THE STRATEGIES FOR EFFECTIVE TEACHING OF BIOLOGY IN THE SECONDARY SCHOOLS
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Abstract
This study investigated the strategies for effective teaching of biology in secondary schools. The study was carried out in Ebonyi L.G.A, Ebonyi state. The theoretical framework used included operant conditioning model and stimulus response (SR).Association theory, Bruner’s theory of cognitive learning, John Dewey’s theory of cognitive, Ausubel’ssubsumption theory other review done covered the following concept maps, using concept maps in instruction, the use of concept maps and experiments in the teaching of Biology, origin of experimental science, importance of science practical work, experimentation in Biology teaching. The study was conducted using the quasi- experimental design, specifically the pre-test and post-test; non equivalent control group design was used. The population for the study comprised of the 6208 SS2 biology student of Ebonyi state from which 1116 were drawn from Ebonyi L.G.A. The schools sampled include Government Secondary School (GSS) Afikpo and Government Secondary School (GSS)Okposi. The Biology Achievement Test (BAT) was used in the study. The dependent variable in this study is the students‟ Biology achievement. The research questions were answered using mean and standard deviation while the two sample t-test, analysis of covariance and pairwise comparison was used for testing the hypotheses at 0.05 level of significance. From the analysis of the data from this experiment, the use of experimental strategies for teaching biology was found to have better advantages over the conventional method (lecture) and the concept mapping method. The study further recommended that Science teachers should lay more emphasis on the use of experiments in the teaching and learning of Biology for improving performance among students.
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