Scientific Decision Making and Teaching and Learning of Biology Education in Colleges of Education in North East, Nigeria

Abstract

The purpose of the study was to examine the merit of scientific decision making in teaching and learning of Biology Education classroom. Population of the study comprises of lecturers from Colleges of Education in North East geopolitical zone of Nigeria. Simple random sampling technique was used to select 200 biology lecturers from 4 colleges of education in the region. Instrument for data collection was a-20 item questionnaire titled: Scientific Decision Making in Teaching and Learning in Biology Classroom Questionnaire (SDMTLBCQ). The instrument was validated by 3 experts from Department of Environmental and Life Sciences Education, Modibbo Adama University of Technology, Yola. A reliability coefficient of 0.85 was obtained using Cronbach Alpha method. Two research questions were structured and answered using descriptive statistic of mean. Findings revealed that scientific decision-making ensures flexibility in teaching approach and reduced the process of bias during Biology instruction. Finding further revealed that scientific decision making in teaching Biology improves lecturers’ pedagogical skills and enhance scientific reasoning of Biology Students. It was recommended among other things that Biology lecturers’ should develop good classroom management for improvement in Biology teaching and learning.