the status of resources for teaching biology in colleges of ......72 coou interdisciplinary research...

The Status of Resources for Teaching Biology in Colleges of Education in Anambra State 71

The Status of Resources for Teaching Biology in Colleges ofEducation in Anambra StateNneka Rita Nnorom, Amala Gloria Okoli

THE STATUS OF RESOURCES FOR TEACHING BIOLOGY IN COLLEGESOF EDUCATION IN ANAMBRA STATE

Nneka Rita Nnorom, Amala Gloria OkoliDepartment of Science Education, Chukwuemeke Odumegwu Ojukwu University, Uli

ABSTRACT

The study investigated the status of resources for teaching biology in colleges of education inAnambra State. The design of the study was a descriptive survey which involves the BiologyDepartment of the Federal College of Education (Technical) Umunze and Nwafor Orizu Collegeof Education, Nsugbe. The population of the study comprised all the 121 academic staff,supporting staff and students from both colleges. The instrument used to collect data was achecklist based on the National Commission for College of Education (NCCE) minimum standardsyllabus, developed by the researchers which was validated by experts. The reliability coefficientwas 0.81. The data was analyzed using percentage, mean and standard deviation. The studyrevealed that the number of academic staff met the requirements of the NCCE minimum standardwhile the supporting staff and material resources did not. It was also found that the availablematerials are not used always for teaching biology. Based on the findings, somerecommendations were made.

INTRODUCTIONThe place of science in the development andfulfillment of the needs of many countries is notin doubt, for instance, major advances in scienceand technology have helped nations to promoteefficiency, self-reliance and overall well-beingof humanity through inventions intelecommunications, transportation, health,agriculture among others (Agusiobi, 2010). TheNational Policy on Education (FME) (2008)stated clearly that the learner would be givenopportunity to acquire basic practical skills forself-reliance and employment. For the effectiveacquisition of these practical skills andachievement of objectives, adequate provisionof essential laboratory equipment for theteaching and learning of science are inevitable.

Teaching and learning of science, technologyand mathematics requires the intensiveapplication of resources that would appeal allthe sense of perception to improve theeffectiveness of inspiration as well as maximizelearning. Ige (2000) noted that science teachingcan only be meaningful and effective if backedup with the necessary resources to enrichinstruction. Other researchers have found that

resources are potent tools, which could be usedto effectively communicate science whileenriching the learning experiences of thelearners (Ango, 1990; Umeh, 2006; Lawal, 2006& Cirfat, et al., 2006). Teaching resources helpthe learners to learn faster and better. Resourcescan be human and materials and aid teachingand learning.

Human resources are people who possess moreauthentic knowledge and needed informationand skill, and are also willing and able tocommunicate to students information, and havethe right to give the information out; suchpeople are experts (Umeh, 2006). Materialresources are described as information carrierdesigned specifically to fulfill objectives inteaching learning situation. Ifeakor (2006) notedthat material resources can be wide variety ofequipment and materials used for teaching andlearning, which include consumable and non-consumables like chemical, electrically, charts,computer, and projection microscope amongothers.

The biology teacher is an indispensable humanresource who has vital role to play in the

72 COOU Interdisciplinary Research Journal


utilization of all other resources, therefore hemust be aware of the various types of resourcesavailable, how to get them, and the situationswhere they can be effectively put to use (Ige,2000). Research work on the labour marketprospect of Nigeria graduates by Dabalen, Oniand Adekola (2000) has found that employersare unwilling to recruit Nigeria graduatebecause: graduates are poorly trained, andunproductively in their job; graduates skillshave deteriorated over the past decade; andgraduates have shortcomings on their oral andwritten communications and applied technicalskills. Also, Onwuakpa and Akpan (1999)reported that teachers in our school are halfbaked. Adeyegbe (1991) Obemeata (1992) andAkpokiere (2004) have attributed poor qualityof education, low performance and poor skillacquisition to unavailability of human andmaterial resources such as qualified teachers,laboratory and equipment.

The colleges of education as teacher trainers areexpected to have resources for the production ofefficient science teachers, as no education canrise above the quality of its teachers. It musttherefore, be in this regard that the NationalCommission for College of Education (NCCE)has stipulated the minimum requirement ofresources for science department in theminimum standard syllabus. The availability ofthose materials in the college could be anindicator of the quality of training and skillsreceived by prospective teachers. Therefore, itbecomes necessary to find out the status ofresources for teaching biology in colleges ofeducation in Anambra State. Specifically, thestudy will find out:

the status of human resources for teachingbiology in colleges of education in AnambraState.

the availability of material resources forteaching biology in colleges of education inAnambra State.

the extent of use of these material resourcesfor teaching biology in colleges ofeducation.

Research QuestionsThe following research questions guided thestudy:1. What is the status of human resources for

biology teaching in colleges of education inAnambra State?

2. To what extent are material resourcesavailable for teaching of biology in collegesof education in Anambra State?

3. How often are these material resourcesused for teaching biology in colleges ofeducation in Anambra State?

Research MethodThe study was a descriptive survey designwhich involves the department of biology of theFederal College of Education (Technical)(FCET), Umunze, and Nwafor Orizu College ofEducation, Nsugbe (NOCEN). The populationof the study comprised all the 121 academicstaff; and supporting staff (non academic staff),and students from biology department of thecolleges: thus FCET, Umunze has biologylecturers (12), laboratory technologist (1),laboratory assistance (1), typist (1) and “300level” students (40). NOCEN has biologylecturers (8), laboratory attendants (1)laboratory technologist (1), typist (1) and “300level” students 55. Only the 300level biologystudents were used because they were muchfamiliar with biology resources in the collegethan other levels. All the 12 respondents wereused for the students.

The information on the resources of thesecolleges was obtained by means of a checklistcomprising the human and materialrequirements contained in the minimumbenchmark of the National Commission forCollege of Education (NCCE). It was developedby the researchers and validated by two experts



from science education department andmeasurement and evaluation. The checklist hasthree sections: A-C. Section A dealt with theinformation on staff and students population,while section B contained information on theavailability of material resources and section Cdealt with the use of material resources in theteaching and learning of biology in the twocolleges of education. The reliability coefficientof the instrument was determined usingCronbach Alpha and the value was 0.81.

The instruments were administered to the 121respondents and data were collected on the spot.Data obtained were analyzed using percentage,mean and standard deviation.A mean of 2.50 and above was an indication ofavailability and mostly used material resources.RESULTResearch question 1What is the status of human resources inbiology department of the colleges of educationin Anambnra State?

Table1: Human resources in biology department of the two colleges of education in Anambra StateColleges of education Human resources Biology dept. %geFCET, Umunze Academic staff 12 60%NOCEN Academic staff 8 50%NCCE Minimum standard Academic staff 8FCET Umunze Laboratory attendant 1 60%NOCEN Laboratory attendant 1 60%NCCE Minimum standard Academic staff 1FCET Umunze Students population (300 level) 65 40%NOCEN Students population (300 level) 55 45%FCTE Umunze Teacher-student ratio 1:65 40%NOCEN Teacher-student ratio 1:65 45%NCCE Minimum standard Teacher-student ratio 1:30FCET Umunze Laboratory technologist 1 50%NOCEN Laboratory technologist 1 50%NCCE minimumstandard

Laboratory technologist 1

FCET Umunze Laboratory attendants 1 50%NOCEN Laboratory attendants 1 50%NCCE minimumstandard

Laboratory attendants 1

Umunze Cleaner - 0NOCEN Cleaner - 0NCCE minimumstandard

Cleaner 1

FCET Umunze Curator - 0NOCEN curator - 0NCCE minimumStandard

curator 1

FCET Umunze Typist 1 50%NOCEN Typist 1 50%NCCE minimumstandard

Typist 1

FCET Umunze messenger 1 50%NOCEN Messenger 1 50%NCCE minimumstandard

Messenger 1

From table 1, the result shows that the numberof lecturers is fairly adequate since theminimum number of lecturer stipulated byNCCE minimum standard for single majordepartment is 8. The state and federal collegesof education have strength that meet the

minimum standard for teaching staff. On theother hand, the minimum standard required atotal of 8 supporting staff for each sciencedepartment which includes: a technologist,technicians, laboratory attendant, cleaner,curator, typist and messenger. In the two



colleges of education, it was found that therewere no technicians. The messenger did thework of the cleaners. The non academic staffwas found to be below the minimum NCCEstandard.

Researche question 2To what extent are material resources available

for teaching of biology in colleges of educationin Anambra State?

Table 2: The mean availability of equipment required in NCCE minimum standard in the biology department of FCET and NOCENMaterial resources FCET NOCEN

X SD X SD1. Biology laboratory 3.54 1.98 3.53 1.972. Hand lenses 3.12 1.02 3.02 1.023. Incubators/sterilizer 0.50 0.21 0.52 0.254. Microscope 2.71 0.67 2.57 0.855. Autoclave (portable) 1.01 0.33 1.96 0.926. Hot plates 1.28 0.63 1.10 0.557. Refrigerator 3.56 1.18 3.60 1.888. Water filter 0.52 0.25 0.51 0.239. Hygrometer 2.74 0.91 2.86 1.4210. Drying oven (300c-1200c) 2.86 0.95 2.81 0.9311. Microtone/stage micrometer 0.30 0.15 0.52 0.2512. Automatic tissue processor 0.01 0.00 0.00 0.0013. Centrifuge 0.21 0.06 0.19 0.0314. Herbarium cabinet 0.52 0.24 0.49 0.2215. Herbarium index boxes 0.00 0.00 0.00 0.0016. Air pumps 0.01 0.00 0.01 0.0017. Photometer 0.00 0.00 0.00 0.0018. Kymograph 0.02 0.00 0.03 0.0019. Dissecting microscope 0.21 0.06 0.19 0.0320. Insect light traps 0.86 0.28 0.83 0.2221. Slide Projector 1.28 0.63 1.23 0.5822 Overhead projector 1.27 0.61 1.19 0.4723 Steel frame aquaria 2.74 0.91 2.86 1.4224. Oxygen meter 0.00 0.00 0.00 0.0025. Binocular microscopes 2.94 1.48 3.00 1.6826 Embedding bath 0.00 0.00 0.00 0.0027 Maresty still 0.00 0.00 0.00 0.0028 Water bath 0.52 0.25 1.28 0.6329 pH meter 1.54 0.51 1.84 0.9230 Tissue grinter 0.00 0.00 0.00 0.0031 Calorimeter (electric) 0.00 0.00 0.00 0.0032 Auxanometer (electric) 0.00 0.00 0.00 0.0033 Soil auger 0.52 0.25 0.56 0.2634 Plant press 1.28 0.63 0.52 0.2535 Wooden quadrates 2.01 0.60 2.62 0.8236 Soil treating kit 2.86 0.95 2.74 0.9137 Measuring tape 3.54 1.98 3.56 1.8138 Dissecting kit 3.64 1.99 3.66 1.9939 Dissecting boards 3.60 1.88 3.63 1.9240 Gas cylinder 2.84 1.46 2.82 1.2141 Test tube rack 2.82 1.21 2.84 1.2642 Prepared plates/

animal specimen2.81 0.93 2.94 1.48

43 Mettler balance 1.00 0.33 0.96 0.2844 Top loading balance 2.56 0.81 2.74 0.9145 Thermostat 0.86 0.28 0.52 0.2546 Centrifuge 2.86 0.95 2.81 0.9347 Oven 2.73 0.91 2.71 0.6748 Steam bath 0.00 0.00 0.00 0.00



Result from table 2, shows that the collegeslacked most of the required materials forteaching biology, for instance, water filter,autoclave, microtorme, herbarium index boxes,air pump, insect light traps, centrifuge,embedding bath among others. Material likehand lenses, dissecting kit, dissecting board,steel frame aquarium, measuring tape amongothers are found in large numbers.

Research question 3How often are these material resources used forteaching biology?

Table 3: Mean and standard deviation on the usage of material resources for teaching biologyMaterial resources FCET NOCEN

X SD X SD1 Biology laboratory 2.71 0.64 3.00 1.802 Hand lenses 2.10 1.05 2.00 0.603 Incubators/sterilizer 0.40 0.17 0.50 0.214 Microscope 1.84 0.92 1.94 0.685 Autoclave (portable) 0.21 0.06 0.26 0.086 Hot plates 0.02 0.01 0.22 0.077 Refrigerator 2.74 0.91 2.71 0.678 Water filter 0.31 0.17 0.21 0.069 Hygrometer 1.27 0.61 1.28 0.6310 Drying oven (300c-1200c) 1.28 0.63 1.27 0.6111 Microtone/stage micrometer 0.02 0.01 0.50 0.2112 Automatic tissue processor 0.00 0.00 0.00 0.0013 Centrifuge 0.07 0.01 0.06 0.0114 Herbarium cabinet 0.42 0.21 0.19 0.0315 Herbarium index boxes 0.00 0.00 0.00 0.0016 Air pumps 0.01 0.00 0.00 0.0017 Photometer 0.00 0.00 0.00 0.0018 Kymograph 0.00 0.00 0.00 0.0019 Dissecting microscope 0.03 0.00 0.05 0.0220 Insect light traps 0.21 0.06 0.03 0.0121 Slide Projector 1.10 0.55 1.28 0.6322 Overhead projector 1.48 0.67 1.10 0.5523 Steel frame aquaria 1.37 0.61 1.54 0.6424 Oxygen meter 0.00 0.00 0.00 0.0025 Binocular microscopes 2.75 1.13 2.82 1.2126 Embedding bath 0.00 0.00 0.00 0.0027 Maresty still 0.00 0.00 0.00 0.0028 Water bath 0.56 0.26 1.00 0.3329 pH meter 1.28 0.63 0.52 0.2530 Tissue grinter 0.00 0.00 0.00 0.0031 Calorimeter (electric) 0.00 0.00 0.00 0.0032 Auxanometer (electric) 0.00 0.00 0.00 0.0033 Soil auger 0.10 0.03 0.08 0.0234 Plant press 1.28 0.63 1.10 0.5535 Wooden quadrates 2.84 1.26 2.82 1.2136 Soil treating kit 1.34 0.51 1.84 0.9237 Measuring tape 2.94 1.48 3.00 1.6838 Dissecting kit 2.82 1.21 2.84 1.2639 Dissecting boards 2.86 0.95 2.74 0.9140 Gas cylinder 1.28 0.63 1.34 0.9241 Test tube rack 2.01 0.61 2.00 0.5942 Prepared plates/

animal specimen3.21 1.64 3.00 1.62

43 Mettler balance 1.10 0.55 1.16 0.5644 Top loading balance 1.43 0.65 1.37 0.6145 Thermostat 1.56 0.62 1.46 0.5146 Centrifuge 1.48 0.67 1.37 0.6147 Oven 1.75 0.81 1.62 0.7348 Steam bath 0.00 0.00 0.00 0.00



Result from table 3 show that most of theavailable material resources are not often usedto teach biology since the mean fall below 2.50.

DISCUSSIONResult from table 1 show that lecturers are fairlyadequate in both colleges of education since theminimum number of lecturers stipulated by theNCCE minimum standard for single majordepartment is 8. Also the non academic staffstrength was found to be below the minimumrequirement of syllables in the college surveyed.This result is in line with Akano and Akpokiere(2006) who noted that lecturers in colleges ofeducation in Niger State meet the minimumNCCE standard while the supporting staff didnot.

Also, from the result in table 2, it was revealedthat the colleges lacked most required materialsfor teaching biology. The result is also in linewith Akano and Akpokiere (2006); Ifeakor(2006) who reported lack of material resourcesfor teaching science in colleges and schools.Furthermores, table 3 results showed that mostof the available material resources are notalways used during biology teaching. This is inconsonance with Ifeakor (2006) who noted thatsome laboratories are open only duringexaminations. And also that some teachers arenot skilled enough to use some scienceequipment. Also, in all, the number ofequipment available in the colleges fell belowthe minimum standard of the NCCE. This couldindicate poor training of teachers as lack ofadequate material has been linked to studentspoor performance and acquisition of skills(Adeyegbe, 1991 and Akpokiere, 2004)

CONCLUSIONThe study has revealed that human resources inthe colleges of education in Anambra State areadequate in terms of teaching staff but notadequate in area of supporting staff. Also,teachers also not make adequate use of material

resources while teaching biology. Materialresources are far from being adequate whenmeasured with the NCCE minimum standard.There is need to provide sufficient human andmaterial resources to teacher training colleges.

RECOMMENDATIONSThe following recommendations were thereforemade:

The NCCE accreditation teams shouldemphasize the need for college to have atleast minimum materials in the laboratory.

The federal and state governments shouldensure that the numbers of supporting staffneeded in the science department areprovided by releasing funds for staffrecruitment.

Teacher should attend workshops andtraining to improve their competences inthe use of material resources for scienceteaching.

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Agusiobi, B.C. (2010). “Inducing higher levelof resources utilization on the integratedscience teachers”. Unpublished Ph.D.Dissertation, university of Lagos.

Akpokiere, R. (2014). “Comparative academicachievement of chemistry student inadequate and inadequate equipped seniorsecondary schools in Niger State”. M. edthesis of the University of Ilorin, Nigeria.

Ango, M.L. (1990). Basic science laboratory.Jos: Ehindero publishers Ltd.

Cirfat, A.B.; Zumyil, C.F.; & Tongjure, J.D.C.(2006). “An evaluation of the availabilityof resources for biology teaching insecondary school. A case study of Plateau



State Central Senatorial Zone” 47thproceeding of STAN. 128-133

Dabalen, A.; Oni, B. & Adekola, O.A. (2000).“Labour market prospects of universitygraduates in Nigeria”. Background studyconducted to inform design of theNigerian university system innovationproject.

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Ifeakor, A.C. (2006). “The status of resourcesfor effective teaching of chemistry inNigeria secondary schools”. 47th annualproceeding of STAN 173-177.

Ige, T.A. (2000). “Boosting resources utilizationin biology classrooms”. 41st annualconference proceedings of scienceteachers association of Nigeria (STAN)141-145.

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Obemata, J.O. (1992). “Raising the standard ofperformance in public examinations inNigeria”. A paper presented at the WAEC.symposium, university of Ibadan. 24thApril, 1992.

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the status of resources for teaching biology in colleges of ......72 coou interdisciplinary research...

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