It is widely proven by several studies that efficacy is an important factor in the teaching learning process. Therefore, the goal of this study was to examine whether teachers' self efficacy contributes to the development of students' self-efficacy in Biology. This study was a descriptive research with survey type which used proportionate and…

Instructional resources play an important role in conducting high quality education. This research assessed the availability and utilization of instructional resources in Moro Local Government Area (LGA) of Kwara State, Nigeria. Descriptive survey research was adopted for the study. A total of sixty (60) Biology teachers were randomly sampled from…

Learning style has been considered as one of determining factors for learning processes. This study aimed at observing the correlation between students' learning style and performance of Nigerian students in biology. The sample of this study consisted of 100 students which were randomly selected from the secondary schools in Ifelodun LGA, Kwara…

Among the factors identified to be responsible for the poor performance of senior high school students in biology is inappropriate instructional media. This study investigated the effects of plastic relief sculpture on senior high school students' performance in biology practical activity in Ogbomoso, South Local Government Area of Oyo State,…

Presents the results of a survey to identify and categorize the major difficulties perceived by teachers in their teaching of ecology. Difficulties included teacher training, syllabus difficulties, and teacher approach. Suggests how these difficulties might be overcome. (CW)

Identified some of the misconceptions held by secondary science students (N=232) related to selected ecological concepts and generalizations. Lists the alternative conceptions expressed by these students on food chains and energy flows and pyramids. Offers perspectives on dealing with the sources of the misconceptions. (ML)

Describes results of a study investigating the nature of Nigerian secondary school pupils' (N=120) difficulties in understanding the biological concepts of growth, reproduction, and transport mechanisms within living organisms. Identifies examples of common misconceptions. (CS)