CHAPTER ONE

INTRODUCTION

Background to the Study

Education at secondary level plays a vital role in a student’s life. Education is

a tool for achieving moral, intellectual, cultural and social development of the

society. A variety of factors have been cited to explain poor performance of

education, including the nature of the topics, the attitudes of the students, the lack

of teaching resources, and the ineffective teaching methods.

Education is a tool for achieving moral, intellectual, cultural and social

development of the society. The importance of education to the individual and

society cannot be overemphasized. Due to the significant role of education in

promoting technological re-awakening of the society, individuals and government

have been investing financial resources in it (Ekundayo, 2020). In a developing

country like Nigeria, education has been given priority by the Federal, State and

Local Governments as well as members of the public. Education is regarded as an

instrument of change and an avenue whereby a nation achieves greatness socially,

politically, technologically and economically. The National Policy on Education

(2014) regarded education as an instrument per excellence for effecting national

development. Secondary education on its own occupies a unique position in the

educational system of Nigeria; it is the level of education that prepares its

graduates for the academic and professional careers.

The primary purpose of education is to make citizens of any country self-

reliable, literate, increase their knowledge, and capacity to think rationally.

Education is a tool for growth and progress in life because it impacts knowledge,

skills and right type of value as well as build human capital (Khurshid & Zahur,

2013). The driving force of change towards sustainable development in any nation

is education. Besides providing skills such as scientific and technological know-

how, it provides the motivation, justification and social supports for pursuing and

utilizing them. Through education, the values, behaviours and ways of living

necessary for sustaining a given community can be inspired (Sachou, 2013).

Science subjects like Physics, Chemistry & Biology are normally considered

complex subjects especially biology, because of its terminologies and practical

nature, it becomes difficult to teach and learn for both teachers and students.

Biology as a subject in science contributes to knowledge acquisition and scientific

skills that can help to understand life processes and interactions between humans

and environment. The subject is essential for many fields of learning contributing

to the national economy such as medicine, agriculture, biotechnology, and nursing

(Ghumdia & Adams, 2017). Science is a field of human endeavor which seeks to

explain accurately the events and circumstances that exist within our natural
environment. It produces law which operates all over nature and when recognized,

reduce events and circumstances in nature to orderly and predictable occurrence

(Remi and Akujobi, 2019). Science is important today and it is frequently used as a

means of understanding the process and development of technology. Science is

applied to a variety of disciplines or intellectual activities, which have certain

features in common. Science is usually characterized by the possibilities of

marking precise statements, which are susceptible to some sort of check or proof

(Sivakumar,&Kirubanandhini, 2014).

Science is an activity based subject which involves a lot of manipulations,

verifications through which an inference is drawn. The nature of science differing

from other subjects makes it unique and calls for unique and effective mode of

teaching it. It is, therefore, important that schools utilize effective methods to teach

this subject so that students achieve the planned objectives.

There has been much concern expressed about the obvious inconsistency in

the standard of science education at the Secondary School level in different states

in Nigeria in which Ekiti State is one of them. Gbadamosi (2014) opined that there

are several problems associated with the teaching of science, especially biology,

some of which are: inactiveness, misrepresentation, passive learning, over

dependent of students on teachers and books, low performance, lack of skills and
right scientific attitudes, falling interest and low enrolment in science. It is not just

enough to teach science for the sake of knowledge, but for acquisition of skills.

Factors which contribute to the preceding situation are many but the most

important of them is the method of teaching. Working separately, Omotere (2013),

Omoifo (2012) have lamented on the rise and decline in the quality of science

teaching. Oludipe (2012) insisted that the major flaw in the system of education in

Nigeria, is that science is presented in most senior schools as a rigid, nonconnected

facts and concepts which students find difficult to relate with in real life situation.

There is a persistent unsatisfactory performance in the sciences especially

biology at Senior School Certificate level (Ogbeba, 2010; Samba, Achor &

Ogbeba, 2010). Owning to this statement, an assumption that most Nigerian’

secondary schools teachers especially those taking biology, possibly do not make

use of diverse forms of teaching strategies to be able to adjust to and tackle some

specific difficulties associated with the teaching and learning of biology by both

the teacher and the student respectively. Corroborating this, Oyelekan, Igbokwe

and Olorundare, (2017) affirmed that science teachers barely utilized innovative

teaching strategies in their lessons. This suggest that they are knowledgeable in

science content but not in instructional aspects. This problem needs to be addressed

so that the desire to equip students with skills to operate efficiently in this modern

age of science and technology as well as their acquisition of appropriate skills,

development of mental, physical and social abilities so as to contribute

meaningfully to the advancement of the nation as specified in Nigerian National

Policy on Education (FRN, 2013), is achieved.

Biology, a subjects taught at the senior secondary school level is a natural

science concerned with the study of life and living organisms including their

evolution, distribution, structures, functions, growth, characteristics and

classification. Adejoh and Itokyaa (2012), Nasr and Asghar (2011), noted that

biology which is a science of life, occupies a central position in the scientific and

technological development of any nation.

Despite the importance of biology, the level of students’ achievement in

biology subject at secondary school in developing state in Nigeria such as Ekiti

State remains low and the performance of students has remained persistently poor

for years. Researches revealed that lack of teachers knowledge of subject matter,

lack of teaching resources and mismanagement of classroom by the teachers and

also student are among the factors that cause poor achievements. Some of the

causes of the poor performance and achievement includes inadequate teaching

methods used by teachers, insufficient resources or total lack of resources such as

teaching materials, textbooks, technology and laboratories.

The teaching of biology like any other science subjects demands active

student’s participation and the use of innovative teaching strategies. Oyekefi and
Nzewi (2012) affirmed that biology is activity- based and student-centred and as

such requires learner-focused activities so as to encourage student’s participation

during the teaching and learning process. The recommended method of

implementing the Senior School Curriculum for Biology placed emphasis on

discovery that is guided, techniques and skills used in the laboratory, studying

while on field and critical thinking. Other methods include: use of model,

excursion programme discussion method, working on projects, demonstration,

working as a team, and resource individuals.

Teacher quality has several dimensions such as formal

qualifications, teaching experience, preparations, the quality of teacher education

itself, class management skills and as well as the teaching efforts made by the

teachers given their formal qualifications. Classroom management is a term used to

describe the process of ensuring that classroom lessons run smoothly despite

disruptive behaviour by students (Emmer & Sabornie, 2015). Classroom

management is essential to both teachers’ education and professional development.

It is crucial to keep teachers’ knowledge up to date, so they can deliver high

quality teaching to students. Teacher’s varying approaches to classroom

management are reflected in different levels of effectiveness. Kathryn (2013)

examined effects of classroom management strategies on the success of

students.

Based on the map of the quality of education, the quality of learning decrease

due to the absence of the learning process planning in accordance with the

provisions. It requires support from classroom management, school management,

and a creative and innovative headmaster. Thus, it is not only the teachers’

responsibility to improve the quality of learning. It must involve the standards of

educators and educational staff, infrastructure, processes, and management. In a

classroom, the teacher is an administrator (Argon, 2015; Handayani, 2016). He

must carry out classroom management activities.

Classroom management is a provision and procedure needed to create and

maintain an environment where teaching and learning activities take place

(Hidayah, 2020; Replianis, 2019). It can be interpreted as a teacher’s attitude

aimed at attracting normal and appropriate students’ attitudes and efforts to

minimize obstacles (Nugraha, 2018). Application of a widely used indicator for

effective classroom management namely, by asking students to provide their

subjective views of their teacher's behavior in a questionnaire (Gold et al., 2021).

For effective and enjoyable learning, the teacher needs to manage the classroom
well which is student-centred.

The concept of effective learning refers to the process by which individuals

acquire knowledge, skills, and competencies in a manner that maximises Elena

(2021) found a notable association between the diagnostic outcomes of individual

subscales and the ultimate outcomes of classroom management preparedness,

indicating the internal coherence of all questionnaires. In conclusion, it can be

inferred that an initial psychometric evaluation of the future teacher preparedness

questionnaire for classroom management demonstrated its satisfactory utility in

evaluating the dimensions identified by earlier researchers who emphasised the

significance of teacher competence. According to Kiymet Selvi (2010), teacher

competency has a significant role in shaping their values, behaviour,

communication, aims, and practises inside educational institutions. Additionally, it

contributes to the advancement of professional development and curricular studies.

Therefore, the examination of teacher competency in enhancing the educational

process inside schools holds significant importance. The enhancement of learning

quality necessitates the presence of teacher competency in the domain of classroom

management.
 Innovation in biology classroom is inevitable in order to meet man’s present

needs. Innovation in biology classroom would involve change in both methodology

and content of the subject matter. Such a change influences the essence and

method of performance of learning activities. This change must be monitored and

assessed to ensure that it is achieving the goals specified and that the effect of the

change meets the expectation of both the designers and users (Abidoye &

Ogunlowo, 2019). Olorundare (2014) maintained that innovation in the classroom

is vital as it enables educational practices to change from time to time so as to

reflect the consequent changes in the society. Innovation provides the means of

trying new research findings. It enables the teacher to solve some instructional

problems that they occasionally encounter in the teaching learning setting, it also

enables them to acquire new knowledge that will make them more effective and

productive in teaching. In general, innovations in biology classroom should be

directed towards improving performance of the students.

Many factors have observed to contribute to students’ poor comprehension.

Poor comprehension is attributed to lack of recreational reading (West African

Examination Council, Zakahriah 20023, , poor vocabulary(MO Araromi, SO

Olatunji 2020). To some extent, the teacher factor too cannot be ruled out. The

possession of knowledge of subject matter by teachers is crucial in a teaching and

learning situation. Knowledge of the subject matter means the information and
understanding teachers have about the subject they teach, Teachers must possess a

body of knowledge they want to impart. That is to say, no knowledge, no teaching.

(EO Chukwuma-Nwuba - 2019) suggest that to be effective the teacher should

have good grasp of the subject matter to be taught. It means that teachers are

expected to be knowledgeable in their subject area. For instance, biology teachers

should be well informed about the subject and be acquainted with current practices

and principles of teaching reading comprehension.

Knowledge of the subject matter does not stop at just getting information

about the subject. It subsumes getting the skill to impart it to the learners.

Therefore, knowledge of the subject matter is a holistic package whichinvolves

getting and utilising available information that will enhance the teaching and

learning of the subject program in Nigeria.(JA Ewa - Palacky university,

department of Special Education...‚ 2016).

Teachers’ location and gender is another factor that contribute to student poor

comprehension. Female and Male teacher will naturally exhibits feminine and

masculine traits respectively while teaching the subject. These include tolerance,

energy, attention, assertion, ascents, body communication and of course teachers

preference for a particular sec or gender of students. On the other hand the students

are too likely to have their gender preference in respect of their subject teachers.

However, despite the usefulness of instructional materials to a teacher and the

emphasis laid on their provision and use in institutions where teachers are trained,

many teachers in Ekiti State Secondary schools find it difficult to use the

instructional material and resources at their disposal. This affects the academic

performance of students despite the well equipped instructional material available

at their disposal.

Statement of Problem

This study aimed to investigate the effect of teachers’ knowledge of subject

matter, utilization of resources and class room management on academic

achievement of students in biology in Ekiti State. Student in secondary school in

Ekiti State experience difficulties in science subjects especially in biology making

excuses that biology is wide and cannot be covered. Studies revealed that different

factors are responsible for this glaring shortcoming. However, teachers’ inability to

use varied forms of teaching strategies to be able to cope with some specific

difficulties associated with the teaching and learning is one of the factors that cause

difficulties in learning, which in turn leads to poor achievements in biology. This

brings about the need for other instructional plans that will make students to be

more interested in learning and also heighten their performance.

 Numerous studies have been conducted on academic performance,

particularly among conventional students, but there is a scarcity of research

specifically addressing teacher’s knowledge of subject matter, resources utilization

and classroom management.

Several inhibitions to the learning of biology by students have been identified,

some are human in nature, while others are non-human. One of the most prominent

human inhibitions is teachers’ gender, female and male teacher will naturally

exhibits feminine and masculine traits respectively while teaching the subject.

These include tolerance, energy, attention, assertion, ascents, body communication

and of course teachers preference for a particular sec or gender of students. On the

other hand the students are too likely to have their gender preference in respect of

their subject teachers.

However, despite the usefulness of instructional materials to a teacher and the

emphasis laid on their provision and use in institutions where teachers are trained,

many teachers in Ekiti State Secondary schools find it difficult to use the

instructional material and resources at their disposal. This affects the academic

performance of students despite the well equipped instructional material available

at their disposal.
 This research study, therefore, will take critical look at the availability and

utilization of learning resources, teacher’s knowledge about the subject matter and

students’ academic performance in Biology in Secondary school in Ekiti State.

To the best of the researchers’ knowledge, no research has been done in the

area of academic achievement biology students in Ekiti state aligning to teachers

knowledge, resource utilization and classroom management. Therefore, a research

into this innovative strategy is needed.

Purpose of the Study

The study examined the effect of teachers knowledge, resources utilization and

classroom management on students academic achievement in Biology. The study

specifically examined:

i. The level of Teachers knowledge of subject matter in biology in Ekiti state.

ii. The relationship between Teachers knowledge of subject matter and class

room management.

iii. Investigate the relationship between knowledge of subject matter and

location.

Research Question

The following research questions were raised to guide the study:

 i. What is the level of Teachers knowledge of subject matter in Biology in

Ekiti State

Research Hypothesis

The following hypotheses were generated for this study:

i. There is no significant relationship between teachers knowledge of subject

matters and class room management in biology.

ii. There is no significant difference in teachers knowledge of subject matter

and teachers gender.

iii. There is no significant relationship between teacher's knowledge of subject

matter and location.

Significance of the Study

This study is expected to be of benefits to students, curriculum planners,

school administrators, instructors, teachers, researchers, government and other

stakeholders in the education sector. A higher level of interest in the topic may

result in improved performance, which in turn may leaf to an increase in the

number of students enrolling in Biology related courses such as Biology

Education, Microbiology, Plant Science, Zoology, Medicine and Agriculture

among others. It also has the potential to establish the appropriate attitude towards

the process of learning the subject.

 The findings of this study might assist Biology teachers in determining the

teaching method that most successfully enhances students’ happiness and

interaction between students and teachers. The finding of this study will also help

students to understand and see reasons for critical thinking and why teacher-

students interaction is essential. The findings of this study will also be helpful to

those responsible for the development of curricula and administration in terms of

the incorporation of new tactics that will inspire students and develop their interest

in biology and teachers in the process of teaching and learning.

Delimitation of the Study

The study was delimited to secondary school students on the effect of

teachers knowledge, utilization of resource and classroom management on students

academic achievement in biology. This research work would also be delimited to

Secondary schools students in Ado-Ekiti, Ekiti State.

Definition of Terms

Class Room Management: Classroom management refers to the strategies,

techniques, and methods used by teachers to create and maintain a productive,

respectful, and safe learning environment.

Teacher's Knowledge of Subject Matter: Teacher's knowledge refers to the

comprehensive understanding and expertise that teachers possess in their subject

area, pedagogy, and educational practices.

Teacher’s Gender: Teacher’s gender refers to the gender identity or expression of

an individual who teaches, guides, and educates students either male or female.

Teacher’s Location: Teacher’s location refers to the physical or geographical

place where a teacher is based, works, or teaches. This can be a school, institution,

city, state or country

CHAPTER TWO

LITERATURE REVIEW
 This chapter presents, a review of literature and studies related to this study

which provide bases for this study under the following sub heading.

Conceptual Review

Concept of Biology

Concept of Teaching and Learning in Science

Concept of Resources Utilization

Concept of Teachers Gender

Empirical Studies

Constructivist’s view on Learning

Conceptual Review

Concept of Biology

Biology, study of living things and their vital processes. The field deals with

all the physicochemical aspects of life. The modern tendency toward cross-

disciplinary research and the unification of scientific knowledge and investigation

from different fields has resulted in significant overlap of the field of biology with

other scientific disciplines. Modern principles of other fields—chemistry,

medicine, and physics, for example—are integrated with those of biology in areas

such as biochemistry, biomedicine, and biophysics.

 Biology is the study of plants and animals which partly provide scientific

literacy required for national growth and development. Ezeh (2006) attested that

the levels to which a nation will develop depend greatly on the level of scientific

literacy of the citizens. Scientific literacy is getting popularised daily due to global

growth and development in the field of science and technology. Biology gives

explanations to body anatomy and physiology, health issues, understanding

microorganism around us, the effects of the microbes, how to control them.

Biology is one of the requirements for studying science and the science related

courses in the tertiary institutions. Despite the relevance of Biology to individual,

the national policy on education (FRN, 2013) made Biology an elective subject for

science students’ only in Nigerian senior secondary school.

Biology is such a broad field, covering the minute working of chemical

inside our cells, to broad scale concept of ecosystem and global climate change.

Biology covers all the life processes such as movement, respiration, nutrition,

irritability, growth, excretion and reproduction. The life processes are

characteristics of all living things either plant or animal regardless of races and

geographical distributions.

According to the National Policy on Education (FRN, 2013), learning of

Biology will provide the students with suitable laboratory and field skills in

biology, meaningful and relevant knowledge in Biology, scientific knowledge that

is applicable, in health, agriculture, personal and community daily life matters and

development of functional scientific attitudes.

Adejoh and Itokyaa (2012), Nasr and Asghar (2011), noted that biology

which is a science of life, occupies a central position in the scientific and

technological development of any nation. Biology is an abstract subject for both

teachers and students possibly because of the ways it is taught and learnt not

relating it to day to day activities of the learner.

This has resulted in students’ poor performance in the subject. The teaching

is isolated from indigenous knowledge and practice which is quite unhelpful to the

teaching of biology. In the words of Thornton (2008), biology controls the

environment. The science of biology that is noted as abstract is being practiced

with the environmental resources within the context of indigenous knowledge at

different levels of human societies across the globe unknowingly. These concepts

have their origin in many and diverse indigenous knowledge and practices of the

people. These and many other biology concepts are unknowingly practiced

indigenously but in isolation from biology as a school science subject. It therefore,

becomes imperative to integrate indigenous knowledge and practices of the people

in the society into biology teaching in order to dispel the notion that the subject is

abstract and has no relevance to common daily activities.

 Science has been accorded a prime position worldwide within the context of

science education, Biology has been identified as a very important science subject

and its importance in scientific and technological development of any nation has

been widely reported. It was as a result of the recognition given to Biology in the

development of individual and the nation that has made it a core-subject among the

natural sciences and other science-related courses in the Nigerian educational

system. It has been a pre-requisite subject for offering most science oriented

courses in Nigerian tertiary institution. Biology is an important and everyday

science that requires varieties of teaching strategies that can enhance understanding

and application for sustainable living. Consequently, stakeholders of biology have

been concerned with identifying effective methods of teaching the subject at

secondary school level that can change students’ attitude towards the subject in

order to enhance understanding and achievement. Biology is an experimental

science that demands a high standard of experimental work for its knowledge and

application (Bernett & O`Neale, 2009). It is practical oriented and as such must be

taught and learnt through hands- on and minds – on activities that relate to

activities outside school for relevance and sustainable living. This will help to

sustain the unique world views of people of different cultures in different

traditional spheres of life and not only in biology.

 Many students question the need for science courses, such as biology,

especially when their area of study is not science related. However, it is becoming

increasingly important for everyone to be able to recognize the power and

limitations of science. Science is a process used to solve problems or develop an

understanding of natural events that involves testing possible answers. However,

biology can be defined as a science that deals with life.

The study of biology is designed to equip aspiring educators with a deep

understanding of biological concepts and theories, as well as the pedagogical skills

necessary to effectively teach and engage students. Students delve into the

fascinating world of living organisms, exploring topics such as cellular biology,

genetics, ecology, physiology, and evolution. They develop up a solid foundation

in biological principles, gaining insights into the intricate processes that govern life

on Earth. Alongside their scientific coursework, students also engage in

educational psychology, instructional methods, curriculum design, and classroom

management. They learn how to translate complex biological concepts into

engaging and accessible lessons, catering to diverse learning styles and fostering a

passion for science among their future students.

The field of biology is not only intellectually stimulating but also offers a

rewarding opportunity to inspire the next generation of scientists and contribute to

the advancement of scientific literacy in society. It equips them with the necessary
skills to create dynamic learning environments and foster critical thinking. Biology

which is a branch of science, is interested in the study of life and living organisms.

Adejoh and Itokyaa (2012) described biology as the natural science which is

concerned with the study of structures, functions, growth, origin, evolution,

distribution, and taxonomy of living things.

The nature of biology is a multifaceted concept that defies simple definition.

It includes aspects of evolution, genetics, cell structure and function, ecology and

philosophy of science (Okwara, Anyagh & Ikyaan 2017). The easiest way to

understand the nature of biology is to first comprehend scientific literacy. Recent

science education reform efforts emphasize scientific literacy as the main goal of

science education. Scientific literacy is the ability to understand media accounts of

science, to identify and acknowledge the contributions of science, and to be able to

use science in decision-making on both every day and socio-scientific issues. The

Programme for International Student Assessment (PISA, 2015) describes scientific

literacy as the way a person will participate in science-related issues and with the

ideas of a patriotic citizen. In recent days, science education has introduced lot of

changes in our world and will continue to do so in the future. Accomplishment in

science education will go a long way in reducing illiteracy and poverty which are

obstacles to national development.

Concept of Teaching and Learning in Biology

 In modern science, biology teaching should be such that will enable young

people have access to new knowledge to expect change, behave rationally and

creatively towards the problems generated by such changes (Gbadamosi 2014).

Biology is investigative in nature and that is the reason why the teaching and

learning of biology is concerned with the systematic procedure involved in

scientific process, these scientific process includes the scientific facts, concepts,

theories, and laws typically presented in biology textbooks.

The teaching of biology is tentative as it is subject to change in light of new

evidence and new ways of thinking thereby making scientific laws to change. New

ideas in biology are often received with a degree of scepticism, especially if they

are contrary to well-established scientific concepts. On the other hand, knowledge,

once generally accepted, can be robust and durable. Lots of ideas in biology have

survived repeated challenges, and have remained mostly unchanged for hundreds

of years.

The study of biology is designed to equip aspiring educators with a deep

understanding of biological concepts and theories, as well as the pedagogical skills

necessary to effectively teach and engage students. Students delve into the

fascinating world of living organisms, exploring topics such as cellular biology,

genetics, ecology, physiology, and evolution. They develop up a solid foundation

in biological principles, gaining insights into the intricate processes that govern life
on Earth. Alongside their scientific coursework, students also engage in

educational psychology, instructional methods, curriculum design, and classroom

management. They learn how to translate complex biological concepts into

engaging and accessible lessons, catering to diverse learning styles and fostering a

passion for science among their future students.

Students are exposed to many ways of thinking, learning, problem-solving,

and decision-making through the biology teaching process. Because it encourages

students to examine their surroundings and look for answers to their questions,

biology is a crucial subject for students to study in school. Students are compelled

to inquire and wonder about many topics whenever they come across fresh

knowledge. According to Serrano-Ausejo, E., & Mårell-Olsson, E. (2024), students

are given the opportunity to investigate their environment and learn new things via

the study of biology. It is also an active topic, consisting of activities such as

hands-on laboratories and experiments that students may participate in themselves.

Students learn about the consequences of many scientific concepts by conducting

their own experiments.

The way biology is taught in schools has an impact on students' conceptions

of it. A better conception of biology should be as a means of preparing students to

deal with study of life itself. Instead of being taught as a topic containing facts that

must be memorised, biology should be taught as a method and style of thinking.

According to Heilporn, G., Lakhal, S., & Bélisle, M. (2021), in order to guarantee

that students comprehend the scientific topics being taught, teachers need to

implement a variety of learning approaches and tactics. Researchers have

consequently urged for a change away from traditional teaching approaches and

towards ones that would allow the student to develop his or her own knowledge

(Samba, R., Achor, E. E., Bash, A., & Iortim, S. (2020). Constructivism is where

you may trace the origins of these approaches. This approach places an emphasis

on the learner. Therefore, it is absolutely necessary to implement a teaching

strategy that may pique the students' interest in science. Science should be taught

in a way that allows students to experiment and engage in group discussion as they

attempt to make sense of assignments and find solutions to difficult challenges.

The teaching and learning of scientific ideas and processes is emphasized in

science education. Teaching and learning science should focus on providing

individuals with the required skills, talents, and competences, both mental and

physical, to live in society and contribute to its 19 growth, as emphasised in the

National Policy on Education (FRN, 2014). This is the goal of both the teaching

and learning of science. Acquainting students with the fundamental information,

abilities, and mindset required for future employment in science and fields

associated to science comes down to proper teaching and learning of science in

order to attain innovation and total nation al growth. The growth of a nation

depends thus on appropriate teaching and learning.

One of the issues with the educational system pertaining to biology and in

Nigeria is that it is inadequate. The use of teaching methods that are not suitable

for the subject matter is one of the primary issues that prevents students from

achieving their potential in science. According to Markula, A., & Aksela, M.

(2022), many teachers teach in a way that is too abstract, which results in biology

classes that are dull and makes it difficult for students to understand scientific

concepts, skills, and principles.

In both the teaching and the learning of biology, having a competent level of

subject matter knowledge is also a vital factor. Teaching biology requires a teacher

to have the capacity to apply their subject matter expertise, curriculum knowledge,

student understanding, knowledge of teaching resources, classroom management

knowledge, and pedagogy knowledge to promote their students' learning outcomes

in biology. According to Riaz, S., Khan, Z., Maqsood, M., & Khan, W. A. (2023),

a teacher's teaching qualification has an effect on both his competency and the

calibre of students that are created. Duc, C. N., Thi, P. N., Hoang, T. N., Dinh, H.

L., Hong, L. N., & The, T. N. (2022), detected a large requirement to ensure a

qualitative upgrading of level of teachers' subject matter competency of staff of

teacher education. This finding comes from another study that is connected to this
one. The credentials of teachers have an effect, in a variety of ways, on the

methodology, method, and strategy of delivering the subject matter, and, as a

result, on the interest and performance of the students in the class. The credentials

of the teachers have an effect on their ability to address the demands of the

learners, and this is an essential component in maintaining the learners' interest in

learning science.

According to Qobilovna, A. M. (2023), teachers who have a high degree of

competence will inevitably generate students who have a high level of

achievement. It follows from this that the degree of success that students have in

science is directly proportional to the level of expertise that their teachers possess.

If the learner interest is to be caught in the process of teaching and learning biology

as it should be, then competence in the subject matter by the teacher should be

separated from the teachers' simple knowledge or mastery of the subject matter.

According to Pelletier, K., McCormack, M., Reeves, J., Robert, J., Arbino, N.,

Dickson-Deane, C., ... & Stine, J. (2022), it was emphasised that teachers have a

variety of roles to play in the process of teaching and learning, and that they need

to be competent in their own area of specialisation as well as be able to apply a

variety of methods and strategies of teaching and understand the learning processes

of students. This was a requirement for teachers. According to the findings of the

same study (Arifudin, O., & Ali, H. R. (2022). in order for a teacher to be
considered competent, he or she must thus have the necessary knowledge and

abilities about the method of teaching. On the basis of these contributions, it is

beneficial to have a solid foundation in the conceptual understanding of the topic at

hand.

Having said that, it is preferable to be well-versed in the most effective

method that can be used to convey the concepts to the learners in order to ensure

adequate comprehension. It is possible to refer to the teacher's personal

understanding of the concepts involved in the subject matter as the knowledge or

mastery of the subject matter. On the other hand, the teacher's competence on the

subject matter refers to the teacher's skillful management of his knowledge or

mastery of the subject matter towards the effective learning by learners.

The Goals of Biology Study in Secondary Schools

Justifications for Inclusion of Biology in Nigeria Senior Secondary School

Curriculum

According to the West African Senior Secondary School Certificate

Examinations’ Curriculum, the justifications for inclusion of Biology in the senior

secondary school curriculum are as follow:

Understanding of the structures and functions of living organisms as well as

appreciation of nature;
 Acquisition of necessary laboratory and fields’ in order to carry out and

evaluate experiments and project in Biology;

Acquisition of necessary scientific skills like oskillsbserving, grouping and

interpreting biological data;

Acquisition of relevant knowledge in biology needed for future and

advanced studies in biological sciences;

Acquisition of scientific attitudes for problem solving;

Ability to apply biological principles in everyday life in matters that affect

personal, social, environmental, community health, and economic problems

National Examinations Council (NECO) Curriculum aims at achieving the

following:

Mastery of the structures and functions of living things;

Appreciation of nature and the needs to conserve it;

Acquisition of an adequate laboratory and field skills of Biology necessary

to carry out and evaluate experiments and projects in Biology;

Ability to observe, group, and interpret data that are related to Biology;
 Acquisition of meaningful and relevant knowledge in Biology as a

prerequisite for pursuit of careers in Biological science and related discipline;

Acquisition of acceptable scientific attitudes for solving problems;

This implies that when an individual successfully acquired the objectives

stated in WAEC and NECO curriculum, would facilitate such to be scientific

literate with particular reference to Biology.

Concept of Resources Utilization

Ugulu L. (2019) confirmed that audio-visual aids when used effectively can

stimulate learning interest among students. They usually help students to retain

longer what they had learnt.

According to Inyang-Abia (2018), teacher's ability to effectively utilize the

available instructional facilities and thus optimize the attainment of instructional

function varies with their level of media education. They further stressed that

inspite of the availability of instructional material their effective utilization

depends on the level of one's education attainment.

On his part, Adekunle A. A. (2012) attributed the falling standard of educational

facilities and lack of proper utilization of the little learning resources that is

available. He contended that 90% of the primary schools are proximately 70% of

our secondary schools are poorly equipped. He also said that the acute shortage of
facilities in these schools had compelled the teachers to resort to talk and chalk,

and if he is hardworking, he might handle up to two subjects a day.

Abidakun, Akinyemi and Ubong on the availability of resource materials

and their effects on academic performance contend that “the school environment

must be a strong factor which contributes to urban students learning rate." They

reveal that where the amount of laboratory facilities (teaching aids were adequate

students perform better in the urban areas that their counterparts in the rural areas.

J Murray - … Sciences Education, 2013 -after examining the role of teachers’

science learning recommended standard laboratory for science teachers and

students. He also ended that science teacher having higher qualifications does not

meet up the standard performance of students in the absence of well-equipped

laboratories for practical teaching of the subject. They agreed that well-equipped

teaching and standard laboratories herds result compare to less availed teachers and

poor laboratories in Secondary Schools.

CC NSOFOR - 2010 equally advances a relatively high positive correlation

between classroom achievement and the use of instructional materials. In his view,

they do facilitate acquisition and longer retention of knowledge. The use of these

materials has been of greater importance to students in secondary schools.

Since most students in secondary school are still developing, their

intellectual abilities may not allow abstract presentation of facts without planning
to complement the content with concrete materials. Indeed when appropriately

used, they would present the student with more authentic picture of the real thing

that the teacher can describe, thus the use of learning resources do to match the

diverse abilities and learning styles of student of abstract ideas through the use of

diagrams, charts, pictures among others.

Concept of classroom management

Classroom is the meeting point for both student and teacher where curriculum

activities are implemented. Educational objectives cannot be fully avheived

without the use of conducive classroom environment. The classroom is

characterized by a network of interpersonal relationship directed at the attainment

of educational goal. Good classroom environment must be well ventilated, fully

supplied with chairs and desk, have sizeable chalkboard, beautiful walls and

lightening (okeke 2015). These are subjected to good management in order to

encounter a great achievement height of educational set objectives.

Classroom management refers to actions that an instructor takes to create and

maintain a learning environment that is conducive to successful instruction. These

actions include decisions about structure, organization, and course activities that

support students by managing their expectations and behaviors. Effective

classroom management can create a positive learning environment that Fosters an

environment that supports academic, social, and emotional learning; Facilitates a

structured and organized environment where students can focus on learning; and

Builds trust and healthy relationships between instructor and students, and peer-to-

peer among students.Maintains attention and fosters motivation and engagement;

and Minimizes disruption and interference with learning.

The classroom is a learning environment with particular purposes, features,

processes, and dimensions. Classrooms are public places and yet each class can

feel like a private sphere with shared stories, inside jokes, and particular comforts

and discomforts. Each classroom can also have its own dynamics that are affected

by the people in the room, the time of day, the physical space, and many other

factors.

Classroom management has been highlighted across numerous research studies as

a major factor that affect students' academic performance (Marzono, 2008). The

most obvious for this assertion is that classroom management set the stage for

teaching and learning. It set a tone in the classroom that capture students' attention

- as a necessity for effective teaching and learning (Marzono 2008).

According to Walter (2006), classroom management differ from one teacher to

another because of the teachers personality, teaching styles, preparedness and

number of students in the classroom.

Emperical Studies
Concept of Teacher's Knowledge of subject Matter and Academic

Achievement

The teachers` subject matter knowledge is a matter on which the teachers are

recruited to continue the teaching process. Teachers` grip and command of the

subject matter knowledge can bring a positive change in the student's academic

outcomes.

Subject-matter expertise is expertise in the subject that a teacher is instructing. It

frequently comprises knowledge of both what is known outside of the field as well

as how the discipline develops. The information on foundational concepts, forensic

techniques, and resources, as well as the composition and cascading ramifications,

is crucial for preparing the class for aggregate parts and lectures. Teachers need to

be wellversed in the subject matter being taught in the classroom to strengthen

cross-curriculum connections (De Nobile, 2007). In analyzing the effectiveness of

teaching, Darling Hammond (2006) highlighted three factors:

(a) the ability of instructors to convey content; (b) teaching subject information;

and (c) teachers' teaching diaries. Because teachers may encounter ambiguous

situations such as student asking several wrong questions that lead to confusing

conclusions, adequate learning is a key element in educational domains (Shulman

et al. 2021).

The subject matter not only comprises specific material within the teacher's areas
of activity, but it also encompasses the learners' presumption and certainty and

their usage as a tool to assist students in achieving complexity and exploiting real-

world inconsistencies. Teachers must explain how one definition relates to another,

dispel students' misconceptions, and prepare them to form useful cognitive atlases

by teaching rigorous and subordinate material by national and international

standards. C. W. Anderson, 1988. Teachers must be able to see the connections

between and practical applicability of concepts from several disciplines. Teachers

with a basic understanding of discipline are the cornerstone of pedagogical

material knowledge that makes ideas or concepts meaningful for learners.

(Shulman et al. 2021). Meeting the objectives of a lecture heavily depends on the

instructor's subject matter competence, which might provide the teacher with

inaccurate information if he lacks a clear grasp. The students are going to be

challenging. Rice (2003) emphasized the need for instructors to have in-depth topic

knowledge since it is impossible for them to study a subject poorly, which results

in a lack of student engagement, respect for the teacher, and teacher confidence.

Researchers discovered that professors who had significant subjectmatter expertise

had an impact on their students' exam scores, which were higher than expected.

Teachers who are knowledgeable in the subjects they teach

well know the best methods of instruction to use in supporting students to

understand indepth of the subject matter. Teachers are a force for change in the

field of education.

Knowledge of the subject matter is a variable that influences teachers‟ quality and

also affects students‟Achievement. Students understand lesson more and with keen

interest when lesson was taught by a teacher who master his subject matter very

well. A teacher that masters his subject matter teaches very well. He is able to

perform his duty efficiently and effectively. He is capable of developing and

implementing curriculum. The mastery of relevant knowledge is one of the most

important attributes of the teacher, according to Odiri (2011) the teacher today

must have a good grasp of the subject matter if he is to command respect of his

students.

Concept of Resource Utilization and Academic Achievement

The primary purpose of education is to bring about desirable change in behavior

through acquisition of skills, attitudes, competencies, critical and creative thinking.

Teaching is a complex and demanding task that requires highly specialized skills,

knowledge, and resources to impact significantly on student learning. Availability

and utilization of resources in school is important in achievement of its goals and

objectives of education. Students learning outcome is influenced by appropriate

management of school resources. Investing in educational resources is the key to

ensuring that schools become institutions where students work together, learn from

each other and benefit from a supportive school environment, and consequently

maximize student learning so that all students achieve their full learning potential

(Mugure, 2012).

According to Neill (2001) student learning outcomes in schools is largely

dependent on availability and appropriate utilization of resources, because the

students acquire the required skills using these resources. These resources include

physical facilities such as spacious and well ventilated classrooms, adequately

equipped laboratories and technical workshops, well-stocked libraries, assembly

halls, recreational ground, farm land, gymnasia, health centers, counseling units,

staff offices and conveniently placed urinals and latrines. The material resources

are made up of items of furniture, laboratory materials (consumable and non-

consumable), motor vehicles, instructional tools, books and other stationery items

as well as utilities such as electric power, gas and water in the schools. Facilities

play an important role in the actualization of educational goals and objectives by

satisfying the physical and emotional needs of the staff and students. Neill further

categorizes educational resource as Human and Non-Human Resource.

Asiyai (2006) defined resources as the entire school plant or educational facilities

such as blocks of classrooms, staffroom, laboratories, workshops, libraries, aids,

electricity, water, desks, chairs, tables, stationery, playgrounds, storage space and
others, which the school harness, allocate and utilize by administrators, teachers

and students, for the main objective of bringing about effective and purposeful

teaching and learning experiences. The availability or non-availability and

utilization of these materials in secondary schools in Langtang-north local

government are likely to affect the academic performance of the students.

Akinwumiju and Orimoloye (2014) pointed out that educational institutions from

Nursery to University require basic structure for their effective operations. These

include classrooms, offices, assembly halls, laboratories, staff quarters, library and

general examination hall. Within the basic structure, it was suggested that there

should be fixtures and fittings to make them usable. These resources are not only to

be adequate in number but should be in good condition for the school to function

properly.

However, quality education cannot be achieved without proper utilization of

educational resources which play an important role in the achievement of

educational goals and objectives alongside students’ academic performances.

According to Adeogun and Ofisila (2008), educational resources can be

categorized into four groups that is human, material, physical and financial

resources. Educational resources according to Usman (2007) are central to the

educational process because they play an important role in the achievement of

educational goals and objectives since they facilitate teachers’ work and accelerate
learning on the part of the student. Hallack (1990) emphasized that the availability

and utilization of relevant educational resources contribute to academic

achievement and that unattractive school buildings, crowded classrooms, non-

availability of playing grounds and surroundings that have no aesthetic beauty can

contribute to poor academic achievement. Further, Kembui (1995) in a study of

relationship between educational resources and students’ academic performance

noted a very strong positive significant relationship between instructional resources

and academic performance. According to him, schools with more resources

performed better than schools that are less endowed.

Concept of Classroom Management and Academic Achievement

Classroom and Classroom Management A classroom is a space provided in a

school where students gather and the teacher meets them for lectures. It is a room

designated for teaching and learning. Classroom is a room set aside and

specifically designed and furnish for the purpose of teaching and learning

(Akinwumiju & Agabi 2008) in (Agabi, et al., 2013). A classroom is one of the

facilities a school must have. Agabi, Onyake and Wali succinctly put: a school is

not complete without at least one block of classroom to facilitate organized

teaching and learning. A classroom is very important because it facilitate teaching

and learning. A conducive classroom environment increases the desire for

knowledge and heightens creativity in learners, (Agabi et al., 2013). The classroom
protects learners from the erratic weather condition such as rain, wind, and extreme

weather conditions (Agabi et al., 2013). The classroom, with the aid of its facilities

such as: the writing board, classroom seats and instructional materials, enhances

teaching and learning. For the classroom to be useful for the purpose it was meant

to serve, teaching and learning, it has to be organized and maintained. This brings

about the concept of classroom management. Classroom management refer to the

sum total of plan of actions taken by the teacher in the classroom to bring about a

conducive classroom environment that supports teaching and learning leading to

success and achievement.

Classroom management has been highlighted across numerous research studies as

a major variable that affects students’ academic performance (Marzono, 2008).

The most obvious reason for this assertion is that, effective classroom management

sets the stage for teaching and learning. It sets a tone in the classroom that captures

students’ attention – as a necessity for effective teaching and learning (Marzono,

2008). This statement is obvious since a classroom which is chaotic and

disorganized as a result of poor classroom management is highly unlikely to

enhance expansive learning and students’ academic performance and might,

indeed, inhibit it. In chaos, according to Idopise (2004), very little academic

learning can take place. According to Walter (2006), classroom management

differs from one teacher to another because of the teacher’s personality, teaching
style, preparedness, and number of students in the classroom. According to

Umoren (2010), the concept of classroom management is broader than the notion

of student control and discipline, it includes all the things teachers must do in the

classroom to foster students’ academic involvement and cooperation in classroom

activities to create conducive learning environment. Morse (2012), relates that

classroom management involves curtailing learner’s disruptive behaviors such as

fighting and noise making, close observation, arrangement of classroom learning

materials, and response to students who suffer from poor sight (vision), poor

hea3etb ring, poor reading, poor writing, poor spelling, shame, dullness,

hyperactivity and poor study habits. When classroom management is viewed in a

more wider and holistic sense, incorporating every element of the classroom from

lesson delivery to classroom environment becomes important (Nicholas, 2007).

According to Nicholas (2007), this includes creating organized and orderly

classroom, establishing expectations, inducing students’ cooperation in learning

tasks, and dealing with the procedural demands of the classroom. This view of

classroom management contrasts to a more narrow view of classroom management

as it deals with just discipline and control. According to Bassey (2012), the wider

view of classroom management shows increased engagement, reduction in

inappropriate and disruptive behaviors, promotion of student responsibility for

academic work, and improved academic performance of students.

Classroom management has been highlighted across numerous research studies as

a major variable that affects students’ academic performance (Marzono, 2008).

The most obviousreason for this assertion is that, effective classroom management

sets the stage for teachingand learning. It sets a tone in the classroom that captures

students’ attention – as a necessityfor effective teaching and learning (Marzono,

2008). This statement is obvious since a classroom which is chaotic and

disorganized as a result of poor classroom management is highly unlikely to

enhance expansive learning and students’ academic performance and might,

indeed, inhibit it. In chaos, according to Idopise (2004), very little academic

learning can take place. According to Walter (2006), classroom management

differs from one teacher to another because of the teacher’s personality, teaching

style, preparedness, and number of students in the classroom.

According to Umoren (2010), the concept of classroom management is broader

than the notion of student control and discipline, it includes all the things teachers

must do in the classroom to foster students’ academic involvement and cooperation

in classroom activities to create conducive learning environment. Morse (2012),

relates that classroom management involves curtailing learner’s disruptive

behaviors such as fighting and noise making, close observation, arrangement of

classroom learning materials, and response to students who suffer from poor sight
(vision), poor hea3etb ring, poor reading, poor writing, poor spelling, shame,

dullness, hyperactivity and poor study habits.

When classroom management is viewed in a more wider and holistic sense,

incorporating every element of the classroom from lesson delivery to classroom

environment becomes important (Nicholas, 2007). According to Nicholas (2007),

this includes creating organized and orderly classroom, establishing expectations,

inducing students’ cooperation in learning tasks, and dealing with the procedural

demands of the classroom. This view of classroom management contrasts to a

more narrow view of classroom management as it deals with just discipline and

control. According to Bassey (2012), the wider view of classroom management

shows increased engagement, reduction in inappropriate and disruptive behaviors,

promotion of student responsibility for academic work, and improved academic

performance of students.

In effect, discipline, control and the consequences become authoritative or punitive

approaches to classroom management. These have become much smaller part of

the term classroom management. Thus, classroom management denotes much

more than any of these words (Charlie, 2006). As put by Williams (2008),

classroom management involves how the teacher works, how the class works, how

the teacher and students work together and how teaching and learning takes place.

An analyses of the past 50 years of classroom management research identified

classroom management as the most important factor, even above students’

aptitude, affecting students’ learning and academic performance (Wang, et al.,

2009). Contrary to popular belief held by Pandey (2006), classroom management is

not a gift bestowed upon some teachers. While it is true that some teachers adapt to

classroom management easily, making it felt bytheir colleagues as if they posses

some innate talents. Classroom management is a skill that can be acquired like any

other profession. It is a skill that must be practiced to achieve proficiency.

Classroom management thus requires specific skills such as planning organizing,

as well as an aptitude for team work. It requires a great deal of commitment,

initiatives, teachers’ willingness to adjust, creative thinking and actions (Abel,

2011). Poorly managed classrooms are usually characterized by disruptive

behaviors such as sleeping, late coming, noise making, miscopying of notes,

eating, calling of nicknames, verbal or physical threat to fellow students or the

teacher (Ekere, 2006). These disruptive behaviors disorganize learning processes

and hamper academic performance of students. Effiong (2007), suggests that

teachers can deal with these disruptive behaviors in the classroom and reduce them

to the minimum through effective classroom management so that effective learning

can take place. Once teachers are able to effectively reduce or eliminate disruptive

behaviors in the classroom, there would be increased academic attentiveness and

engagement which would pave way for better academic performance by students.
Concept of Combined Effects of Teacher Knowledge Resource Utilization,

and Classroom Management and Academic Achievement in Biology.