Evaluation of Biology Teaching Resources and Their Learning Outcomes in Urban and Rural Schools in Ekiti State

This study evaluated [Biology teaching resources and their impact on students’ learning outcomes in urban and rural secondary schools in Ekiti State, Nigeria. Using a descriptive survey research design, data were collected from 140 respondents, comprising Biology teachers and senior secondary students, through a structured questionnaire. Descriptive and inferential statistics were employed to analyze the data. The findings revealed significant disparities in the availability of teaching resources, with urban schools better equipped with modern textbooks, laboratory equipment, and multimedia tools compared to rural schools. These disparities negatively affected students in rural areas, resulting in lower engagement, reduced comprehension of complex concepts, and poorer academic performance. The study concludes that resource disparities exacerbate systemic inequalities in education, emphasizing the need for targeted interventions. Recommendations include increased government funding, provision of digital tools, teacher training, regular resource audits, and curriculum updates to enhance Biology education and bridge the urban-rural divide. Suggestions for further research include longitudinal studies on resource impact, comparative studies across states, and student-centered research to explore perspectives on resource adequacy. This study highlights the urgent need to address educational inequities to improve learning outcomes and promote equitable access to quality education.
Keywords: Biology teaching resources, learning outcomes, urban-rural disparity, educational equity, laboratory equipment, multimedia tools, teacher training, Ekiti State.