CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF STUDY

Biology is a natural science branch that studies living organisms, including their structures, functions, evolution, distribution, and interrelationships. The American Heritage Dictionary of the English Language (2009 edition). Biology holds a unique place in the secondary school curriculum due to its relevance as a science of life.

The secondary school Biology curriculum in Nigeria is designed to continue students' investigation into natural phenomena, to deepen students' understanding and interest in biological sciences, and to encourage students' ability to apply scientific knowledge to everyday life in matters such as personal, community, health, and agriculture, among others (Federal Ministry of Education, 2009). Biology is a very significant scientific topic that serves as the foundation for many other science courses such as Medicine, Pharmacy, Nursing, Biochemistry, Genetics, Agriculture, and so on, all of which are extremely vital to a nation's economy.

Aside from the importance of Biology to mankind as a study of life, it is one of the scientific subjects most commonly chosen by secondary school students since it requires fewer mathematical computations than Physics and Chemistry and deals with non-abstract subjects. As a result of these factors, Biology has a higher enrolment in the external examination (Senior School Certificate Examination) than Physics and Chemistry.

Despite the high number of students enrolled in Biology in senior school examinations administered by the West African Examination Council (WAEC) and the National Examination Council (NECO), reports from scholars and educators (Nwagbo, 1999; Biology Chief Examiner's Report, 2007; Ige, 2009, and Opara, 2011) indicated that students' achievement in Biology in external examinations is poor. The usage of the conventional technique (lecture/expository method) in teaching secondary school biology is associated to students' low performance in external examinations in Biology (Isiugo-Abanihe; LongJohn and Ibiene 2010).

Traditional/conventional teaching techniques commonly employed by Biology teachers include the lecture/expository approach, demonstration, and direct instruction, among others. Some educators (Ibe and Nwosu, 2003; Sawa, 2011 and Kirshner, Sweller, and Clark, 2006) have characterized these traditional methods of teaching as a poor method of teaching biology and other science subjects because they place more emphasis on the transmission of knowledge in a manner that emphasizes memorization.

Traditional teaching techniques include the unidirectional flow of information/knowledge from instructor to pupils and do not stimulate the acquisition of process skills required for correct comprehension of biological principles, concepts, and facts.

Guisti (2008) referred to these traditional teaching methods as teacher-centered approaches to learning, in the sense that the teacher and those higher up in the educational hierarchy are regarded as the possessors of knowledge to be transferred to the students, and as such, they determine how the knowledge transfer occurs. The standard biology delivery content's unidirectional flow of information renders pupils passive and unable to generate meaningful knowledge in the teaching and learning of biology.

1.2  STATEMENT OF THE PROBLEM

Service delivery in science subjects such as biology is highly important, however students may do very poorly owing to the employment of bad teaching techniques by teachers, a lack of enthusiasm in teaching and learning, and occasionally the effect of gender. Finally, various studies have been conducted on the comparative analysis of biology teaching methods, but not a single study has been conducted on the comparative analysis of biology delivering contents in traditional and university of technology settings.

1.3   AIMS AND OBJECTIVES OF STUDY

The main aim of the study is to examine the comparative analysis of biology delivery contents in conventional and universities of technology. Other specific objectives of the study include;

1. to determine the factors affecting biology delivery contents in conventional and universities of technology.

2. to determine the effect of biology delivery contents on students in conventional and universities of technology.

3. to determine the influence of biology delivery contents on gender in conventional and universities of technology.

4. to proffer possible solutions to the problems.

1.4   RESEARCH QUESTIONS

1. What are the factors affecting biology delivery contents in conventional and universities of technology?

2. What is the effect of biology delivery contents on students in conventional and universities of technology?

3. What is the influence of biology delivery contents on gender in conventional and universities of technology?

4. What are the possible solutions to the problems?

1.6   SIGNIFICANCE OF STUDY

The study on the comparative analysis of biology delivery contents in conventional and universities of technology will be of enormous benefit to the entire university of technology in the sense that it will assist biology teachers in the identification of a more effective biology service delivery that will help students achieve high in biology and have increased interest in biology, causing them to opt for science courses in higher institutions and also appreciate biology.

It will also assist teachers and science educators in identifying better biology delivery content that will make the teaching and learning process more interesting because students' achievement will be improved and their interest will be maintained, allowing the realization of the stated instructional objectives, which is the goal of any academic enterprise. Finally, the study will add to the corpus of current literature and expertise in this field of study, as well as serve as a foundation for future research.

1. 1. This material content is developed to serve as a GUIDE for students to conduct academic research work
2. 2. As a source for additional understanding of the subject.
3. 3. As a source for ideas for your own research work (if properly referenced).
4. 4. For PROPER paraphrasing (see your university definition of plagiarism and acceptable paraphrase)
5. 5. Direct citing (if referenced properly)
Thank you so much for your respect to the authors copyright.