENESS AND UTILIZATION OF INNOVATIVE TEACHING STRATEGIES IN OYO SOUTH SENATORIAL