Browsing by Author "Olufunke. O. Kayode"

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    ASSESSMENT OF AVAILABILITY AND UTILIZATION OF BIOLOGY LABORATORY MATERIALS IN SENIOR SCHOOLS IN ILORIN, NIGERIA
    (Maddibo Adawa University International Journal of Educational foundation, 2025) Opeyemi Abdullahi Alabi; Abdulraheem Dare Gbigbadua; Olufunke. O. Kayode; Sherifat Temitayo Ibrahim
    Biology is one of the science subjects where laboratory materials with the use of specimens, apparatus, equipment and safety were taught. These activities were faced with many challenges among which are the availability and effective utilization of the biology laboratory materials. This study investigated the availability and utilization of biology laboratory materials in senior secondary schools in Ilorin, Nigeria, two research questions were raised and two research hypotheses were tested at 0.05 alpha level of significance. The study adopted a quantitative descriptive survey type and 257 Biology teachers were sampled for the study using multistage sampling techniques, data were collected using the Laboratory Activities Rating Scale Questionnaire (LARSQ). Content and construct validity was done by three (3) experts. One (1) from the department of science education, department of plant Biology, University of Ilorin and one (1)  experience secondary school Biology teacher respectively. A pilot study was also conducted using (20) Biology Teachers in different schools at the same time that was not participated in the research study. The data obtained was subjected to Cronbach Alpha test using the split half methods at a significant level of 0.05, then, Pearson’s Product-Moment Correlation was used to compare the two sets of scores and reliability index of 0.84, 0.81 and 0.87 was obtained respectively which measured the instrument to be reliable. Descriptive statistics such as frequency counts, percentages, means and standard deviations were used to answer the research questions, while inferential statistics (t-test and ANOVA) were employed to test hypotheses at the 0.05 significance level, Findings revealed that while laboratory materials were available to some extent, their utilization rate was low. Significant differences were observed in the teachers’ views on laboratory utilization based on gender, teaching experience, and academic qualification. The study concludes that inadequate utilization of laboratory resources continues to hinder effective teaching of biology in Nigerian schools. Study hereby recommends were made for improved provision, training, and monitoring of laboratory practices to enhance students’ academic performance.  
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    Overcoming Biology Anxiety through Inclusive Pedagogy: A study of Senior Secondary Students in Ilorin West, Nigeria
    (Ilorin Journal of Education, Faculty of Education, University of Ilorin Journal, 2026-03-26) A. D. Gbigbadua; R. Sulyman; Olufunke. O. Kayode; Muhinat. B. Bello; Abdullahi ALABI
    This study examined the prevalence of Biology-related anxiety among Senior Secondary School students and evaluated effective strategies for mitigating its impact within Ilorin West Local Government of Kwara State, Nigeria. A descriptive design was adoptedfor the study. The population for this study comprised all public Senior Secondary Schools in Ilorin West, Kwara State. A multi-stagesampling procedure was employed for this study. At the first stage, a purposive sampling technique was used to select three (3) senior secondary schools within Ilorin West. At the second stage, a stratified sampling technique was used to classify respondents into senior secondary school two SSII and three SSIII from the three (3) schools chosen. While at the third stage, a simple random sampling technique was used to select sixty (60) respondents from each stratum. Thus, a total of three hundred and sixty (360) respondents were selected from SSII and SSIII of the three schools selected as the sample of this study.Findings revealed that factors such as fear of failure, low self-confidence, overwhelming content, and traditional teacher-centred methods significantly contribute to biology anxiety. Limited access to practical resources and complex diagrams intensified student stress. The study also revealed that interactive teaching methods, peer collaboration, real-life application of Biology concepts, and consistent feedback from teachers significantly reduced anxiety and increased student engagement. The study, therefore, concludes that addressing biology anxiety requires a shift toward active learning strategies, the integration of digital tools, and improved teacher-student relationships. The study recommends training of teachers to ensure a more inclusive, supportive, and engaging biology learning environment.