The Relationship Between Teachers’ Attitude and Competence in Practical Skills, and Students’ Performance in Biology Practical Examinations in Secondary Schools in Ekiti State

ABSTRACT This study examined the correlation between teachers' attitudes, competence in practical skills, and students' academic performance in Biology in senior secondary schools. The study premised on the understanding that the effectiveness of Biology teaching depends significantly on teachers’ pedagogical competence, particularly in practical-based learning. A descriptive survey research design was adopted, and a sample of 50 Biology teachers and 50 senior secondary school students were selected using a stratified random sampling technique. Data were collected using a structured questionnaire and a Biology Achievement Test (BAT), which assessed students' academic performance. The questionnaire included sections on teachers’ attitudes toward teaching practical Biology and their self-reported competence in conducting and demonstrating scientific experiments. The collected data were analyzed using descriptive and inferential statistical methods, including Pearson correlation and regression analysis, to determine the relationship between teachers' attitudes, competence, and students' performance. The findings revealed a significant positive correlation between teachers’ attitudes toward practical-based teaching and students’ academic performance. It was also observed that teachers' competence in practical skills plays a crucial role in enhancing students' understanding of Biology concepts. However, challenges such as inadequate laboratory facilities, lack of teaching resources, and limited professional development opportunities hinder the effective implementation of practical-based teaching. The study concluded that improving teachers’ attitudes and competence in Biology practical can significantly enhance students' performance in the subject. It recommends continuous professional development programs, improved provision of laboratory resources, and policies that encourage teachers to adopt an interactive and practical approach to teaching. Future research should consider a broader sample and investigate the impact of digital learning tools on Biology practical education.