The Role of Teaching Approaches in Mastering Biology Subject in Ordinary Secondary Education in Morogoro Municipality, Tanzania

Edson Salvanus Kayega; Eugenia Lucas Wandela

doi:doi:10.11648/j.ajeit.20210502.13

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The Role of Teaching Approaches in Mastering Biology Subject in Ordinary Secondary Education in Morogoro Municipality, Tanzania

Edson Salvanus Kayega, Eugenia Lucas Wandela

Published in American Journal of Education and Information Technology (Volume 5, Issue 2)

Received: 6 August 2021 Accepted: 17 August 2021 Published: 30 August 2021

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Abstract

The current study is mainly aimed at investigating the role of teaching approaches in mastering Biology subjects in ordinary secondary education settings in Morogoro Municipality. The study guided by two objectives, to assess the common approaches applied in teaching and learning Biology subject, and to examine whether teachers are competent and possess the skills of using more than three methods in teaching Biology. The study employed mixed methods and a case-study research design. The schools and students were selected through simple random sampling. Twenty ordinary secondary students were selected per each school, three Biology teachers per each school and one head of academic department or head of school per each school as well as one quality assurer responsible for Biology subject. The collected data were classified, analyzed through the Statistical Package for Social Sciences (SPSS) Computer Programme version 25 then interpreted using descriptive statistical techniques, and qualitative data were subjected to content analysis. The findings showed that most Biology teachers preferred to use lecture and chalk talk methods, through which these approaches lead students to fail to master well the subject. Furthermore, the findings indicated that most Biology teachers are competent and possess skills of using different teaching approaches, though in apply them become a problem due to overcrowded class and lack of enough time, teachers found themselves using lecturing or question and answers rather than other approaches recommended for the competence-based curriculum. The researcher recommended that; Biology teachers should employ hands-on and mind-on approaches and strategies such as field trips, project works, experimentation, simple research and demonstration when teaching to enable students to be creatives, hence competent and to master the subject.

Published in	American Journal of Education and Information Technology (Volume 5, Issue 2)
DOI	10.11648/j.ajeit.20210502.13
Page(s)	83-87
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Teaching/Learning Approaches, Methods, Strategies, Classroom, Mastering

References

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[9]	NECTA, (2020). Examiners‟ Report on the Performance of Candidates (CSEE), 2019. Dar es Salaam: National Examinations Council.
[10]	Mwesiga, F. (2017). Factors influencing students’ poor performance in geography subject in Tanzania: The case of community secondary schools in Morogoro municipality.
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Edson Salvanus Kayega, Eugenia Lucas Wandela. (2021). The Role of Teaching Approaches in Mastering Biology Subject in Ordinary Secondary Education in Morogoro Municipality, Tanzania. American Journal of Education and Information Technology, 5(2), 83-87. https://doi.org/10.11648/j.ajeit.20210502.13

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Edson Salvanus Kayega; Eugenia Lucas Wandela. The Role of Teaching Approaches in Mastering Biology Subject in Ordinary Secondary Education in Morogoro Municipality, Tanzania. Am. J. Educ. Inf. Technol. 2021, 5(2), 83-87. doi: 10.11648/j.ajeit.20210502.13

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AMA Style

Edson Salvanus Kayega, Eugenia Lucas Wandela. The Role of Teaching Approaches in Mastering Biology Subject in Ordinary Secondary Education in Morogoro Municipality, Tanzania. Am J Educ Inf Technol. 2021;5(2):83-87. doi: 10.11648/j.ajeit.20210502.13

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@article{10.11648/j.ajeit.20210502.13,
  author = {Edson Salvanus Kayega and Eugenia Lucas Wandela},
  title = {The Role of Teaching Approaches in Mastering Biology Subject in Ordinary Secondary Education in Morogoro Municipality, Tanzania},
  journal = {American Journal of Education and Information Technology},
  volume = {5},
  number = {2},
  pages = {83-87},
  doi = {10.11648/j.ajeit.20210502.13},
  url = {https://doi.org/10.11648/j.ajeit.20210502.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajeit.20210502.13},
  abstract = {The current study is mainly aimed at investigating the role of teaching approaches in mastering Biology subjects in ordinary secondary education settings in Morogoro Municipality. The study guided by two objectives, to assess the common approaches applied in teaching and learning Biology subject, and to examine whether teachers are competent and possess the skills of using more than three methods in teaching Biology. The study employed mixed methods and a case-study research design. The schools and students were selected through simple random sampling. Twenty ordinary secondary students were selected per each school, three Biology teachers per each school and one head of academic department or head of school per each school as well as one quality assurer responsible for Biology subject. The collected data were classified, analyzed through the Statistical Package for Social Sciences (SPSS) Computer Programme version 25 then interpreted using descriptive statistical techniques, and qualitative data were subjected to content analysis. The findings showed that most Biology teachers preferred to use lecture and chalk talk methods, through which these approaches lead students to fail to master well the subject. Furthermore, the findings indicated that most Biology teachers are competent and possess skills of using different teaching approaches, though in apply them become a problem due to overcrowded class and lack of enough time, teachers found themselves using lecturing or question and answers rather than other approaches recommended for the competence-based curriculum. The researcher recommended that; Biology teachers should employ hands-on and mind-on approaches and strategies such as field trips, project works, experimentation, simple research and demonstration when teaching to enable students to be creatives, hence competent and to master the subject.},
 year = {2021}
}

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TY  - JOUR
T1  - The Role of Teaching Approaches in Mastering Biology Subject in Ordinary Secondary Education in Morogoro Municipality, Tanzania
AU  - Edson Salvanus Kayega
AU  - Eugenia Lucas Wandela
Y1  - 2021/08/30
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DO  - 10.11648/j.ajeit.20210502.13
T2  - American Journal of Education and Information Technology
JF  - American Journal of Education and Information Technology
JO  - American Journal of Education and Information Technology
SP  - 83
EP  - 87
PB  - Science Publishing Group
SN  - 2994-712X
UR  - https://doi.org/10.11648/j.ajeit.20210502.13
AB  - The current study is mainly aimed at investigating the role of teaching approaches in mastering Biology subjects in ordinary secondary education settings in Morogoro Municipality. The study guided by two objectives, to assess the common approaches applied in teaching and learning Biology subject, and to examine whether teachers are competent and possess the skills of using more than three methods in teaching Biology. The study employed mixed methods and a case-study research design. The schools and students were selected through simple random sampling. Twenty ordinary secondary students were selected per each school, three Biology teachers per each school and one head of academic department or head of school per each school as well as one quality assurer responsible for Biology subject. The collected data were classified, analyzed through the Statistical Package for Social Sciences (SPSS) Computer Programme version 25 then interpreted using descriptive statistical techniques, and qualitative data were subjected to content analysis. The findings showed that most Biology teachers preferred to use lecture and chalk talk methods, through which these approaches lead students to fail to master well the subject. Furthermore, the findings indicated that most Biology teachers are competent and possess skills of using different teaching approaches, though in apply them become a problem due to overcrowded class and lack of enough time, teachers found themselves using lecturing or question and answers rather than other approaches recommended for the competence-based curriculum. The researcher recommended that; Biology teachers should employ hands-on and mind-on approaches and strategies such as field trips, project works, experimentation, simple research and demonstration when teaching to enable students to be creatives, hence competent and to master the subject.
VL  - 5
IS  - 2
ER  -

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Author Information

Edson Salvanus Kayega

Department of Education, Faculty of Social Sciences, Jordan University College, Morogoro, Tanzania
Eugenia Lucas Wandela

Department of Education, Jordan University College, Morogoro, Tanzania

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Edson Salvanus Kayega, Eugenia Lucas Wandela. (2021). The Role of Teaching Approaches in Mastering Biology Subject in Ordinary Secondary Education in Morogoro Municipality, Tanzania. American Journal of Education and Information Technology, 5(2), 83-87. https://doi.org/10.11648/j.ajeit.20210502.13

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ACS Style

Edson Salvanus Kayega; Eugenia Lucas Wandela. The Role of Teaching Approaches in Mastering Biology Subject in Ordinary Secondary Education in Morogoro Municipality, Tanzania. Am. J. Educ. Inf. Technol. 2021, 5(2), 83-87. doi: 10.11648/j.ajeit.20210502.13

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AMA Style

Edson Salvanus Kayega, Eugenia Lucas Wandela. The Role of Teaching Approaches in Mastering Biology Subject in Ordinary Secondary Education in Morogoro Municipality, Tanzania. Am J Educ Inf Technol. 2021;5(2):83-87. doi: 10.11648/j.ajeit.20210502.13

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@article{10.11648/j.ajeit.20210502.13,
  author = {Edson Salvanus Kayega and Eugenia Lucas Wandela},
  title = {The Role of Teaching Approaches in Mastering Biology Subject in Ordinary Secondary Education in Morogoro Municipality, Tanzania},
  journal = {American Journal of Education and Information Technology},
  volume = {5},
  number = {2},
  pages = {83-87},
  doi = {10.11648/j.ajeit.20210502.13},
  url = {https://doi.org/10.11648/j.ajeit.20210502.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajeit.20210502.13},
  abstract = {The current study is mainly aimed at investigating the role of teaching approaches in mastering Biology subjects in ordinary secondary education settings in Morogoro Municipality. The study guided by two objectives, to assess the common approaches applied in teaching and learning Biology subject, and to examine whether teachers are competent and possess the skills of using more than three methods in teaching Biology. The study employed mixed methods and a case-study research design. The schools and students were selected through simple random sampling. Twenty ordinary secondary students were selected per each school, three Biology teachers per each school and one head of academic department or head of school per each school as well as one quality assurer responsible for Biology subject. The collected data were classified, analyzed through the Statistical Package for Social Sciences (SPSS) Computer Programme version 25 then interpreted using descriptive statistical techniques, and qualitative data were subjected to content analysis. The findings showed that most Biology teachers preferred to use lecture and chalk talk methods, through which these approaches lead students to fail to master well the subject. Furthermore, the findings indicated that most Biology teachers are competent and possess skills of using different teaching approaches, though in apply them become a problem due to overcrowded class and lack of enough time, teachers found themselves using lecturing or question and answers rather than other approaches recommended for the competence-based curriculum. The researcher recommended that; Biology teachers should employ hands-on and mind-on approaches and strategies such as field trips, project works, experimentation, simple research and demonstration when teaching to enable students to be creatives, hence competent and to master the subject.},
 year = {2021}
}

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TY  - JOUR
T1  - The Role of Teaching Approaches in Mastering Biology Subject in Ordinary Secondary Education in Morogoro Municipality, Tanzania
AU  - Edson Salvanus Kayega
AU  - Eugenia Lucas Wandela
Y1  - 2021/08/30
PY  - 2021
N1  - https://doi.org/10.11648/j.ajeit.20210502.13
DO  - 10.11648/j.ajeit.20210502.13
T2  - American Journal of Education and Information Technology
JF  - American Journal of Education and Information Technology
JO  - American Journal of Education and Information Technology
SP  - 83
EP  - 87
PB  - Science Publishing Group
SN  - 2994-712X
UR  - https://doi.org/10.11648/j.ajeit.20210502.13
AB  - The current study is mainly aimed at investigating the role of teaching approaches in mastering Biology subjects in ordinary secondary education settings in Morogoro Municipality. The study guided by two objectives, to assess the common approaches applied in teaching and learning Biology subject, and to examine whether teachers are competent and possess the skills of using more than three methods in teaching Biology. The study employed mixed methods and a case-study research design. The schools and students were selected through simple random sampling. Twenty ordinary secondary students were selected per each school, three Biology teachers per each school and one head of academic department or head of school per each school as well as one quality assurer responsible for Biology subject. The collected data were classified, analyzed through the Statistical Package for Social Sciences (SPSS) Computer Programme version 25 then interpreted using descriptive statistical techniques, and qualitative data were subjected to content analysis. The findings showed that most Biology teachers preferred to use lecture and chalk talk methods, through which these approaches lead students to fail to master well the subject. Furthermore, the findings indicated that most Biology teachers are competent and possess skills of using different teaching approaches, though in apply them become a problem due to overcrowded class and lack of enough time, teachers found themselves using lecturing or question and answers rather than other approaches recommended for the competence-based curriculum. The researcher recommended that; Biology teachers should employ hands-on and mind-on approaches and strategies such as field trips, project works, experimentation, simple research and demonstration when teaching to enable students to be creatives, hence competent and to master the subject.
VL  - 5
IS  - 2
ER  -

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