Volume 13, Issue 1, 2024

Secondary School Biology Teachers Conservative Attitudes Towards Educational Practices in Ilorin, Nigeria

Abidoye Florence Omosholape & Aladesuyi David Adeyemi

Abstract

Education is vital for societal development, and teaching methods significantly impact educational outcomes. This study examines the conservative attitudes of secondary school biology teachers in Ilorin towards educational practices, identifies factors contributing to resistance, and proposes strategies to support the transition to modern teaching methods. Utilizing a descriptive survey design, data were collected from 154 biology teachers using a structured questionnaire. Data collected were analysed using mean, mean rating and SD. Findings reveal a strong preference for traditional lecture-style teaching and skepticism towards modern practices, primarily due to a lack of training, personal comfort with established methods, inadequate resources, and pressure to prioritize exam results. Cultural norms also play a significant role in resistance. To address these barriers, the study recommends regular professional development workshops, adequate resource allocation, and mentorship programs. These strategies aim to equip teachers with the necessary skills, confidence, and support to embrace innovative teaching practices, ultimately fostering educational development and better preparing students for future challenges. Implementing these recommendations can bridge the gap between traditional and modern teaching methods, promoting a more dynamic and effective learning environment.

Keywords

Biology Conservative Educational Educational Resistance Change,Teachers, Attitudes, Practices,

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