CHAPTER ONEINTRODUCTION

1.1   Background to the Study        Science has contributed immensely to the development of the modern world and has been recorded as the bedrock on which modern days’ technological breakthrough s hanged. Nowadays, countries all over the world, especially the developing ones like Nigeria are striving hard to develop technologically and scienti0cally. Since the world is Learning scientific, proper functioning of lives depend greatly on science.        Biology is one of the science subjects offered at the senior secondary school levels in Nige1ai secondary schools, (FRN, 2004). Biology is very important science subject and a requirement for higher learning in a number of science reacted professional courses like medicine, agriculture, pharmacy. According Ofoegbu (2003), Biology is a science subject done in secondary schools by majority of the students and r1 most schools. it is optionally compulsor\,/ for all students because, it is one of the core subjects. As a result studencs are being encouraged to take upscience-related subject and one subject that most students opt for is Biology. Today, Biology pervades literally every field of human endeavour and it plays a fundamental role in education advancement.

For Nigeria to attain this height, attention should be given to the causes of the poor performance of Biology

students. Poor achievement in Biology can be attributed to the teaching strategies adopted by teachers in teaching Biology. The term “teaching strategies” refers to the general pedagogy and management style used for classroom instruction. The choice of teaching strategies according to Wikipedia may also depend largely on this information that the teacher or instructor intend to pass a cross to the members/students in his/her class, the skill that is to be taught and it may also be influenced by the attitude and level of enthusiasm of the class/students. The primary purpose of teaching at any level of education is to bring a fundamental change in the learner (Tebala & kahass2011). To facilitate the process of knowledge transmission, teachers should apply appropriate teaching strategies that best suit specific objectives.

In the traditional epoch, many teaching practitioners widely applied teacher-centered strategies to impact knowledge to learners comparative to student-centered strategies until today, questions about the effectiveness of teaching strategies on student learning have consistently raised considerable interest in the thematic field of educational research (Hightower et al; 2011). Moreover, research on teaching and learning constantly endeavour to examine the extent to which different teaching strategies enhance growth in students’ learning. Quite remarkably, regular poor academic performance by the majority of students is fundamentally linked .to application of ineffective

teaching strategies by teachers to impact knowledge to learners (Adunola, 2011). Substantial research on the effectiveness of teaching strategies indicates that the quality of teaching is often reflected by the achievement of learners. According to Ayeni (2011), Teaching is a process that involves bringing about desirable changes in learners so as to achieve specific outcomes. In order for the method used for teaching to be effective, Adunola (2011), maintains that teachers need to be conversant with numerous teaching strategies that take recognition of the magnitude of complexity of the concepts to be covered.

The choice of teaching strategies according to Wikipedia may also depend largely on the information that the teacher or instructor intends to pass across to members/students in his/her class, the skill that is tobe taught, and it may also be influence by the attitude and level of enthusiasm of the class/students. In the last decades scholars have attempted to see how and why there has been a downward growth in the level of performance of secondary school age with the high rate of failure displayed by results of examinations conducted by external examinational bodies like WACE, NECO. Does it mean that the strategies of instruction are obsolete and needs revisions, or is the assertion true that Nigeria students are drill? Or is because these students have no passion for education/learning? Or is a likely, that the system of education in Nigeria generally does not favour this

generation of scholars. In this study an in-depth analysis will be done to analyze this menace that is eating up the education system.  seemingly poor academic performance may be caused by teaching strategies employed by-the teachers could the teaching strategies of teacher-centered strategy, student-centered strategy and teacher-students strategy affect the teaching of Biology in secondary schools?The problem of this study is to investigate the effect of teaching strategies on the learning of Biology among secondary school students in Ikono Local Government Area.1.3 Purpose of the StudyThe purpose of this study is to investigate the extent to which teaching strategies affect the learning of Biology among secondary school students in Ikono Local Government Area.Specifically, the study seeks to examine:

i.            The extent to which lecture method affects the learning of biology in Ikono Local Government Area.

ii.          The extent to which activity based approach effects the learning of Biology in Ikono Local Government Area.

iii.        The extent to which teacher-students interactions affect the learning of Biology in Ikono Local Government Area.

1.4 Research QuestionsThe following questions were formulated to guide this

study:

i.            To what extent does lecture method affect the learning of Biology in Ikono Local Government Area?

ii.          To what extent does Activit’) based approach affect the learning of Biology in Ikono Local Government Area?

iii.        To what extent does teacher-students interaction affect the learning of Biology in Ikono Local Government Area?

The finding of this study will be of benefit to the teachers, students and curriculum planners.This finding vvill help the students who have lost hope in doing well in Biology that all hope is not lost as they can still understand the subject by improvement of teaching strategies used by their teachers.The teachers will benefit Lnce the study will help n io understand the appropriate strategies of teaching to be employed in carrying out their duties. The curriculums planners will get to used information that will enable them improve in their planning of curriculum.1.6 Limitation of the StudyDespite the hug success recorded by the study some factors limited the study. Among the limiting factors are:Time: the period for the completion of the study was too short to allow the researcher cover all the identified students’ variables and its impacts on performance. These posses a great stress on sorting for it by researcher.

ii. Finance:- finance available for the study was not enough to support the research into other subject and possibly expand the study to other local government of the state.1.7 Delimitation of the StudyThe study will concern itself with the teaching strategies and the learning of Biology among secondary schools students in Ikono Local Government Area.1.8 Definition of TermsLecture Method: is a teaching method where the instructor acts as the primary information giver. The instructor typically stands in front of the students and may use a visual aid, such as a PowerPoint presentation, chalkboard or handout.Activity Based Approach: activity method is a technique adopted by a teacher to emphasize his or her method of teaching through activity in which the students participate rigorously and bring about efficient learning experience. It is a child-centered approach.Teacher-Students’ Strategy: this is a planned and systematic teaching procedure where the teacher is the produce and stays at the background to allowthe pupils to be maximally involved.Teaching strategy: is a process of selecting directing, controlling and evaluating the experience of the child to achieve desirable outcome. Using in teaching of economic which result in pupils’ academic acquirement in primary school. 

 CHAPTER TWO

REVIEW OF RELATED LITERATUREThis chapter seeks to view the opinion of research findings of other authors, writers and researchers n similar areas related to the study. This will help to provide a franie work, which compares the result of the study as well as discussing it findings. As such it will be considering on the following sub-headings:2.1 Concept of Teaching. Strategy2.2 Lecture Method and the Learning of Biology2.3 Activity based approach and the learning of Biology2.4 Teacher-student interactive method and learning of biology2.5 Summary of the Chapter21 Concepts of Learning Strategies

According to Eddie, (2006) the word method is systematic way of doing things, a procedure, plan, or system of attaining specific objectives. Alternatively, a regular, order, and systematic procedures for doing and planning to achieve something, as such, teaching method refers to systematic way of communicating and relating the instructional contents and learning experience in order to facilitate learning and achievement of objective. It is also refers as the difference ways of teaching, organizing learning

experience and providing various motivation in special subject according to the validated principles.

Udo (2007) stated that “instructional strategy is one of the outstanding things tht can either promote normal effective teaching and learning” teaching method is a gear or accelerator that accelerates or decelerate the teaching and learning. In order to achieve a desire objective, a teacher most adopts a good teaching method. Teaching method is a stand which a teacher adopt to explain a particular subject or lesson. For effective teaching and learning objectives to be achieved, a teacher must be able to selected a particular teaching method that suit a particular set of student’s/students, class of students/ student and the subject to deliver. But if the teacher is able to select techniques a method strategy there s tendency to mal-effective teaching and learning. Udo (2007) in Ekah (2005) has identified some factors which influence choice of method.1. Type of lesson: The type of lesson or the topic a teacher has to teach determine the teaching method the will use.2. The teacher’s aim and expected result: what the teacher wants to achieve in the lesson is a significant factor in the teaching process which will also determine this teaching method.3. The Subject: the method of teaching history for instance, is different from language teaching thus, a particular subject taught will determine the approach to be used.

4. Class, Age and level of maturation: the class or level of maturation of the learners will also determine the method used. A pupil’s in primary 3 for is taught.5. Individuality of learners: Any method adopted by the teacher must recognize the learners as separate entities bounded together by a common purpose.2.2 Lecture Teaching and Learning of BiologyLecture is a traditional method of teaching which is referred to as the “talk and cEhalk”. Lecture method involves a verbal presentation of ideas, concept, generalization and facts. The practice in this method is that of spoon-feeding the learners with information or facts.

The students as learners remain passive and receive information from their teacher (Umoren, 2001). Ekpo (1998) opine say that lecture method of teaching should be deemphasized if student are to be properly taughtUnder this method, student simply obtain information fron=m the teacher without building their engagement level with subject being taught (Boud & Feletti, 1999). The approach is less practical more theoretical and memorizing (Teo and Wung, 2000). It does not supply activity base learning to encourage student to learn real life problem based on applied knowledge. Since the teacher control the transmission and sharing of knowledge. The lect8ure may attempt to maximize the delivery of information while minimizing time and effort. As a result, both interest and understanding of student may get lost. To

address such shortfalls, Zakaria, Chin and David (2001) specified that teaching should not merely focused on dispensing rules, definitions and procedures for student to memorize, but should also activity engage student as primary participants.2.3 Activity Approach and the Learning of BiologyWith the advent of the concept of discovery earning, many scholar today widely more supple student-centered methods to enhance learning (Greivzer, 2002). Most teachers today apply the student-centered approach to promote interest, analytical research, critical thinking and enjoyment among students (Hesson & shad, 2007). The teaching method is regarded more effective since it does not centralize the flow of knowledge from the lecturer to the student (linguist; 1995). The approach also motivates goal oriented behavior among students. Hence the method is ver’ effective improving student achievement (Slavin, 1996).Teaching student. with the motion of discovery, critical thinking, questioning and problem solving skills is one of the main principles of science and technology teaching. Thus science and technology teaching curriculum should accordingly be developed to educate science literates student who are able to inquire and solve problems they face. Today it is believed that methods in accordance with the constructivist approach in which the student learn more effectively by constructing their own knowledge, should be used. One of these methods is the discovery learning.

The basis of science teaching understands that the natural phenomena and the nature of science require inquiring and discovery. Inquiring in science consist of experiments and inquiring natural phenomena by discovery learning (Bruner, 1996; Lee et al., 2004). Bruner points out that any individual has the will to learn and this should be used in such activities that it should raise curiosity and direct student to studying and discovering knowledge. Bruner (1961) states that learning happens by discovery, which prioritize reflection, thinking experimenting, and exploring people who use self-discovery in learning turn out to be more self-confident. Discovery is way from the unknown to the known by the learner themselves. (Bruner, 1966). The active participation of the learners in the learning process is called the discovery learning (Bruner, 1968; Kara & Ozgun-Koca, 2004; Kipnis, 2005) in discovering learning, students construct knowledge based on new information and data collected by them in an explorative learning environment (De.Jong & Van Joolingen, 1998; Nsoo, 1994).

Harlen (2004) states that inquiry learning in science; develop the perception skills of student because it allows them o understand the natural phenomena and the world by using their cognitive and physical skills. It is suggested that this kind of learning shows the student the nature of scientific studies and ways learning is realized. Thus, it develops their discovery skills (National Research Council [NRC], 2004). Therefore inquiring learning requires active

participation of students in the learning process. (Matson, 2006)’.

According to Matson, (2006), inquiry and discovery based learning requires students to take example from daily life, to propose hypotheses, test them like scientist, and mean while, to gain advance level cognitive skills (Matthew, 2002). Discovery learning method is a method that encourages students to arrive at a conclusive based upon their own activities and observations. Inclusion of activities based on discovery learning in science teaching in Turkey is important for meaningful and lifelong teaching. These activities are science learning.2.4 Teacher-Student Method and Learning Biology

This teaching method implies the strategies used by both teacher- centered and student-centered approaches. The subject information produced by the learners is remembered better than the same information presented to the learners by the lecturer (Jacoby, 1978; Mc Daniel, Friedman & Bourne, 1978, And Slamecka & Graft, 1978). The method encourages the student to search for relevant knowledge rather than the lecture monopolizing the transmission of information to the learners. As such, research evidence on teaching approaches maintains that this teaching method is effective in improving student academic performance (Damod Haran & Rengarajan, 1999)Trusted (1997) assert that the discussion could be teacher centered, task centered or student centered. The teacher

opens the discussion by asking one of the prepared question and the students go on to discuss while he moderates.

Walker (2003) says that in discussion method, student are given chance to react while the teacher who has the answer in mind allows the student to think about the question.

According to Wirshner (2006), discussion method is a teaching method that includes questioning which is similar to testing. A teacher may ask a series of question to collect information of what the students have learned and what needs to be taught testing is another application of questioning. A teacher test the student on what was previously taught in order to identify if a student has learned in the material. According to Mayer (2004), demonstrations are done to provide an opportunity to learn new exploration and visual learning task from a different perspective. A teacher may use may use experimentation to demonstrate ideas in a science class. Demonstration may be used in the circumstance of proving and conclusively facts, as by reasoning or showing evidence.Over the past years, these have been an unsteady progress rate in Biology for secondary schools student as regarded internal IS) and external examinations. Nleasuring academic performance can occur at muftiple levels and serves multiple purposes.

For instance, the classroom teacher after conducting formative and summative tests1 to evaluate student

mastery of course content and provide grades for students and parents. This relative achievement of secondary school students is an example that has external and internal impact depending on the method adopted by the teacher.25 Summary of Related LiteratureThis study examined the literature review of related works of other authors. Teaching strategies refers to the general pedagogy and management style used for classroom instruction.  Teaching strategies in terms of lecture method, activity based-approach, teacher-students interaction is an evident vital tool in effective and efficient operation of educational programme. Wise choice of these strategies contribute immensely to teaching which leads to a higher level of educational performance of students.

The findings revealed that the teaching of school subjects depends on choice of the instructional strategies. The problems are identified outside the present area of study. It is this gab that arouses the researcher’s interest to undertake a study under teaching strategies on the learning of Biology among secondary school student in Ikono Local Government Area.

CHAPTR THREERESEARCH ETHODOLOGY

This chapter is focused on a data description of the design method used in carrying out this study. The chapter is presented under the following sub-headings: Area of the study, Research Design, Population of the Study, Sample and

Sampling Techniques, Instrumentation, Validity of Instrument, Administration of the Instrument and Method of Data Analysis.3.1 Area of the Study

The study was carried out in Ikono Local Government area of Akwa Ibom State. Ikono Local Govemnmenc Area formally came into existence in September, 1976 as a result of the geographical expression “the Eastern Ibibio Ikono Country Development” mom the Itu division with headquarters in ihiaku Ntok Okpo.

The legal instrument creating the area was a Cross River State Government Edits No. 18 of 1976 as well as the drst schedule of the 1976 constitution of T Ikono Local Government :t has a landmass of 389295 square kilometers and is located at latitude 50.200 & 50° N of equator and 70°N 87088 East of the Greenwich meridian. Ikono has four clans; Ndiya, Ediene, Ikono and Itak. It has 148 villages. According to the 2006 population census 92,521 persons are in Ikono.

The area is flanked on the Nofth by mi Local Government Area and Obot Akara Local Government area on the South by Abak and Ibiono Ibom Local Government Area. Ikono has fifty nine (59) primary schools, twenty two (22) Nursery/primary schools (private), twelve (12) public secondary schools, ten (10) private secondary schools, thirty one (31) adult literacy centers, one (1) tertiary institution and five (5) computer schools. The inhabitant of the local

mass is homogenous group “the Ibiblo with common ancestral descendant. The choice of Ikono as the area of study is based on the fact the researcher is from there.  3.2 Research Design

Survey research design was employed for the study. This is because the researcher was not considered about the manipulation of the variables.3.3 Population of the-Study

The population of the study consisted of all the students in senior secondary one classes (SSI) in the 22 secondary schools in Ikono Local Government Area who offer Biology. There are one thousand six hundred and seventy five (, 675) senior secondary one (SSI) students in Ikono Local Government Area of Akwa Thom State.3.4 Sample and Sampling Techniques

Four (4) secondary schools were randomly selected from the area of the study. From each of the four (4) schools, fofty (40) SSI Biology students were randomly selected from each school. This amounted to one hundred and sixty (160) subjects.The research adopted a simple random technique to carry out the study.3.5 Instrument for Data Collection

Teaching strategies and learning of Biology questionnaire (TSLBQ) instrument was used to obtain data from the students.3.6 Validation of the Instrument

The instrument was designed by the researcher and submitted to researcher’s supervisor and this was done for the purpose of accuracy and consistency. It was finally approved for typing and administration by the researcher’s supervisor.3.7 Administration of the Instrument

One hundred and sixty (160) SSI students made up of the number of male and female participated in the study with forty from each of the four (4) selected secondary schools in Ikono Local Government Area.Due permission was taken from the principals of the schools and the researcher was allowed to administered the Questionnaires to the students with the help of the subject teacher. Due time was given to them to complete the questionnaires and no additional time was given, after the filling of the questionnaire, the questonnares were collected by the researcher.38 Method of Data AnalysisThe method used in analyzing the data collected for the study was simple percentage statistical method.  ways bored when 87.5% 12.5% my teacher does not make us to join thediscussion. I don’t learn Biology 135 25 faster when my l5.6% teacher aces not involve us. I enjoy the learning 125

35 of Biology because 78.2% 21.3% our teacher always teaches well. 4. Lecture teaching is 150 6.2 not suitable in 938°/ learning Biology. Percentage average b5.97% 13.9%From the table 1 above, 85 97% of the respondents agree that lecture does not positively affect learning of Biology while only 13.9% agree that lecture method enhance the learning of Biology.Research Question II

To what extent does activity based approach affect the learning of Biology in Ikono Local Government Area?Table 2: percentage analysis of the extent to which Activity based approach affects the learning of Biology.ES/N STATEMENT (SA) - (SA)STRONGLY StronglyAGREED AND disagreed• AGREED and____ _________ disagreed5 Information produced by 110 50the learners is 68.8% 31.2%remembered better thanthe same informationpresented to the learnersby the teacher.6 When I discover things on 150 10 2 ()my own, it enhances 1 93 .8% 6.2 %

creative aspect of myexperiences.I develop expeenc 145 15nterest, as they enriches 90. G%vocabulary when I findout things for my selfWhen students volve in Iactivity based method, it 93.8% 6.2 EUHds the students selfconfidentsand developsunderstanding throughcEoup work.Percentage average 86.75% - 13.25% From the tale2above, 86. 75% of the respondents agree thatSased approach enho nce Lue earning of biology while .13.25°/b agree that activity based approach coes not affect the learning of E/b/bgy.Research Question IIITo what extent dQes teachers-students interaction affect the learning of Biology in Ikono Local Government Area?Table 3: percentage analysis of the extent to which teacher- students affect the lea rn.ing of BiologyS/N STATEMENT (SA) (SA)STRONGLY StronglyAGREED AND disagreedAGREED anddisagreed

9 I enjoy Biology class 130 30because my teacher 81.3% 18.7 % always ask questions,present problems andclarify or ask groupmembers to clarify whathad been said.10 Careful questioning helps 140 20 the students towards a 87.5% 12.5% habit of reflection andself-criticism.11 Discussion method 145 15 enhances the learning of 90.6% 1 Biology.i2 IlearnBiologyfaster 125 35when our teacher uses 78.2% 2l.3% guiding principles.Percentage average 84.4% 15.6%From the table 3 above, 84.4% of the respondents agree that teacher-students interaction enhance the learning of Biology while l5.6% agree that teacher-students interaction does not affect the learning of Biology.4.2 Discussion of FindingsThe analysis in table 1 revealed that lecture teaching has a negative influence on the learning of Biology. This finding confirmed the conclusion drawn by Teo & Wong, (2000) who state that the approach is least practical more theoretical and memorizing.

It does not apply activity based learning to encourage students to learn real life problems based on applied knowledge.Table 2 also reveal that Activity based approach has a positive influence on the learning of Biology. This finding was supported by Harten (2004) who stated that inquiry learning in science develops the perception skills of students because it allows them to understand the natural phenomena and the world by using their cognitive and physical skills. It is suggested that this kind of learning shows students the nature of scientific studies and the ways learning is realized.Moreover, three research question were answered, answering question one, the analysis brought to light the fact that affects pupils academic performance in mathematics.This position is supported by Mayer (2004), who demonstrations are done to provide an opportunity to learn new exploration and visual [earning task from a different perspective. Teachers students strategy is done to provide an opportunity to learn new exploration and visual learning task from a different perspective. A teacher may use experimentation to demonstrate ideas in a science class. Table 2 also reveal that Activity based approach has a positive influence on the learning of Biology. This finding was supported by Harten (2004) who stated that inquiry learning in science develops the perception skills of students because

it allows them to understand the natural phenomena and the world by using their cognitive and physical skills. It is suggested that this kind of learning shows students the nature of scientific studies and the ways learning is realized.Moreover, three research question were answered, answering question one, the analysis brought to light the fact that affects pupils academic performance in mathematics.This position is supported by Mayer (2004), who demonstrations are done to provide an opportunity to learn new exploration and visual [earning task from a different perspective. Teachersstudents strategy is done to provide an opportunity to learn new exploration and visual learning task from a different perspective. A teacher may use experimentation to demonstrate ideas in a science class. 

CHAPTER FIVESUMMARY, CONCLUSION AND RECOMMENDATIONS

SUMMARYThis study was design to explore the influence of teaching strategies on the learning of Biology in secondary schools in Ikono Local Government Area. Literature review of many authors was consulted for the purpose of the study.A total number of one hundred respondents were drawn from four sampled secondary schools in the areas for this study while using a simple random sampling technique was used in deriving the samples from the population.Three research questions vvere postulated and tested using a simple percentage analysis at and the findings revealed that all the hypotheses questions were statistically significant.5.2 Conclusion -,On the basis of the findings of the study, the following conclusions were drawn which the findings of the study revealed; 341. There is no significant relationship between lecture teaching and the learning of Biology.2. There is no significant relationship between activity based approach and learning of Biology.3. There is a relationship between activity based teacher- students approach and earning of Biology.

5.3 RecommendationsBased on the findings of this study, the following recommendations were made:i. Biology Teachers should adjust their teaching methods to suit the learners.ii. Government should organize seminars and workshop to enable Biology teachers improve in their teaching strategies.iii. The basic science teachers should be provided by which instructional materials where necessary to facilitates effective teaching and learning.iv. The use of biology laboratory in teaching of Biology should encourage in order making the concept more real. REFR.ENCSAdu cola, 0. (2011). The Impact of Teaching Methods on the Academic Performance of Primary School Pupils in IjebuOde Local Government a of Oguii State7 Ogu/ Sqo Booster Books, Nigeria.Ayeni A. .1. (2011). Teachers Professional Development and Quality Assurance in Nigerian Secondary Schools, World Journal of Education.1(’2):1 43-149.D. Te!eti, C. (1999). The 7iallenge of Problem-Based ‘.z,’i/n:; ZTh Eo)7 London, Kogan Re. New W.W. Norton And ‘ec York.Change, W. (2002). Interactive Teaching Approach in Year One University Pys/s in Taiwan: Implementation.

. S. L Rcigarjav, . (1999). Innovative Mejas c[ eacning, NaLonat Researcn JJrICU, Educational iournalPuLar!on,Eddie1 D. E. (2006). Are Teachers ‘Born ‘or’ Made A Psychological Perspective; Post Graduate Seminar Paper Faculty of Education J niversity of Ibadanz;a:cn, As-Pac;Lo Forum or: crìce Learning and Teachin .va ia b I e on /-/ttp .//wvvw. led &. /-ik/Apfslt/V3-Issue/chan vj/li :x. i-It/iGreitzer, F. A. (2002).”Cognitive Approach to Student Centered if- Learning, Human Factors AndSociety,” 46th Annual Meeting, Sept 30-Oct 4.Hecscm, lvi. Shad K. F. (2007) A Student-Centered Learninc odeI’. /i77erican Journal of App/icc! £bnces, 628-636.Salvin, R. if. (1996), “Research for the Future-Research on Cooperative Learning and Achievement! What we know. 37what we need to know Contemporary Educational Psychology1 21 (4):43-69.Hightower, A. M. (2010). Improving Student Learning by Supporting Quality Teaching! Key Issues, Effective Strategies, Editorial Projects in Education.Jacoby, L. L. (1978). On Interpreting the Effects of Repetition:Solving a Problem versus Remembering a Solution. Journal of Verbal Learning and Verbal Behavior, 1Z649-667.

Matson, 1 0. (2006). Misconceptons about the Nature of Science,Inquiring-Based Institution, and Constructivism: CreatingConfusion in the Science Classroom, Electronic Journal ofLiteracy through Science, 5(6), 1-10.Matthews, M. R. (2002). Constructivism and Science Education: A Further Appraisal, Journal of Science and Technology,11(2), 121 -134.National Research Council ({NRC}, 2004). National Science Education Standards, National Academy Press. Washington,DC.Njoo, M. K. H. (1994),. Exploratory Learning with a Computer Simulation! Learning Process and Instructional Support. Ei ndhoven: Technische Universite Eindhoven.Ofoegbu Fl 2004. Teacher Motivation! A Factor for ClassroomEffectiveness and School Improvement in Nigeria. GaleGroup. Retrieved August 15 2005, fromHttp:Www. Findarticles.Com.Tebabal, A. & Kahssay, G. (2011). The Effects of Student-Centered Approach in Improving Students’ Graphical Interpretation Skills and Conceptual Understanding of Kinematical Motion, lat.Am.J.phy.Edu, 5(2)’374-381.Teo, R. & Wong, A. (2000). Does Problem Based Learning Create a Better Students! A Reflection? Paper Presented at the

Zakaria, E., Chin, C. L. & David, Y. (2010). The Effect of Cooperative Learning on Student Mathematics Achievements aiid Attity De towards Mathematics, journal of Social Sciences,. 6(2}:272-275. A vailableon http//dx. do:. org/i 0. 3844/]ssp.2010. 272.2/S. 3 ()APPENDIX ITEACHING STRATEGIES AND LEARNING OFBIOLOGY QUESTIONNAIRE (TSLBQ)Department of BiologySchool of ScienceCollege of Education,Afha Nsit,29t11 November, 2017 Dear RespondentThis questionnaire is designed for the purpose of collecting data on the research topic “Teaching Strategies and Learning of Biology among Secondary School Students in Ikono Local Government Area.You are please requested to kindly provide candid opinion to the statements on this questionnaire items. All information supplied is assured to be used solely for this research work and will he treated with absolute confidentiality.Thanks for cooperationYours faithjhllyMARY ITORO JONAH 

4UAPPENDIX 2TEACHING STRATEGI AND THE LEARNING OFBCLCY OUSZ Ur-i.E (CVTBSSQ)SECIION APERSONAL DATA OF THE RESPONDENTInstruction: please tick (/) the boxes that best suit your optionName of SchooLClassSex: Male () Female SAge Level i1-18 0 Above 18 0CIcN BThis questionnaire onsists of twelve items VVr; CHCL information on parents’ educationai background as correlate of a four-like scale Strongly Agreed (SA), Agreed (A), Strongly Disagreed (SD), and Dscrned(D) are adopted.Therefore, indicate by ticking (-V) n the appropriate colum. en the questionnaire provided the extent to which the information provideci appeals to your acceptance.zement - SA A SD D_CTJRE i—3 i- LEARi’flNG.zBiology class is also bored when my teacherdoes not make usto join the discuson. ____2. I Don’t Learn Biology faster when my teacher[uJc2QI(LheteacnIng alone. ____

 41I don’t enjoy the learning of Biology ___ - Lbecause our teacher always talks.I learn Biology faster when our teacher does the talking and talk to him. Activity based approach and the learning of biologyInformation produced by the learners is remembered better than the same information presented to the learners_____ by the_teacher.6. When I discover things on my own, it enhances creative aspect ofexperience.7. I develop experience, interest, enrich vocabulary and provides stimujus foreadg8. When students involve in activity based method,’it builds the student’s self-confidence and develops understanding through group work. Teacher-students strategy and the learning of Biology9. I enjoy Biology class because my teacher always ask questions present problems, and clarify or ask group member to clarify what has been said.10. Careful questioning helps the students toward a habit of reflection and elf-criticism.

Our Biology teacher makes the learning of Bio1ogy bored because he dominate the crass and give little or noroom for us to partake in the class.12. I can’t study Biology in higherinstitution because of the strategy ourteacher adopt in teaching the subjectdon’t have.