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CHAPTER ONE

INTRODUCTION

1.1 Background of the study

Biology stands as an indispensable pillar within senior secondary education, offering students a

profound understanding of living organisms, ecosystems, and the foundational principles of life

sciences. The potency of biology education's delivery rests squarely on the shoulders of

proficient and well-prepared teachers. Such educators must embody a fusion of specialized

subject knowledge, potent pedagogical skills, and astute instructional strategies. This confluence

becomes particularly crucial within the unique context of Ikwuano Local Government Area

(LGA) in Abia State, where the quality of biology education stands susceptible to multifarious

influences, chiefly among them being the competency level of educators.

The role of an educator in the education process is indeed paramount. It intricately binds their

instructional methods to the eventual outcomes of their pedagogy, intricately woven into the

developmental trajectory of the nation itself. As underscored by Nzeneri (2018), the ripples of a

teacher's actions extend across individuals, groups, and even the course of the nation. This

sentiment is reinforced by Ozochi (2017), who envelops the term "teacher" in the sphere of those

individuals entrusted with students' educational journey. They emerge as the core agents for

propagating essential skills, knowledge, and attitudes that shape learners' academic odyssey.

Thus, the teacher becomes a linchpin in the complex dynamics of the teaching-learning

continuum.

However, amid the acknowledged centrality of teachers in the educational realm, a glaring

research void persists concerning the precise competencies indispensable for biology teachers

within this specific region.

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The mandate of ensuring a standard of education that aligns with global benchmarks necessitates

a granular identification of competencies intrinsic to biology educators. These competencies not

only enable the effective delivery of the curriculum but also empower educators to catalyze

meaningful learning experiences for their students.

This present study passionately undertakes the mission of bridging this chasm in research. It

meticulously dissects the competency requirements of teachers for the effective teaching of

biology within senior secondary schools nestled in the Ikwuano LGA. Recognizing the intricacy

of this endeavor, a meticulously crafted mixed-methods approach will be employed. This

approach, encompassing surveys and interviews, forms the bedrock for extracting insights from a

diverse spectrum of stakeholders – including biology educators, school administrators, and the

students themselves. Subsequently, the amassed data will undergo rigorous scrutiny, a crucible

within which the pivotal competencies demanded of biology educators shall be distilled.

Furthermore, this analysis aims to scrutinize the extent to which educators in Ikwuano LGA

possess these critical competencies.

Through the execution of this study, the aspiration is to illuminate the current state of biology

education within Ikwuano LGA, Abia State. This endeavor goes beyond mere elucidation, as its

reverberations extend into the realm of practicality. It lays the foundation for precision-crafted,

impact-driven professional development programs, specifically calibrated to cater to the nuanced

needs of biology educators. By homing in on the competency requisites of educators, the

overarching intent is to elevate the caliber of biology education across the region. The projected

outcome transcends the four walls of the classroom, poised to better equip students for advanced

studies and potential careers in science and allied domains. Thus, this research becomes a

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lodestar for effecting tangible enhancements within the local biology education tapestry,

fostering a generation primed to excel in the multifaceted arena of science and beyond.

1.2 Statement of the Problem

Biology teachers in senior secondary schools are expected to effectively impart knowledge in

biological concepts both theoretically as well as practically. This is because the teachers are

expected to be equipped with the requisite pedagogical skills to impart the required knowledge to

the students. To ensure effective teaching of biology, teachers are required to possess specific

competencies and pedagogical skills to engage students in meaningful learning experiences.

However, the teaching of biology in senior secondary schools have faced some challenges

especially as regards instructional delivery within and beyond the classroom. This could be

attributed to the low competency level among biology teachers in senior secondary schools.

To ameliorate the situation, there is an urgent need to identify the competency needs of teachers

to ensure effective teaching of biology in senior secondary schools. Thus, the specific

competency needs of biology teachers in the region have not been adequately investigated.

Hence, it is against this backdrop that this study seeks to examine the competency needs of

teachers for effective teaching of biology in senior secondary schools in Ikwuano LGA, Abia

State.

1.3 Purpose of the Study

The general purpose of the study was to examine the competency needs of teachers for effective

teaching of biology in senior secondary schools in Ikwuano LGA, Abia State.

Specifically, the study sought to:

1. Assess the current level of competency among biology teachers in senior secondary schools in

Ikwuano LGA, Abia State.

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2. Explore the role of technology in promoting the effective teaching of biology in senior

secondary schools in Ikwuano Local Government Area, Abia State.

3. Identify the key competencies required by biology teachers for effective teaching of biology in

senior secondary schools in Ikwuano Local Government Area, Abia State.

1.4 Research Questions:

The following research questions guided the study:

1. What is the current level of competency among biology teachers in senior secondary schools

in Ikwuano LGA, Abia State?

2. What are the technological competency needs of biology teachers in senior secondary schools

in Ikwuano Local Government Area, Abia State?

3. What are the key competencies required by biology teachers for effective teaching of biology

in senior secondary schools in Ikwuano Local Government Area, Abia State.

1.5 Hypothesis

The following null hypotheses were formulated to guide the study and were be tested at 0.05

level of significance:

Ho1: There is no significant difference between the mean responses of male and female

biology teachers on current level of competency among biology teachers in senior

secondary schools in Ikwuano LGA, Abia State.

Ho2: There is no significant difference between the mean responses of male and female

biology teachers on the key competencies required by biology teachers for effective

teaching of biology in senior secondary schools in Ikwuano Local Government Area,

Abia State

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Ho3: There is no significant difference between the current competency level of biology

teachers and the identified competencies required by biology teachers in senior secondary

schools in Ikwuano Local Government Area, Abia State.

1.6 Significance of study

The findings of this study will be of immense benefit to biology teachers, government, as well as

researchers.

Biology teachers will benefit from this study as it will help them identify key competency areas

where they need to focus in order to ensure adequate instructional delivery. The implementation

of these key competency areas will help biology teachers in secondary schools see the need for

professional development as well as update themselves with the latest technological innovations

so as to promote the effective teaching of biology in senior secondary schools. The study will

further help the teachers adapt to modern instructional strategies that will facilitate the effective

teaching of biology in secondary schools.

This study will also benefit the government as it will give them an overview of key competencies

required by biology teachers for effective teaching of biology in senior secondary schools.

Through this study, government will identify specific areas to focus on as regards policy

implementation. By knowing the key competencies required by biology teachers in senior

secondary schools and its impacts towards effective instructional delivery, it will also encourage

them to make significant budgetary allocations to the education sector, provide necessary

infrastructure, modern facilities and human resources to the schools which would enhance

teaching and learning. The various strategies identified in this study could further be used by

government to engage in the professional development of biology teachers for effective service

delivery.

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Finally, this study will form the bedrock for future researchers by adding to the pool of

information that already exists in this area. This is because the study will provide empirical data

to meet the need of enhancing more empirical information in this area. This study will also serve

as a resource material as well as provide an insight into areas that require more emphasis in the

subject. Future researchers will be induced by the findings of this study to carryout researches on

the areas to be suggested for further studies.

1.7 Scope of the Study

This study is delimited to only senior secondary schools in Ikwuano L.G.A. of Abia state. It

specifically focuses on the competency needs of teachers for effective teaching of biology in

senior secondary schools in Ikwuano LGA, Abia State. Some key competencies required by

biology teachers in senior secondary schools are; proficiency skills in applying modern

instructional techniques in instructional delivery, ICT skills, classroom management skills,

critical thinking skills and problem-solving skills among others.