The Impact of Classroom Variables and Teaching of Biology in Secondary Schools

The Impact of Classroom Variables and Teaching of Biology in Secondary Schools

 ABSTRACT

The investigation of the impact of classroom factors on the efficient instruction of biology in the Ibiono Ibom Local Government Area took place in secondary schools. The study looked primarily at classroom factors like class size and teacher experience that may have an impact on how biology is taught in secondary schools. To direct the interpretation of the study’s results, two (2) research questions were developed. The research design for the study was survey-based. For the purpose of the study’s findings, a total of 30 Biology professors were chosen using a straightforward random sample procedure. A systematic questionnaire was used in the study to collect data.

The results of the basic percentage approach used to evaluate the data from the questionnaire reveal that factors in the classroom, such as class size and teacher expertise, have a substantial impact on the efficient teaching of biology. A teacher-to-student ratio of 1:25 should be maintained in schools to facilitate the teaching-learning process, and teachers with higher qualifications and experience should be hired into the educational system to teach biology in order to improve the students’ learning outcomes.

CHAPTER ONE

INTRODUCTION

1.1   Background to the study

 The focal point of educational activities is the classroom. The classroom variables, which are a significant determinant of academic accomplishment in the school system, are the students and the teachers. Bandele (2003) emphasized the significance of classroom characteristics such as class size, administration, amenities, ventilation, lighting, acoustics, teacher motivation, and so forth.

Harb (2006) identified two categories of variables: internal and external. Internal variables in the classroom include things like student competency, class test schedules, class size, classroom amenities, textbooks, class test results, school environment, complexity of course materials, teacher’s role in the class, technology used in the class, and examination systems. External variables in the classroom include things like extracurricular activities, family and financial problems, social and other problems, as well as extracurricular activities, family problems, and other problems.

Frank (2011) provides background information on the field of classroom environment and focuses on teachers’ and students’ perceptions of psychological aspects of the learning environment that permeate school settings. This compelling evidence shows that the classroom environment is a significant predictor of student outcomes and should not be disregarded by those looking to increase the effectiveness of learning.

According to Macauley (2012), since schools cannot be established without classrooms and no school can achieve educational goals or objectives without those variables, the links between schools, classrooms, and environments on students’ outcomes have been incorporated as one factor in a multifaceted educational administration.

In a clear and short statement, Shield and Dockrell (2004) noted that bad classroom acoustics contributed to a hostile learning environment for pupils. Performance on classroom tasks significantly decreased when the topic of noise was explicitly divided into two groups, internal and external noise (Nafukho, 2005). The teaching of science courses, particularly biology, has been hampered by the absence of fundamental classroom amenities like laboratory furniture.

The Impact of Classroom Variables and Teaching of Biology in Secondary Schools

The teaching of subjects that are intended to be taught realistically. Theoretically as a component of a teacher’s adaptive mechanism because there aren’t enough resources to support good science education. These have an impact on students’ performance and lessen their competitiveness when compared to other students’ work in those courses. In fact, a classroom setting that promotes successful science teaching and learning improves learning.

This study aims to investigate how classroom characteristics affect biology instruction in secondary schools in the Ibiono Ibom Local Government Area.

1.2   Statement of the Problem

Education is viewed as a tool that facilitates the acquisition of knowledge and skills all around the world. Every country strives to give its residents access to high-quality education. Despite all the advantages of education supplied by stakeholders in education, government, and parents, Momoh (2012) notes that the majority of students’ performances fall short of expectations. This declining standard is attributed by researchers like Park (2005) to a variety of classroom-level characteristics, including the teacher’s training, experience, certification, authentic instruction, converged subject, and class size.

The current state of education reform in Nigeria, and specifically in Akwa Ibom State, has led to an increase in the number of pupils enrolled in secondary schools. Without a proportional increase in infrastructure and teachers, this growth in student enrollment could result in big class sizes, which would put a strain on teachers who would have to manage a large number of pupils who were allotted to them.

It has been observed that large classes do not promote effective teaching. For example, in a long hall with 100 students, a teacher might be lecturing while students in the back discuss receiving calls, and the teacher’s voice might not be audible all the way to the end of the hall, which would negatively impact teaching and learning and have poor performance as a result. This study’s purpose is to determine whether classroom variables can affect how effectively biology is taught in secondary schools in the Ibiono Ibom Local Government Area.

The Impact of Classroom Variables and Teaching of Biology in Secondary Schools

1.3   Purpose of the Study

The main purpose of this study is to investigate classroom variable and effective teaching of Biology in secondary schools. Specifically, the study aimed at determining whether:

1. Class size has relationship with effective teaching of Biology in secondary schools.
2. Teachers’ experience has any relationship with effective teaching of Biology in secondary schools.

1.4   Significance of the Study

The finding from the study will be beneficial to the following groups of persons:

1. The school administration will benefit from the finding because the result will help them to effectively manage and utilize the school facilities.
2. Teachers will also use the result of the study to create an enabling classroom environment that will aid teaching and learning processes.
3. The government will also find the result of this of this study which will bring to their door steps those facilities that are lacking within the classroom as to make appropriate policies to cover up their objective.
4. Parents will use the finding of this study to obtain adequate information on the choice of a good school for their children and wards

1.5   Research Questions

The following questions formed the bedrock of this study as well as guide this investigation.

1. Does class size affect the effective teaching of Biology in secondary schools in Ibiono Ibom Local Government Area?
2. Does teachers’ experience influence the effective teaching of Biology in secondary schools in Ibiono Ibom Local Government Area?

1.6   Limitation of the Study

This study encountered some forms of limitations during the process of its findings which includes:

1. Financial constraint: The present economic recession in the country posed some financial problem which posed serious challenges in gathering and assembling of facts and materials for the finding of the study.
2. Poor access are located in very interior and remote area where roads are not motorable.
3. Time factor: The researcher was constrained by limited time given for the completion of this research work.

1.7   Delimitation of the Study

This study was delimited to classroom variable factors that may influence the effective teaching of Biology in secondary schools. These factors may include classroom size, classroom space, classroom lighting, classroom ventilation, classroom research work covers same secondary schools within Ibiono Ibom Local Government Area only. The finding of this study will be benefit not only to Ibiono Ibom Local Government Area but to Akwa Ibom State at large.

1.8   Definition of Terms

In order to avoid ambiguity in the grammatical contexts in this study, the following terms are defined:

Classroom: This is the centre of learning activities, centre of heavy traffic flows of learners and teachers constituting the key participants. This consists of built up or physical setting interaction. This includes space, light, sound etc.

Variables: These are factors, qualities or characteristic that can change or be changed.

Teaching: This refers to the act and science of helping others to grow in their knowledge and understanding.

Effective: this is the act of producing a successful result or outcome.

Environment: This refers to the total circumstance surrounding a person which embodies all the things both natural and man-made which surround an individual for survival and existence.

Experience: Refers to the knowledge and skills that one has gained through doing something for a period of time.

The Impact of Classroom Variables and Teaching of Biology in Secondary Schools