ABSTRACT: The study Environmental Resources Utilization and Academic Performance of Students in Biology in Oruk Anam Local Government Area. Two research hypotheses were formulated to guide the study. Simple random sampling technique (hat and draw method) was used to select four (4) secondary schools from the area for the study. A survey research design was adopted for the study. One hundred and twenty (120) senior secondary school two (SS2) Biology students from the four selected secondary schools constituted the sample size. They were selected using stratified random sampling technique. Two research instruments (questionnaire and Biology Achievement Test, (BAT) were used for data collection. The instruments were validated by the researcher’s supervisor before administration. Data collected were analyzed using independent t-test statistical technique. The findings indicate that Biology students taught using environmental resources performed better than those taught without the use of environmental resources and that male students taught with environmental resources perform better than their female counterparts taught with environmental resources. Recommendations were made for the utilization of the available environmental resources for effective teaching and learning of Biology in secondary schools.
CHAPTER ONE
INTRODUCTION
1.1 Background to the study
It is widely accepted that education is one of the leading instruments for promoting economic development as it encompasses some processes individuals go through to help them develop and utilize their potentials. Okeke (2007) posit out that, through education, individuals acquire knowledge, skills and attitude that are necessary for effective living. This is the reason in all modern nations, investment in education of the youth is considered most vital. According to Onsomu (2006), secondary education is an important sub-sector of education in the preparation of human capital for development and provision of life opportunities as it provides a vital link between basic education and the world of work on one hand, and further training on the other hand. Furthermore, manifestations of quality education have to do with literary cognitive abilities, performance and progression to higher levels of learning.
Quality education can be achieved with the use of environmental resources which play an important role in the achievement of educational goals and objectives. Environmental resources according to Usman (2007) are central to the educational progress because they play an important role in the achievement of educational goals and objective since they facilitate teachers work and accelerate learning on the parts of the students.
Haluack (1990) emphasized that the availability of relevant environmental resources contributes to academic achievement of students. According to Kembui (1995) in a study of relationship between educational resources and students academic performance in Kenya, noted a very strong positive relationship between environmental resources and academic performance of students. According to him, schools with more resources performed better than schools that are less endowed. This collaborated the findings of a study by Babayomi (1999) that private schools because of availability and adequacy of teaching and learning resources performed better than public schools.
According to Patel (1986), shortage of environmental resources hindered effective utilization. This is supported by Njoroge (2000) in a study on factors affecting availability, acquisition and utilization of environmental resources in the teaching of Biology in selected secondary schools in Kenya found that unavailability of environmental resources hinders effective utilization. However, Kitheka (2005) noted that schools with abundant resources may not always utilize them efficiently and consequently fail to raise student’s level of performance. On the other hand, schools with limited resources may utilize what they have efficiently and this may boost learning thus students should be able to maximize and utilize available resources so as to adequately achieve educational objectives.
Ngala (1997) noted that utilization of available environmental resources is more important than the quantity. This is supported by Cohen (2003) who points out that it is not making the resources available to schools that matters, but getting those resources utilized by teachers and students to get academic content learned.
1.2 Statement of Problem
Since education system is dominated by examination oriented teaching whereby passing examination is the only bench mark for performance as there is no internal system of monitoring learning achievements within an educational cycle, performance in WAEC examination in Oruk Anam L.G.A. has remained poor with majority of students scoring D7 in Biology and Mathematics, which are core subjects. These are poor grades as they bar students from entry in to science-based degree and diploma courses. Although researchers have indicated inadequate teaching/learning resources, teaching style and others as the factors influencing the performance of students, no study has been done in Oruk Anam on how the utilization of environmental resources can affect students’ performance. This study was carried out to find out if the use of environmental resources in the teaching of Biology can affect the academic performance of students in Oruk Anam Local Government Area.
1.3 Purpose of the Study
The purpose of this study was to find out if the use of environmental resources in the teaching of Biology in secondary schools in Oruk Anam Local Government Area can affect students’ academic performance in the subject.
Specifically the study sought to:
i. Assess the utilization of environmental resources in the teaching of Biology and students academic performance in Oruk Anam Local Government Area.
ii. Assess the difference between male and female students taught Biology using environmental resources in Oruk Anam L.G.A.
1.4 Significance of the Study
This research aimed at producing results and adding values to teachers, students and the society at large.
1. On the part of the teachers, they will be in a better position to justify the time, effort and even money they invest in utilizing the environmental resources for Biology teaching. The finding will also guide teacher’s subsequent steps or strategies towards enhancing better Biology teaching with regards to the available environmental resources.
2. On the part of the students, they will be in a better position to access the usefulness of their involvement in the utilization of environmental resources for Biology lessons. This will go a long way in making them become more interested in the importance of the available environmental resources and also to be able to handle and preserve them better.
3. In addition, these findings will enable students to appreciate the usefulness of their environment as it concerns their performance in Biology examination and total living.
4. For the society at large, the findings of this study will enlighten the society on the value of environment. This will enhance better preservation and protection of the environment from which science teaching materials are derived.
5. In general, the finding of this study will guide policy makers, educators, curriculum planners and all concerned with Biology education review to re-affirm or with draw their individual view or collective views about the utilization of environmental resources for Biology teaching.
1.5 Research Questions
i. To what extent does the use of environmental resources in the teaching of Biology improve students’ academic performance in Oruk Anam L.G.A?
ii. What is the difference between male and female students taught Biology using environmental resources in Oruk Anam L.G.A.?
1.6 Research Hypotheses
i. There is no significant difference in academic performance of Biology students taught using environmental resources and those taught without environmental resources in Oruk Anam L.G.A
ii. There is no significant difference in academic performance between male and female students taught Biology using environmental resources in Oruk Anam L.G.A.
1.7 Scope of the Study
This study concentrated on the utilization of environmental resources and utilization in the teaching of Biology in senior secondary schools from four selected secondary schools in Oruk Anam L.G.A. of Akwa Ibom State.
1.8 Limitation of the Study
The limitation faced by the researcher in the course of carrying out this study was financial constraint
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