Challenges Associated With Teaching and Learning Biology Education in Some Selected Secondary Schools in Kaduna North Local Government Area, Kaduna State

This study examines the challenges associated with teaching and learning biology education in some selected secondary schools in Kaduna North Local Government Area, Kaduna State. The research aims to identify the difficulties faced by teachers and students and propose solutions to enhance the quality of biology education. The study is guided by three key objectives which are to examine the challenges associated with teaching and learning biology, to assess teachers' attitudes toward biology education, and to determine if gender is linked to these challenges. Corresponding research questions and hypotheses were formulated to support these objectives. A descriptive survey research design was adopted, and data were collected from a total of 346 respondents across four selected secondary schools—Rimi College, Capital School, GSS U/Rimi, and GSS U/Sarki—using structured questionnaires. The sample size was determined using Krejcie and Morgan’s table. The study's methodology included population determination, sampling techniques, and data collection procedures, with statistical analysis conducted to test the formulated hypotheses. Findings from data presentation and analysis indicate that major challenges in teaching biology include inadequate laboratory facilities, unqualified teachers, outdated teaching methods, overcrowded classrooms, poor teacher welfare, and insufficient professional development. Students also face challenges such as a lack of instructional materials, insufficient practical exposure, and low motivation. The results further reveal a significant correlation between gender and the challenges associated with biology education, with female students often facing additional societal barriers. It also reveals that there is a significant correlation between teachers’ attitudes and teaching and learning biology education. Based on these findings, the study concludes that the quality of biology education can be improved through increased government funding, the provision of modern teaching resources, curriculum revision, and enhanced teacher training programs. It recommends that policymakers implement a new Teachers’ Salary Structure (TSS) to improve motivation and retention. Additionally, the study suggests further research on the role of technology in enhancing biology education and the long-term impact of curriculum reforms.