AWARENESS AND UTILIZATION OF IMPROVISATION STRATEGIES IN TEACHING BIOLOGY IN SECONDARY SCHOOLS IN EBONYI NORTH EDUCATION ZONE

Abstract

The purpose of study is to ascertain the awareness and utilization of improvisation strategies in teaching Biology in secondary schools in Ebonyi North Education Zone of Ebonyi State. Two research questions and four null hypotheses were formulated and tested at .05 level of significance. Descriptive survey research design was employed for the study. The population for the study consisted of 103 Biology teachers in the governments owned secondary schools in Ebonyi North Education Zone. No sampling was done because the population is small manageable. The researcher developed structured instrument with the title “Awareness and utilization of Improvisation Strategies in Teaching Biology Questionnaire” (AUISTBQ). The instrument was validated by three research experts. Cronbach Alpha reliability estimate was used to determine the internal consistency of the instrument. Reliability indices of .69, and .80 respectively. The overall reliability index stood at .74 indicating that the instrument is highly reliable and suitable for the study. Data collected were analyzed using mean with standard deviation to answer the two research questions. The null hypotheses were tested using t-test statistics at .05 level of significance. From the discussion of the findings, it was concluded that Biology teachers to a high level are aware of improvisation and small scale experiment strategy in teaching Biology in secondary schools in Ebonyi North Education Zone. The findings of the study indicated that Biology teachers to a low extent utilize improvisation strategy and small scale experiment in teaching Biology in secondary schools in Ebonyi North Education Zone. There is no significant difference in the mean response scores of male and female Biology teachers on their level of awareness and utilization of improvisation strategy in teaching secondary schools Biology in Ebonyi North Education Zone. Similarly, there is no significant difference in the mean response scores of urban and rural Biology teachers on their level of awareness and utilization of improvisation strategy in teaching secondary schools Biology in Ebonyi North Education Zone. Based on the findings, the researcher recommended among others that deliberate efforts should be made by education supervisors in ensuring that the Biology teachers utilize improvisation strategies in teaching Biology in secondary schools in Ebonyi North Education Zone of Ebonyi State.