MODELS AND VISUAL RESOURCES AVAILABILITY AND UTILIZATION IN TEACHING OF BIOLOGY IN SECONDARY SCHOOLS

MODELS AND VISUAL RESOURCES AVAILABILITY AND UTILIZATION IN TEACHING OF BIOLOGY IN SECONDARY SCHOOLS

CHAPTER ONE

INTRODUCTION

1.1            Background to the Study

Nigeria as a signatory to the millennium development goal (MDG) and education for all (EFA) initiative, adopted the National Economic Empowerment Development Strategy (NEEDS) is a reform measure in 2014. This promoted among others, the adoption of a new curriculum structure for the implementation of a 9-year basic and senior secondary education programmes; and restructuring of the profile of the existing subject for primary, junior and senior secondary schools. With the demand of this initiative, the content of the existing curricula could no longer meet the need of the school's leavers in terms of academic standard, civic, ethical and moral responsibilities, entrepreneurship, nor make them fit for global competitiveness. 

Just like every other curriculum innovation, this ideology (curriculum restructuring) is a welcome development, but the major contention is whether the curriculum content will be implemented as planned bearing in mind the unavailability/under-utilization of resources due to poor capacity development, the dearth of adequate resources, epileptic power supply, among others.

The importance of instructional resources to the successful implementation of the new Biology curriculum cannot be overemphasized. This is because the use of instructional resources such as models and visual resources is a sinequanon for effective behavioural change in learners (Jimon, 2009). This is why Adekunle (2008) in Okobia (2011), noted that when students are given one opportunity to learn through more sense, they learn faster and easier. Therionwu (2010) referred to models and visual resources as objects or devices which help the teacher to make learning meaningful to the learner. They are materials used to assist the transference of information from one person to another. In other words, models and visual resources are learning materials. It offers a variety of learning experiences individually or in combination with different teaching and learning experiences as well as encourages learners to become skilled technicians with an endless passion for learning. Okobia (2011) summarized the importance of using model and visual resources on the classroom to include: making the subject matter more real; explicating difficult concepts; making the learner experience what is being though; helping to improve upon the imagination of the learners and preventing misconceptions.

A model is a representation of a system (for instance, the human respiratory system, the solar system etc) or a phenomenon (such as the changing seasons, the oxidation of metal, or human’s main training their body temperature etc). These representations can take the form of drawings, diagrams, flow charts, equations, graphs, computer simulation or even physical replicas (such as a tabletop model of a watershed).

According to Okobia (2011), teachers frequently use models in the classroom; in fact, textbooks are full of these representations: unfortunately, most teachers rarely make use of models. Models are used as props to show, point out, or provide examples of a system or phenomenon. Visual resources are books, charts, motion pictures, posters, diagrams, and photographs. Visual resources play a great role in secondary and make students to clarify nonverbal symbols and promote interaction among our students and their subject teachers. Mavida (2008) state that, the utilization of visual resources in the classroom make students participate effectively in the teaching process hence enhancing quality education that enables them to suit in the current society in relation to technological changes. It is against this background that the study sought to find out the significance models and visual resources availability and utilization in the teaching of Biology in Secondary School in Ikot Ekpene Local Government Area.

1.2            Statement of the Problem

For a long time in Nigeria research had not been undertaken to investigate the availability and utilization of models and visual resources in the teaching and learning of Biology. Most of the information available is on the importance of teaching/learning aids and not whether or not these teaching/learning resources are there in schools and are effectively being used by both the teachers and the students. Lack of these has no information for the stakeholders of school and Biology teachers to work with. This study is, therefore, carried out to evaluate the availability, utilization, and accessibility of models and visual resources in secondary schools.

1.3            Purpose of the Study

The main purpose of this study was to investigate the significance of models and visual resources availability and utilization in the teaching of Biology in secondary schools in Ikot Ekpene Local Government Area. Specifically, the study intends to:

i.                   examine the significant difference between students taught Biology with models and visual resources availability in secondary school.

ii.                 examine the utilization of models and visual resources by Biology teachers in teaching their lesson in secondary schools.

iii.              examine the accessibility of models and visual resources by Biology teachers in teaching their lesson in secondary schools.

1.4            Significance of the Study

i.       The study will invariably be of tremendous importance to students, the teachers and researchers in Biology accordingly. The work will enable teachers to apply various models and visual resources to facilitate the teaching-learning process.

ii.     The work will enable teachers to appreciate the fact that the success of only teaching and learning activities is determined by how much the students are able to learn or gain from teaching. This can be achieved through the use of appropriate models and visual resources.

iii.  Discoveries from the study will guide teachers, government, sponsoring bodies and donors on the need to purchase model and visual materials for schools in Ikot Ekpene Local Government Area.

iv.  The study will help learners to think more than relying on the teacher.

1.5            Research Questions

The following research questions were formulated to guide the study:

i.                   To what extent are a model and visual resources available in secondary schools in Ikot Ekpene Local Government Area?

ii.                 How often do teachers make use of models and visual resources in the teaching of Biology in secondary schools in Ikot Ekpene Local Government Area?  

iii.              To what extent are model and visual resources accessibility in secondary schools in Ikot Ekpene Local Government Area?

1.6            Delimitation of the Study

The student focuses on models and visual resources availability and utilization and the teaching of Biology in secondary schools in Ikot Ekpene Local Government Area.

          The concern was to find out how the use of models and visual resources affect the teaching of Biology in secondary schools. 

1.7            Limitation of the Study

As expected in every research work, the research was limited by factors such as finance and the paucity of related kinds of literature as well as an inability to cover all the public schools. The short time required for completion and submission of this study further constrained the research work.