Background of the Study
Science education plays a vital role in lives of individuals and the development of a nation scientifically and technologically (Alebiosu and Ifamuyiwa, 2008). It is widely and generally acknowledged that the gate way to the survival of a nation scientifically and technologically is science education, Nigerian government came up with a policy that 60% of the students seeking admission into the nation’s universities, polytechnics and colleges of education should be admitted for science oriented courses, while 40% of the students should be considered for art and social science courses.
(Ajibola, 2008), the government’s effort cannot be said to have yielded much fruits given the dividing nature of students seeking admission into science oriented courses in the nation’s tertiary institutions, more students are seeking admission into art and social science courses than those of the science-oriented courses on yearly basis.
Disturbed by this ugly development, researchers in the field of science education in Nigeria embarked on series of studies to find the logic behind the ugly development.
They found that the problem stemmed from the first form of science a child comes across at the SSS (Senior Secondary Schools) levels, that is Biology.
They also found that lack of qualified teachers, lack of equipments and facilities for teaching, lack of practical works, insufficient allotment of time for Biology on the school time-table and poor methods of teaching are the major factors militating against the successive implementation of the core-curriculum in Biology (Afunwape and Olatoye 2004).
The aforementioned problems of teaching Biology did not include non-sequential arrangement of some of the Biology concepts in the curriculum.
It is believed that if Biology concepts are not taught from known to unknown and from simple to complex, it is likely that student might find it difficult to understand the concept taught.
This has led to the development of negative attitude towards the subject by the students which has led to many of them not showing interest in offering core science subjects at the senior secondary school level and science-oriented courses at the nation’s tertiary institutions because of their poor performance in Biology examination at the SSSCE (Senior Secondary School Certificate Examination).
It is against this background that this paper reviewed the Nigerian Biology curriculum in order to ascertain the sequential arrangement of the concept.
Statement of the Problem
The identification of difficult teaching and learning topic in the Senior Secondary School Biology has been a problem to many teaching and learning topics in the subject, like Ochoha (1996) the research carried out by Odo (1995) and Onah (1997) maintain that student who registered for Biology in the senior secondary school certificate examination perform very poor in this particular subject, it is because of some factors, which contributes to the poor standard of the student.
These are some of the factors that contributed, first we have to identify the environmental factors, which also is one to the most important problem in the area of teaching and learning the subject in the system.
Biology is a science subject, which is all about practical. Also poor attitude of the students also is one of the major problems that contribute to the difficult teaching and learning of topics in the senior secondary schools, because some student’s poor attitude can bring about poor performance in the subject, thereby making the students not to understood the subject.
Non-use of instructional materials also contribute to the difficulty in learning topics in senior secondary schools Biology. It makes the students performance very poor in terms of their senior secondary schools certificate examination in the system.
In this particular research, the researchers could wish to find out if the attitude of students towards Biology can cause the difficulty in teaching and learning topics in the senior secondary school Biology and because of that, it makes the teaching and learning difficult for both the teacher and the student. Also there is another importance factors, which is poor attitude of teachers towards the teaching of Biology and some people like Okoro (1990), Okafor (1996) and Elechi (1993) says that one of the factors is lack of trained teacher in the system in Biology, others still say that one of the factors to be identified is non-use of instructional materials in the learning and teaching process of these particular topics in Biology.
On the other hand, Ugwu (1996) pointed out that due to this particular factors it has made the performance of the students in senior secondary schools to perform poorly in the system, especially in the senior secondary school certificate examination, if all these identified factors should be looked into; it will enhance the teaching and learning of Biology in the system.
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