AFRICAN SOCIAL AND EDUCATIONAL JOURNAL

BIOLOGY TEACHERS’ AWARENESS AND UTILIZATION OF INNOVATIVE TEACHING/LEARNING STRATEGIES IN SECONDARY SCHOOLS OF OBIO/AKPOR, RIVERS STATE, NIGERIA

MARTHA IJOK ADIBE NJOKU (PhD)

November 12, 2025

Citation

AFRICAN SOCIAL AND EDUCATIONAL JOURNAL , Vol. 14 (2) (2025) , pp. 129-142

Details

ISSN: 978-37889
Published: November 12, 2025
Status: Published

Abstract

This study investigates Biology teachers’ awareness and utilization of innovative teaching/learning strategies in secondary schools in Obio/Akpor local government area, Rivers State. The study was guided by four research questions and one hypothesis. A descriptive research of the survey type was adopted for the study. A sample of seventy eight (78) Biology teachers was purposively selected for the study. A questionnaire was designed to collect data from the respondents and a reliability index of 0.86 was obtained using Cronbach Alpha. Mean and standard deviation were used to answer research questions while t-test was used to test the null hypothesis at 0.05 level of significance. The findings of the study revealed that Biology teachers in Obio/Akpor local government area were highly aware of the selected innovative teaching/learning strategies, but do not utilize the innovative teaching/learning strategies. Gender had no significant influence on the Biology teachers’ level of awareness of the innovative teaching/learning strategies. The study concluded that Biology teachers’ level of awareness was high, however, utilization was low. This implies that the Biology students will be denied the benefits attached to use of innovative teaching/learning strategies. The study recommended that utilization of peer tutoring, peer-led team learning, flipped learning and project-based learning strategies should be encouraged.

Download Full PDF

This article is available as a PDF download