This chapter discusses the background of the study, statement of the problem, purpose of the study, limitation of the study and definition of terms.
1.1 Background of the Study
Like many subjects offered at schools, biology is found to be significant in a number of ways to the lives of learners, Shoop, (2010).
There is a great challenge in the way biology and other sciences are taught in schools. The continuous poor performance in sciences generally and biology in particular is a constant source of worry and concern to parents, educators as well as government of the day. If the teaching of biology is to make its maximum contribution to the education and the well being of the society there are certain teaching techniques that ought to be employed fully in order to facilitate the learning of biology. These technique include the use of computer assisted instruction and puzzle based instruction.
In Nigeria, the realization of the need for a more meaningful and relevant education for development and self reliance is evident in the formulation of the national policy on education as well as production of innovative curricula materials for school (Peter, 2005). The science curricula, specifically biology curriculum for the senior secondary schools were one of such curricula, according to Horby (2002), science is the knowledge about the structure and behavior of natural and physical world based on facts that can be proved. Science has been and would continue to be of tremendous importance because of its ability to explain many natural occurrences and the central role it plays in the world’s current technology development (Olayiwola, 2014). The quality of education depends on teachers, as reflected in the performance of their duties. The teachers also play a crucial role in education attainment because the teachers are ultimately responsible for translating policy into action. Poor academic performance of learners can be linked to poor teacher’s performance in terms of accomplishing the teaching task, negative attitudes to work and poor teaching method/technique which have attributed to poor motivation. Akiri and Nkechi, (2009).
Unlike chemistry and physics, biology is more descriptive in nature (Mohudiu, 2008). Biology textbooks are often found to consist of long and complex sentences that are Laden with facts. Such structural complexities impose considerable cognitive demands on learners. Also, many technical terms in biology which are derived from Latin and Greek words are alien to learners.