AN EVALUATION OF THE RESOURCES AVAILABLE FOR BIOLOGY INSTRUCTION THAT IS BOTH EFFECTIVE AND EFFICIENT IN SENIOR SECONDARY SCHOOLS

BACKGROUND TO THE STUDY: Education plays a crucial role in equipping individuals with the necessary skills and knowledge to navigate and succeed in various aspects of life. This pertains to the process of acquiring skills in order to generate income. The concept of education continues to evolve and expand in its scope, just as it has always done. According to the Federal Ministry of Education (2008), schools are currently facing various challenges due to evolving student needs, societal expectations, economic shifts, and technological advancements.

According to Ali (2002), the term "science" encompasses a range of knowledge, skills, and processes related to the study of the natural world. The user states that science is primarily focused on conducting investigations and engaging in activities related to the development, acquisition, and control of knowledge, skills, attitudes, and capabilities pertaining to the natural elements of the environment. Aniodoh (2009) defines science as a collection of knowledge that is obtained through systematic and procedural methods, relying on tentative observation and experimentation.

Biology, classified as a science subject, encompasses the study of life and the structure of living organisms. It focuses on understanding the structure, behaviour, distribution, and origin of plants and animals, as well as their interactions with the environment. According to Abugu (2007), biology is classified as a natural science that focuses on the study of living organisms, including plants and animals. Biology is widely recognised as the fundamental discipline for comprehending life, addressing health issues, and sustaining ecosystems. The discovery has been made that secondary school students often choose biology as a subject without fully understanding its breadth and complexity. While teachers are often held responsible for students' poor performance in biology, it is important to recognise that they should not shoulder all the blame. Instead, it is crucial to consider various contributing factors such as teaching aids, students themselves, and government involvement.

The syllabus for biology in West African Examination Council (WEAC) and National Examination Council (NECO), among others, is designed with a focus on conceptual understanding. According to Bandele (2003), it is anticipated that students who are sufficiently exposed to the syllabus will not only develop scientific skills and attitudes, but also exhibit a comprehensive comprehension of scientific concepts. Additionally, they will be able to apply their knowledge to offer practical solutions to real-life problems. The analysis of achievement test results in Makurdi Local Government Area of Benue State reveals a consistent trend of narrowing performance gaps in Biology at the senior secondary school level (Onekutu and Onekutu, 2002). According to the West Africa Examination Council (WAEC) Chief Examiners report, the statistics for the WAEC May/June 2016 exams show that 878,040 candidates, which is 52.97% of the total, achieved credits in five subjects or more, including English Language and Mathematics.

The Biology teachers utilise a range of materials. The resources mentioned in Olagunju's study (2000) include models, charts, preserved specimens of plants and animals, culturing equipment, and a microscope. According to Umeoduagu (2000), it is important to ensure that the resources provided in the classroom are of high quality and sufficient in quantity in order to facilitate an effective teaching and learning process. According to a study conducted by Josiah and Ali (2013), it was found that there is a lack of essential facilities in schools, including equipment such as radio, television, computers, chemicals, specimens, video tapes, staves, Bunsen burners, models, and charts. Educators have expressed serious concern regarding the inadequacy of teaching materials, laboratory, and space.

Ajewole and Okebukola (2000) identified several factors that are believed to have contributed to students' poor academic achievement in school. These factors include inadequate study habits and limited access to resource materials, ineffective teaching by teachers, the teaching methodology employed, and the learning environment provided for both students and teachers. According to the author, the potential reason behind the low academic achievement of students in Biology could be attributed to the learning environment they are exposed to.  The authors emphasise that there are numerous factors that may contribute to students' poor academic performance. These factors include: inadequate study habits and limited access to resources, negative school environment, lack of discipline, insufficient facilities, ineffective teachers, teaching methods, and the learning environment for both students and teachers. According to the author, the underachievement of students in primary school could potentially be attributed to the learning environment they are exposed to. According to Obaka (2005), there is evidence to suggest that the school environment can have a detrimental impact on students' academic achievement. This is particularly true when the school lacks a positive climate, adequate instructional materials, effective discipline measures, appropriate physical facilities, and high-quality teachers. Additionally, the location of the school can also play a role in its overall effectiveness.

The potential lack of correlation between the decline in performance in Science, Technology, and Mathematics (STM) and the subpar learning environment resulting from inadequate infrastructure facilities is worth considering. The user mentions Akinsola (2000).  According to Mapaderun (2002), the presence and sufficiency of these facilities play a crucial role in enhancing the effectiveness of teaching and learning activities in schools. Conversely, the lack of these facilities has a detrimental impact on academic performance. The Science Teachers Association of Nigeria (STAN) has made significant efforts to provide training for secondary school teachers in improvisation techniques for teaching science subjects, specifically Biology. It is important to assess the extent to which teachers have been able to create instructional materials for effective teaching through improvisation.

The researcher recognised the importance of evaluating the resources available for teaching and learning biology in senior secondary schools in Enugu South local government area of Enugu-state, given the context.