Implementation of context based approach in the teaching of ‘o’ level biology in selected secondary schools of Kafue district

Abstract

The study investigated the implementation of context based approach in the teaching of ‘O’ level biology in selected secondary schools of Kafue district. The objectives were to: establish teachers’ context based approach (CBA) knowledge in the design of ‘O’ level biology lessons, assess how teachers of biology implement CBA in the teaching of ‘O’ level biology and determine the usefulness of teachers’ CBA knowledge in ‘O’ level biology to learners. The study used a qualitative approach and a case study design to investigate the implementation of CBA in the teaching of ‘O’ level biology in secondary schools of Kafue district. The target population were biology teachers teaching ‘O’ level biology syllabus in selected schools of Kafue district. The sample comprised six biology teachers and 30 learners drawn from three secondary schools. Instruments used to collect data were: an observation schedule, semi-structured interview schedule, focus group discussion guide and document analysis guide. Data were analysed thematically. The findings indicated that all the teachers showed CBA knowledge in designing teaching methods that could engage learners in the lesson. However, only few teachers (two) showed CBA knowledge in giving real life examples during ‘O’ level biology lesson design, the majority of the teachers (four) did not show CBA knowledge in giving real life examples during biology lesson design. None of the teachers showed CBA knowledge in preparing context based problem solving tasks for the learners. Furthermore, it was noted that teachers did not implement CBA in their lessons, except in few cases were they gave real life examples (two). Teachers CBA knowledge in ‘O’ level biology was useful to the learners in terms of increasing learner attention, motivating learners, helping them to understand biology concepts and pass examinations. The study concluded that context based approach knowledge is necessary if science teachers were to be effective in their lesson design and delivery. In view of the findings above, the study recommended that teachers of biology should provide learners with sufficient opportunities to link biology concepts to everyday life experiences. Furthermore, there is need for teachers of biology to develop knowledge and skills during Continuous Professional Development (CPD) on how to link their lessons to learners’ everyday life experiences by using real life objects as teaching Aids from the learners nearest environment. Keywords: Implementation, context based approach, real life experience, ‘O’ level biology