CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Biology is the science of living things among which human has the strongest place. Biological sciences stimulate human interest to find the truth with an intellectual rigor  therefore  has  an  important  cultural  and  educational  function.  Accordingly,  the purpose of science is “to discover the laws that govern the natural world and so increase our understanding of it” (Liras, 1994). Science provides a collection of information that may be used to many types of human, material, and environmental problems. It may also be divided into two broad complimentary modes: the acquisition of information about the natural world via exploration and discovery endeavors, and the application of such knowledge for human and material progress. Science is studied and practiced around the world, including Nigeria. Nigeria is a developing country with a growing demand for science-based skilled labor. At the secondary school level, this might begin with the learning and application of science topics such as biology, chemistry, integrated science, and physics. Only biology was covered among the science topics taught in Nigerian secondary schools, which included biology, chemistry, integrated science, and physics. This is due to the study's concentration on biology education.

In Nigeria, biology is one of the senior secondary school courses taught. Biology is a core scientific topic that provides curriculum for students pursuing careers in medical, nursing, pharmacy, forestry, and fisheries, among other fields. A credit pass or above in biology is required for any science-related occupational specialty.

Biology's importance as a discipline cannot be overstated. It is one of the most often needed disciplines for entry to many professional courses, including medicine, pharmacy, nursing, medical laboratory science, dentistry, veterinary medicine, and physiotherapy. Microbiology, Biochemistry, Botany, Agricultural Science, and Biology Education all need biology (FGN 2004). According to the National Policy on Education, students must provide at least one scientific topic in senior high school. Biology is the most prevalent scientific course provided to all SSS students. The present biology curriculum's contents and settings emphasized field studies, guided exploration, laboratory instruction and skills, and conceptual thinking.       

The objectives cannot be met unless adequate and suitable instructional resources are made available and utilized maximally. Abimbola (2018) discovered that the biology content areas judged by teachers to be significant correspond to what might be dubbed "Applied Biology" in his study on "Teachers' views of important and difficult biology material in secondary schools." The survey also discovered that biology curriculum areas viewed as difficult by instructors to teach fall under the category of "Pure Biology." Ecology, Chromosomes, Cellular, Respiration, Growth, and Heredity are examples of biology topics viewed as difficult to teach. According to Brennen (2022) educators often presume that whatever instructors deem to be extremely significant subject will be taught properly. What is viewed as difficult will almost certainly not be taught. Teachers have little or no option but to teach all topics in a centralized educational system where the curriculum is more or less handed down to them. For  that  reason  science  education  should  include  practical activities as well as theory for a real understanding of nature of science. Liras (1994) stated that the student must connect the theoretical concepts with the practical aspects of real word via the motivation of teacher and subject discipline.

1.2 STATEMENT OF THE PROBLEM            Students' poor performance in external examinations such as Secondary School Certificate Examinations (SSCE) and General Certificate Examinations (GCE) in secondary school has become a source of concern for stakeholders in the education sector, particularly in light of the nation's goal of becoming one of the world's top 20 economies by 2020. According to recent figures issued by the two examination authorities, the West African Examination Council (WAEC) and the National Examination Council (NECO), the caliber of teaching and learning in both public and private schools has continued to deteriorate at an alarming rate (Osuagwu, 2019).

Once a teacher has difficulty understanding certain biology topics, he will not be able to teach such topics to the students' good understanding, so such a teacher will likely avoid such topics, and students will likely not understand the area of the biology curriculum not taught by the teachers, and students may even not prepare well for external examinations in such topics. Because the syllabus and questions are based on the senior secondary education curriculum, this may result in low performance in the senior level certificate test. The study's aim was to examine instructors' perceptions of tough themes in senior secondary biology curriculum.

1.3 OBJECTIVES OF THE STUDY

The main purpose of this study is to analyze  teachers’ perception of difficult topics in senior secondary biology curriculum. Specifically, the study was directed:

i.          To identify the areas in biology curriculum which senior secondary biology teachers find difficult to teach.

ii.        To ascertain whether teachers academic qualification influences the difficulty in senior secondary school biology curriculum.

iii.      To establish whether teaching experience of teachers contributes to difficulty in senior secondary school biology curriculum.

iv.      To decipher strategies to be employed in other to solve the problem of    difficult  topics  found in the senior secondary school biology curriculum.

1.4 RESEARCH HYPOTHESES

The following research hypotheses were raised.

HO1: The extent at which teachers encounter difficulties in biology is low.

HO2: Teachers academic qualification has no influence on  difficulty topics in senior secondary school biology curriculum?

HO3: Teacher’s experience does not contributes to difficulty topics in senior secondary school biology curriculum?

1.5 SIGNIFICANCE OF THE STUDY

The researcher was compelled to engage in this study work of difficult content areas in the secondary school biology curriculum, by the present alarming increase in the failure of biology subject by students in senior school certificate biology examinations.

As earlier noted, the knowledge of biology prepares students for various fields like medicine, pharmacy; agriculture etc. For instance, if the problem of cells, genetics, mitosis and meiosis are dealt with as regards to heredity and cell division, the people in the society will be able to choose the best life partner and be aware of cell divisions in them during embryonic formation in the area of reproduction. Disease among the population will be prevented and also living condition will improve. The suggestions will be of great help to the teachers and students in those areas of difficulties. Moreover, the findings of the study will be of immense benefits to biology researchers and book writers in biology. It will also help institutions preparing teachers of biology to be familiar with important data for planning biology course for potential and present biology teachers in our secondary schools. Governmental bodies entrusted with curriculum planning will know where to amend while planning biology curriculum when this work must have been completed by the researcher. And this will eventually lead to a sustainable development and improvement in the teaching of biology in schools.

1.6 SCOPE OF THE STUDY

The scope of this study borders on  teachers’ perception of difficult topics in senior secondary biology curriculum.It also sought to determine whether teachers academic qualification, teaching experience and gender as factors responsible for perception of difficulty which leads to poor performance of students in science courses (biology). The study is delimited to selected secondary school in Umuahia south local government in Abia  State.

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