The study investigate teachers-students relationship on teaching and learning of biology. The study revealed some related literature such as Constructivist Framework, Historical Context, Effects of Teacher-Student Relationships on students’ academic performance and Perspectives on Teacher-Student Relationships. Three research questions were formulated and used for the study. The researcher judgmentally selected 150 respondents as the target population. The sample size consisted of selected respondents from the five (5) secondary schools selected. The instrument used for the research work was questionnaires in closed form. The researcher employed descriptive statistics with the use of mean and chi square to calculated data collected. The study concluded that teachers’ classroom effectiveness has only minimal effects on student’s academics performance. The study recommend that government should attempt to improve the attitude of students to academic work by providing libraries and laboratories for biology practical to enable learning experience of the students become more meaningful and at the same time interesting, school principals should endeavour to make necessary instructional materials available to teachers when needed and teachers should be encouraged to embark on regular professional development.
Background to the study
Biology is one of the core science subjects offered in Nigerian secondary schools and it is the most highly subscribed among the science subjects of the Nigerian senior secondary school curriculum by both schools and students. Majority of the students offer it at the Senior School Certificate Examinations (SSCE) because the knowledge of Biology is needed in the fields of medicine, nursing, pharmacy, agriculture, engineering and other related disciplines. It is a subject that requires the processes and skills of science, through laboratory experiences, to understand its theoretical concepts and application of such concepts in practical and similar situations in everyday life. Such practical experiences encourage critical thinking which can enhance innovation and productivity (manufacturing) that are highly needed in Africa as a developing continent.
According to Farahnaz (2011), regardless of one’s major or profession, science plays an enormous role in everyone’s life. From discovering cures for diseases, to creating innovative technologies, to teaching us to think critically, science has become an indispensable feature of modern society. Therefore, in the world of today, science has become a dominant cultural factor (Abubakar ,Yakubu, Danjuma, Mario, 2012). Biology is the science of life. The science of biology is rapidly expanding and it has permeated most aspects of our economic/public life. Efforts are made today, not only to demonstrate the connections of biology with Biology, physics and mathematics but also the interrelationships among branches of biology.
Biology is seen as the most important area of study and in particular has generated its share of controversies, including evolution, cloning and genetic engineering, global warming, premature species extinction, animal suffering, human overpopulation and the right to determine the timing and means of one’s own death, to name a few (Leonard, 2010). It is important to note here that all the successes recorded in other fields of study are dependent on the facts revealed by the studies carried out in the field of biology.
Biology occupies a central position in the science world and it is the gateway to professions like; medicine, pharmacy, dentistry, nursing, sanitary inspection, agriculture and a host of others. In spite of the obvious importance and the fact that biology is an interesting subject that relates to human life, it is still a puzzle why the performance of secondary school students remains poor in the subject.
The effects of Teacher-Students relationship can be define as the number of learners enrolled in a school divided by the numbers in that school. Students-Teacher relationship is a significant measure of quality in education. This is because in a school where the relationship is high learners may lack personal attention of focus from the teacher while the less academic learners .are likely to lack behind. Consequently learner’s progress through the curriculum may be the hindered factor that may lead to dismal performance in the exit examination.
In a low students-teacher relationship learning environment, learners are more likely to get more one-on-one time with the teacher. Moreover, teachers may get to know the individual student’s better, thereby enhancing teacher’s capacity to identify area where the student may be in need of assistance. In the final analysis, learners get more value out of their education. These observations lends support to the view that other factors held constant (example. learners family background, material inputs and so on) teacher factor is the most powerful determinant of learners academic achievement.
The official goal of the Ministry of Education and vocational training is that classes should contain the number of students. Besides, the researcher observed that the target was far from being attained in line with the enrolment increase. Many things affect the quality of education. Such things as teacher educational quality, the student quotient, student health condition, quality teaching in the school, location of school, social and environmental factors, curriculum, the type of instruction led the teacher centered ( example problem solving, creative project, etc. as well as student-teacher relationship among other things.
Every formal education setting involves teacher-student’s relationship. However, the nomenclature of the teacher depends on the model of interaction. The teacher can be described as a tutor if he gives private lessons to one student or small group and he is directly paid by them. He is called a director (rector) if he gives instruction to the learners on how to go about the learning process. He is described as a monitor if he observes the students’ learning activity. The nature of the subject also has a part to play in determine the influence of the teacher- students relationship. If the subject is basically theoretical; or basically practical or both: the relationship will not be the same in all the cases. The problem at stake is whether student-teacher relationship has any implication for the quality of education. Based on the foregoing, this research project discusses students-teacher relationship as an essential ingredient of quality education most especially Biology in secondary school in Ikere local government area of Ekiti State. It also suggests how the school teacher could use it to enrich the learning environment of the Nigerian school child expected of them. There has been public outer over the persistently poor performance of secondary school students in public examinations.
According to Nwokocha and Amadike (2012) academic performance of students is the yardstick for testing educational quality of a nation. Hence, it is expedient to maintain a high performance in internal and mostly external examinations.
Statements of the Problem
As school population increases class sizes also increase, the performances of students become student’s feelings and achievement on administration quality and school budgets, class size’s administrative decision over which teachers have little or no control. Most researchers state that, the size of the class would prove a significant determinant of the degree of success of students. Exception of a few, many studies have reported that under ideal situation, class size itself is an important factor. The first issue that calls for immediate clarification is what number of student should constitute at a large group and what should be described as a small group. In describing a small group, the researcher observed that they have few teachers with small pools of talent offer limited range of subjects and characteristically finding it hard to justify costly investment on libraries, their students lack competition and merest peers as they get stuck with some teachers for an entire school career. Large class size on the other hand is often impersonal, having broader curricula with teachers being given wider support. While students may suffer discipline problems as teachers cannot get to know their students very easily. They find it easy to stream students according to their ability while commitment to work may stand as a test of time. In terms of numerical strength, the national policy on education (1977 revised in 1981) specified 20 in pre-primary, 30 in primary and maximum of 40 in secondary schools.
These directives appear unrealistic in urban areas as a result of high population. Therefore considering the vitality of the problem, this study investigates the effects of teacher-students relationship on teaching and learning of Biology
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