The influence of the frequency of biology practical classes and biology teachers’ qualification on senior school students’ knowledge of biological drawings

David Akinjide Akintola, Gabriel Olawumi Ayanlola, Musa Mohammed Sulaiman


Despite the importance of Biology in several arears of human endeavors, teaching of practical has been handled with levity both by the teachers and the students. Studies indicated that teachers’ factors, ways and manners related to the teaching of the subject and qualification of Biology teachers are among numerous factors causing students’ poor achievements in Biology. Results from studies suggest that biological drawings could be used to facilitate students’ learning. This study assessed the knowledge of biological drawings possessed by senior school (SS) students based on frequency of Biology practical classes taught by teachers and teachers’ qualification in Oyo State, Nigeria. Descriptive research was employed. A total of 657 Biology students were randomly sampled for the study. Students’ Biological Drawings Achievement Test (SBDAT) was the instrument used with the reliability coefficient of 0.70 using test-retest method. Two hypotheses were generated and tested. Data were analyzed using t-test and ANOVA. Findings of the study showed that; the frequency of Biology practical classes students are exposed to and teachers’ qualification significantly influenced the knowledge of biological drawings possessed by students in Oyo state, Nigeria. It was recommended among others that students should be exposed to high frequency of practical classes. Also, qualified teachers should teach biological drawings in schools.


Biology practical classes; Teacher’s qualification; Biological drawings

Full Text:



Akinsolu, A. O. (2010). Teachers and students’ academic performance in Nigerian secondary schools: Implications for planning. Florida Journal of Educational Administration & Policy, 3(2), 86–103.

Akintola, D. A., Abimbola, I. O., & Ahmed, A. M. (2018). Assessment of biological drawings among the senior secondary school students in Nigeria. Pakistan Journal of Education, Society and Language, 4(2), 1–14.

Akintola, D. A., & Ayanlola, G. O. (2019). Effects of analogies strategy on senior secondary school students’ achievement in biology in Nigeria. Al-Hikmah University Journal of Education, 6(2), 8–14.

Buddin, R., & Zamarro, G. (2009). Teacher qualifications and student achievement in urban elementary schools. Journal of Urban Economics, 66(2), 103–115.

Demir, Y., Sipahi, S., Kahraman, S., & Yalcin, M. (2007). Preservice science teachers’ levels of awareness about topics, units and concepts in primary science curriculum [Fen bilgisi programı öÄŸrencilerinin ilköÄŸretim ikinci kademe fen bilgisi (fen ve teknoloji) müfredatındaki ünite, konu ve kavramlara dair fark. Kastamonu Education Journal, 15(1), 231–240.

Ebubedike, G. U. (2010). Students’ perceptions of adequacy of biology practical organized for senior secondary school students in Enugu North local government area (An Unpublished M.Ed. Research Project).

Fakeye, D. O. (2012). Teachers qualification and subject mastery as predictors of achievement in English language in Ibarapapa division of Oyo State. Global Journal of Human Social Science, 12(3), 1–7.

Gbore, L. (2013). Relationship between cognitive entry characteristics and the academic performance of university undergraduates in South West, Nigeria. Journal of Educational and Social Research, 3(1), 19–24.

Khurshid, K. (2008). A study of the relationship between the professional qualifications of the teachers and academic performance of their students at secondary school level. World Academy of Science, Engineering and Technology, 38(1), 445–451.

Kirschner, P. A., & van Merriënboer, J. J. G. (2013). Do learners really know best? Urban legends in education. Educational Psychologist, 48(3), 169–183.

Koba, S., & Tweed, A. (2009). Hard-to-teach biology concepts: A framework to deepen student understanding. NSTA Press.

Kolucki, B., & Lemish, D. (2011). Communicating with children: Principles and practices to nurture, inspire, excite, educate and heal. UNICEF.

Krieg, J. M. (2005). Student gender and teacher gender: What is the impact on high stakes test scores. Documents/Teacher and Student Gender.pdf

Lerner, N. (2007). Drawing to learn science: Legacies of agassiz. Journal of Technical Writing and Communication, 37(4), 379–394.

Maagan, D. (2007). Teaching staff survey in elementary schools (2005/2006).

Motlhabane, A. (2014). Online science practical work: How can students do it? In D. Mogari, U. Ogbonnaya, & K. Padayachee (Eds.), ISTE International Conference on Mathematics, Science and Technology Education. University of South Africa.

Mubenga, P. T. (2006). Closing the achievement gap between African American children and their Caucasians counterparts using collaboration learning setting.

Okoli, J. N. (2006). Effects of investigative laboratory approach and expository method on acquisition of science process skills by biology students of different levels of scientific literacy. Journal of Science Research Association of Nigeria, 41, 79–88.

Olagunju, A. M., Adesoji, F. A., Iroegbu, T. O., & Ige, T. A. (2003). Innovations in science teaching for the new millennium. Education this millennium-innovations in theory and practice. Macmillan publisher Nigeria.

Omosewo, E. O. (2010). Poor practical classes: teachers implementation of the practical components of senior secondary Physics curriculum with strategies for improved Physics in Kwara State.

Omosewo, E. O., & Abimbola, I. O. (2007). Views of Nigerian science teacher educators on the American minimum professional knowledge standards for science teacher educators. Institute Journal of Studies in Education, 1(4), 106–112.

Owolabi, O. T., & Adedayo, J. O. (2012). Effect of teacher’s qualification on the performance of senior secondary school physics students: Implication on technology in Nigeria. English Language Teaching, 5(6), 72–77.

Oyelekan, O. S., Igbokwe, E. F., & Olorundare, A. S. (2017). Science teachers’ utilisation of innovative strategies for teaching senior school science in Ilorin, Nigeria. Malaysian Online Journal of Educational Sciences, 5(2), 49–65.

TaÅŸdemir, A., & DemirbaÅŸ, M. (2010). The level of correlation of concepts that primary students seen topics in science and technology class with daily life. Journal of Human Sciences, 7(1), 124–148.

Tournaki, N., Lyublinskaya, I., & Carolan, B. V. (2009). Pathways to teacher certification: Does it really matter when it comes to efficacy and effectiveness? Action in Teacher Education, 30(4), 96–109.

Uche, F. C. (2010). Identification of laboratory facilities and teaching methods used in teaching biology in secondary schools in Udi Local Government Area of Enugu state.

Watt, S. J., Therrien, W. J., Kaldenberg, E., & Taylor, J. (2013). Promoting Inclusive Practices in Inquiry-Based Science Classrooms. TEACHING Exceptional Children, 45(4), 40–48.

West African Examinations Council. (2014). Chief examiners’ report in biology SSCE.

West African Examinations Council. (2015). Chief examiners’ report in biology SSCE.

West African Examinations Council. (2016). Chief examiners’ report in biology SSCE.

West African Examinations Council. (2017). Chief examiners’ report in biology SSCE.

West African Examinations Council. (2018). Chief examiners’ report in biology SSCE.



  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

View J.Bioedukatika Stats

ISSN 2338-6630 (Print) | ISSN 2541-5646 (Online)
Organized by Department of Biology Education
Published by Universitas Ahmad Dahlan
Jl.Ringroad Selatan, dk Kragilan, Tamanan, Banguntapan, Bantul, Daerah Istimewa Yogyakarta, Indonesia