Adapted Strategies for Augmenting Biology Practical in Resource-Constrained Senior Secondary Schools in Zamfara State, Nigeria

Abstract

This study aimed to explore the strategies employed by Biology teachers to argument practical components of the Biology curriculum in resource-constrained senior secondary schools in Zamfara State, Nigeria. The research adapted a descriptive survey research design. The population of the study comprised 206 Biology teachers across 166 public secondary schools in the State. A sample of 132 Biology teachers, comprising 83 from urban schools and 49 from rural schools, was selected through cluster sampling from all the four educational zones in the State. The research instrument used was a validated questionnaire with a Cronbach's alpha reliability coefficient of 0.85. The questionnaire was used to collect data on demographics, resourceful strategies, instructional approaches, and curriculum adaptation techniques. Three research questions were raised and one hypothesis was formulated. The data collected were analyzed using mean and standard deviation for the research questions, while t-test was used for the hypothesis. The study found significant differences between urban and rural Biology teachers in resourceful strategies and curriculum adaptation, but no difference in innovative instructional approaches. Despite various adapted strategies like improvisation from local material and inter-school resource sharing, challenges persist in integrating virtual experiments and accessing external support for augmenting practical components of the Biology curriculum. Recommendations include providing adequate Biology laboratory resources, offering teacher training opportunities, and investing in technology for virtual experiments.