Biology teachers’ knowledge, attitude and use of laboratory practices of learner-centered teaching techniques in Jirapa Municipality

Abstract

The study aimed to explore Biology Teachers’ Knowledge, Attitude and use of laboratory practices of learner-centered teaching techniques in Jirapa Municipality. The survey design was adopted for the study. Four SHSs in the municipality with a sample population of 37 biology teachers were purposively sampled for the study. Questionnaires were the main instrument adopted for data collection. Descriptive statistic was used to analyze the data. Observations were made during practical lessons conducted by a biology teacher from St. Francis Girls’ SHS and another from Ullo SHS. Descriptive statistics were used to analyse the data. The study revealed that teachers carried out practical lessons for students and gave clear explanation before students performed practical work. The knowledge level of Biology teachers in organising practical work was high, which moderately influenced their attitudes toward practical work. It is recommended that Senior High School Biology teachers in the Jirapa Municipality should make botanical gardens in their schools and should organise field trips to enhance teaching and learning. Again, Senior High School Biology teachers in the Jirapa Municipality should make students perform practical work in groups and then individual, train students to perform practical work within stipulated time, mark student’s practical work and provide immediate feedback. This will make students do their corrections and perform better in Biology practical examinations. Notwithstanding, Ministry of Education, Jirapa Municipal Education office should launch science education project in the study area which focuses on school laboratory establishment and facility fulfilling as well as enhancing knowledge and skills of biology teachers. Lastly, a great awareness on the importance of biology science education has to be given to female students by role model professionals, educational structural organizations and science teachers