Wednesday, 29 May 2013

DATA PRESENTATION AND ANALYSIS OF RESULTS FOR DIOSCOREA ROTUNDATA VARIETIES GROWN IN SOUTH EAST AGRO-ECOLOGICAL ZONE.



CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS OF RESULTS
This chapter presents the result and the interpretation of the data collected for this study. The collective result of the data of the items of the questionnaire will be analyzed with the corresponding research question, tables of the Column heads, S/N, Item No, No. of students, agree, agree%, disagree, disagree%. The column for the A and SA, D and the SD of the questionnaire are grouped into Agree and disagree in the corresponding research question tables using the responses gathered from the hundred respondents in respect of each of the research questions.
Research question 1
How does the lack of qualified and motivated teachers affect the teaching of biology in the secondary school?


Table II: ways in which the lack of qualified and motivated teachers affect the teaching of biology in the secondary schools.
S/N
Item Statement
No of respondents
A
A%
 D
D%
1.
Inability of teacher to explain the lessons very well.
100
98
98%
 2
2%
2.
Inability to apply knowledge of biology in appropriate areas of life.
100
94
94%
6
6%
3.
Students loss of interest in biology
100
97
97%
3
3%
4.
Low practical knowledge of biology
100
94
94%
6
6%
5.
Tiring, owing to the volume and ambiguity
100
95
95%
5
5%


From table 2, 98% of the respondents agree that the inability of the teacher to explain the lessons very well is one of the consequences of lack of qualified and motivated biology teachers, while 2% disagree. 94% agree to inability to apply knowledge of biology in appropriate area of life, while 6% disagree. 97% agree to students loss of interest in biology, while 3% disagree. 94% agree to low practical knowledge of biology, while 6% disagree. 95% agree to tiring owing to the volume and ambiguity, while 5% disagree.
          Consequently, it is observed that all the items in table 2 are the ways in which lack of qualified and motivated biology teachers affect the teaching of biology.
Research question 2:
Do methods and techniques used in teaching biology in secondary school
 Conform to what is required?
Table III: Conformity of teaching methods and techniques in teaching biology in secondary school to what is required
S/N
Item statement
No of respondents
A
A%
D
D%
1.
Not in Conformity
100
96
96%
4
4%
2.
Far from the requirement
100
94
94%
6
6%
3.
Connected properly
100
35
35%
65
65%
4.
Appropriate
100
32
32%
68
68%
5.
Out of place
100
97
97%
3
3%









Table 3 shows that 96% agree that the teaching methods and techniques do not conform to what is required, while 4% disagree. 94% agree that it is far from requirement, while 6% disagree. 35% agree that it connects properly, while 65% disagree. 32% agree that it is appropriate while 68% disagree. 97% agree that it is out of place, while 3% disagree.
From the available record, it is evident that the method and techniques used in teaching biology in secondary schools do not conform to what is required.
Research question 3:
Are there adequately equipped biology laboratories to demonstrate the experiments outlined in the subject’s scheme of work?
Table IV: Status of biology laboratory in secondary schools.
S/n
Item statement
No of respondents
A
A%
D
D%
1.
Biology Laboratory is adequately equipped  
100
21
21%
79
79%
2.
Biology laboratory is not adequately equipped
100
66
76%
34
24%
3.
Biology laboratory is poorly equipped
100
75
75%
25
25%
4.
No separate biology laboratory, but joint science laboratory
100
72
72%
28
28%
5.
Separate  biology laboratory
100
30
30%
70
70%
6.
No laboratory at all
100
54
54%
46
46%

As seen in table 4, 21% agree that biology laboratory is adequately equipped, while 79% disagree. 66% agree that biology laboratories is not adequately equipped, while 34% disagree. 75% agree that biology laboratory is poorly equipped, while 25% disagree. 72% agree that there is no separate biology laboratory, but joint science laboratory, while 28%disagree. 30% agree that there is separate biology laboratory, while 70% disagree. 54% agree that there is no laboratory at all, while 46% disagree.
It is observed therefore that schools lack adequately equipped biology laboratories

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