ANALYSIS OF FACTORS MILITATING AGAINST THE ACHIEVEMENT OF BIOLOGY EDUCATION STUDENTS IN BIOLOGY METHOD COURSES IN THE UNIVERSITY OF JOS, PLATEAU STATE

Abstract

This study analyzes the factors militating against the achievement of biology education students in biology method courses in the University of Jos, Plateau state. A sample of 100 Undergraduate Biology Education students were involved. The study adopted the survey research design. A 20 item researcher designed instrument titled Biology Method Questionnaire (BMQ) was used. This questionnaire was used to elicit information from the respondents. Two research questions were answered and two hypotheses were tested at 0.05significance. At the end of the study, the following findings were made; The factors militating against the achievement of biology education students in biology method courses in the University of Jos, Plateau state includes; lack of interest in biology education as a course, clash of lecture time table, volume of course contents, timing of lecture period and the class size. There is a significant difference between the UTME and the DE students in the factors militating against the achievement of biology education students in biology method courses in the University of Jos. The difference is in favour of the DE students. However, there is no significant difference between the male and female students in the factors militating against the achievement of biology education students in biology method courses in the University of Jos. There is also no significant difference between the 300 level and the 400 level biology education students in the factors militating against the achievement of students in biology method courses in the University of Jos. Recommendations from the findings are; The University of Jos through its Faculty of Education should open career units dedicated to creating awareness on the prospects of biology education. Time table officers in the Faculty of Education University of Jos should ensure that clashes in lecture time tables are minimized. Lecturers of biology method courses should narrow the contents to accommodate only relevant topics.