Assessment of Nigerian Biology Teachers’ Knowledge of Errors in Biological Drawing
Ganiyu Bello 1 *
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1 Department of Science Education, Faculty of Education, University of Ilorin, Ilorin, NIGERIA* Corresponding Author

Abstract

In this survey research, biology teachers’ knowledge of errors in biological drawing was assessed with a focus on their qualifications and years of teaching experience. A total of 100 out of 235 biology teachers in public secondary schools in Kwara State Central Senatorial District, Nigeria took part in the study. The teachers were selected through stratified random sampling procedure. An assessment test titled “identification of errors in biological drawing test” (IEBDT) designed by the researcher was used to gather data in the study. The reliability coefficient of IEBDT was 0.83. Results of the study revealed that biology teachers had poor knowledge of errors in biological drawings and that a significant difference does not exist in their knowledge of errors in biological drawing based on their qualifications and years of teaching experience. It was recommended that biology teacher education programs should be re-jigged while biology teachers were admonished to regularly participate in teacher professional development programs. Further research studies to determine factors responsible for the teachers’ poor knowledge of errors in biological drawing and lack of significant difference in their knowledge based on qualifications and teaching experience in contrast to logical expectations was also, recommended in the study.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

AQUADEMIA, Volume 6, Issue 1, 2022, Article No: ep22004

https://doi.org/10.21601/aquademia/12183

Publication date: 29 Jun 2022

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Article Downloads: 909

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