Adapted Strategies for Augmenting Biology Practical in Resource-Constrained Senior Secondary Schools in Zamfara State, Nigeria

Abstract

This study aimed to explore the strategies employed by Biology teachers to argument practical components of the Biology curriculum in resource-constrained senior secondary schools in Zamfara State, Nigeria. The research adapted a descriptive survey research design. The population of the study comprised 206 Biology teachers across 166 public secondary schools in the State. A sample of 132 Biology teachers, comprising 83 from urban schools and 49 from rural schools, was selected through cluster sampling from all the four educational zones in the State. The research instrument used was a validated questionnaire with a Cronbach's alpha reliability coefficient of 0.85. The questionnaire was used to collect data on demographics, resourceful strategies, instructional approaches, and curriculum adaptation techniques. Three research questions were raised and one hypothesis was formulated. The data collected were analyzed using mean and standard deviation for the research questions, while t-test was used for the hypothesis. The study found significant differences between urban and rural Biology teachers in resourceful strategies and curriculum adaptation, but no difference in innovative instructional approaches. Despite various adapted strategies like improvisation from local material and inter-school resource sharing, challenges persist in integrating virtual experiments and accessing external support for augmenting practical components of the Biology curriculum. Recommendations include providing adequate Biology laboratory resources, offering teacher training opportunities, and investing in technology for virtual experiments.

Full text

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IJSGS FUGUSAU VOL10 (2) WEBSITE: https://fugus-ijsgs.com.ng
DOI:https://doi.org/10.57233/ijsgs.v10i2.652
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INTERNATIONAL JOURNAL OF SCIENCE FOR GLOBAL SUSTAINABILITY
(A PUBLICATION OF FACULTY OF SCIENCE, FEDERAL UNIVERSITY GUSAU, NIGERIA)
Adapted Strategies for Augmenting Biology Practical in Resource-
Constrained Senior Secondary Schools in Zamfara State, Nigeria
Suleiman Sa’adu Matazu
Department of Science and Vocational Education, Faculty of Education and Extension Services, Usmanu Danfodiyo University, Sokoto –
Nigeria
Corresponding Author’s Email: saadu.matazu@udusok.edu.ng
Received on: April, 2024 Revised and Accepted on: May, 2024 Published on: July, 2024
ABSTRACT
This study aimed to explore the strategies employed by Biology teachers to argument practical components of the
Biology curriculum in resource-constrained senior secondary schools in Zamfara State, Nigeria. The research
adapted a descriptive survey research design. The population of the study comprised 206 Biology teachers across
166 public secondary schools in the State. A sample of 132 Biology teachers, comprising 83 from urban schools
and 49 from rural schools, was selected through cluster sampling from all the four educational zones in the State.
The research instrument used was a validated questionnaire with a Cronbach's alpha reliability coefficient of 0.85.
The questionnaire was used to collect data on demographics, resourceful strategies, instructional approaches, and
curriculum adaptation techniques. Three research questions were raised and one hypothesis was formulated. The
data collected were analyzed using mean and standard deviation for the research questions, while t-test was used
for the hypothesis. The study found significant differences between urban and rural Biology teachers in
resourceful strategies and curriculum adaptation, but no difference in innovative instructional approaches. Despite
various adapted strategies like improvisation from local material and inter-school resource sharing, challenges
persist in integrating virtual experiments and accessing external support for augmenting practical components of
the Biology curriculum. Recommendations include providing adequate Biology laboratory resources, offering
teacher training opportunities, and investing in technology for virtual experiments.
Keywords: Biology practical, resource-constrained schools, resourceful strategies, instructional approaches,
curriculum adaptation.
1.0 INTRODUCTION
Education plays a fundamental role in shaping
individuals' futures and driving socio-economic
development within communities and nations. At the
heart of education lies the quest for knowledge and the
cultivation of critical skills, particularly in the sciences,
which serve as the bedrock for technological
advancement and innovation (Hanushek &
Woessmann, 2021). Like many developing countries,
the importance of science education in Nigeria,
particularly in disciplines such as Biology, cannot be
overStated (Ogunniyi, 2019). In Nigeria, the study of
science is highly prioritized, with significant emphasis
on teaching and learning. The main objective of science
education in Nigeria, as delineated in the National
Policy on Education (FRN, 2013), is to prepare
students to excel in the contemporary world. This
objective is realized through the cultivation of
fundamental scientific competencies and mindsets
among learners. However, despite the acknowledged
importance of Biology education, numerous challenges
persist, particularly regarding resource constraints for
conducting practical experiments in senior secondary
schools across Nigeria (Abdussemiu, 2022; Okpaje et
al., 2018; Jumba et al., 2020). These challenges
emphasize the need for interventions and policy
reforms to enhance the quality of science education and
ensure that students are adequately equipped to thrive
in today's rapidly evolving society.
As one of the Nigerian State, Zamfara State which is
located in northwest, faces various educational
challenges that are significantly affecting academic
performance of science students, especially in senior
secondary schools. The education sector of the State is
characterized by limited access to resources,
inadequate infrastructure (Isma’il & Lukman, 2022;
Onah & Eguzo, 2020) and a dearth of qualified teachers
(Sodangi et al., 2022), all of which contribute to the
persistently poor performance of students in national
examinations. Among the subjects affected by these
challenges, Biology stands out as a critical area where
resource constraints severely hinder effective teaching
and learning processes. According to Matazu and
Isma’il (2023), secondary school Biology is taught to
help students understand the fundamental principles
that govern life, ranging from the tiniest bacteria to the
large animals. The practical components of the Biology
curriculum play a significant role inculcating students'
scientific understanding and skills. Numerous
researchers have suggested that students' learning and
comprehension of science improve significantly when
they are actively involved in laboratory-based practical
experiments (Chikelu, 2019; Fatoba & Abidakun,

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2019; Mukagihana et al., 2020; Oliveira & Bonito,
2023). Practical experiences provide students with
hands-on opportunities to apply theoretical knowledge,
conduct experiments, and develop critical thinking and
problem-solving abilities (Abdussemiu, 2022; Etiubon,
& Udoh, 2020). However, in Zamfara State, the
implementation of Biology practical faces significant
hurdles due to resource constraints (Isma’il & Lukman,
2022). These constraints manifest in various forms,
including limited access to well-equipped laboratories,
outdated apparatus, and insufficient consumables. As a
result, science teachers are often compelled to navigate
a landscape of scarcity, struggling to deliver quality
practical experiences that adequately prepare students
for academic and professional pursuits.
The consequences of resource constraints on Biology
teaching and learning in Zamfara State extend beyond
the school environment. The State's poor performance
in senior secondary school national examinations
reflects the inadequacies of its educational system in
equipping students with the requisite knowledge and
skills to excel in academic assessments (Sodangi et al.,
2022). The persistent underperformance not only
undermines individual opportunities for advancement
but also perpetuates cycles of poverty and
underdevelopment within the State. Numerous studies
have reported the detrimental impact of resource
constraints on educational outcomes in Nigeria.
Limited access to well-equipped laboratories, outdated
apparatus, and insufficient consumables pose
significant obstacles to effective teaching and learning
experiences (Abdussemiu, 2022; Kumi-Manu et al.,
2024; Sayan & Mertoğlu, 2020). These constraints not
only impede the execution of practical experiments but
also restrict the depth of exploration of biological
concepts, thereby undermining students' academic
performance (Ojo & Akinbobola, 2020). According to
Kumi-Manu et al. (2024), insufficient Biology
laboratory resources (equipment and materials) are
significant contributors to teachers' hesitancy in
carrying out laboratory activities.
In response to resource constraints, teachers have
explored innovative pedagogical approaches to
enhance student engagement and learning outcomes
(Ajala, 2018). Computer simulations, virtual
laboratory, hands-on activities, and inquiry-based
learning strategies have been employed to compensate
for limited resources and provide students with
interactive learning experiences (Abdurafiu et al.,
2019; Ajibade Tella, 2017). These approaches not only
improve students' conceptual understanding but also
promote critical thinking and problem-solving skills
essential for academic success.
The role of teachers in mitigating the impact of
resource constraints cannot be overStated. Literature
(e.g. Ajayi, 2019; Salami et al., 2023) have emphasized
the importance of teacher factors, such as pedagogical
skills, subject knowledge, and instructional strategies,
in influencing students' academic performance.
Effective classroom practices, including differentiated
instruction, formative assessment, and collaborative
learning, have been associated with improved student
outcomes despite resource limitations (Adeyemo &
Onanuga, 2020; Frederick-Jonah & Tobi, 2022).
Moreover, teacher re-training has been instrumental in
equipping teachers with the necessary tools and
strategies to overcome resource-constrained
environments effectively (Safo-Adu et al., 2020;
Sodangi et al., 2022).
Addressing resource constraints in the
implementations of Biology curriculum requires a
multidimensional approach that encompasses policy
interventions, capacity-building initiatives, and
community engagement efforts (Abidoye & Abidoye,
2023; Olawale, 2020; Oliveira & Bonito, 2023). Policy
makers must prioritize investments in infrastructure
development, teacher training programmes, and
curriculum reform to ensure equitable access to quality
education for all students (Abubakar, 2020;
Hamunyela et al., 2022; Sodangi et al., 2022)
Furthermore, partnerships between government
agencies, educational institutions, and non-
governmental organizations can facilitate the
mobilization of resources and expertise to support
Biology education initiatives in resource-constrained
regions (UNESCO, 2020).
1.0
Statement of the Problem
The persistent challenge of poor academic performance
in senior secondary school national examinations in
Zamfara State is compounded by resource limitations
affecting the implementation of practical components
within the Biology curriculum. In both rural and urban
school settings across the State, scarcity of resources
such as well-equipped laboratories, up-to-date
apparatus, and adequate consumables undermines the
quality of practical experiences essential for nurturing
students' scientific skills. As a result, students are often
ill-prepared to excel in national examinations,
hindering their academic progress and future prospects.
This scarcity not only impedes the execution of
Biology practical but also restricts the depth of
exploration of biological concepts essential for
academic success. Consequently, the practical
components of Biology curriculum aimed to nurture
scientific literacy and prepared students for further
academic and professional pursuits is compromised. In

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light of these challenges, there is need to examine the
strategies employed by teachers to surmount resource
constraints and deliver impactful practical components
of senior secondary school. Biology curriculum in
Zamfara State.
1.1
Research Objectives
Specifically, the study sought to;
i. find out the resourceful strategies employed by
Biology teachers in resource-constrained
secondary schools to argument practical
component of Biology curriculum.
ii. identify the innovative instructional
approaches utilized by Biology teachers in
resource-constrained secondary schools to
complement practical component of Biology
curriculum.
iii. find out the curriculum adaptation techniques
employed by Biology teachers in resource-
constrained secondary schools to argument
practical component of Biology curriculum.
1.2
Research Questions
The following research questions were raised to
guide the study:
i. What resourceful strategies are employed by
Biology teachers in resource-constrained
secondary schools to complement the practical
component of the Biology curriculum?
ii. How do Biology teachers in resource-
constrained secondary schools utilize
innovative instructional approaches to
argument the practical component of the
Biology curriculum?
iii. What curriculum adaptation techniques are
employed by Biology teachers in resource-
constrained secondary schools to complement
the practical component of the Biology
curriculum?
1.3
Null Hypothesis
The null hypothesis formulated for the study
H0: There is no significant difference between urban
and rural Biology teachers in utilization of:
a) resourceful strategies for augmenting the
practical components of Biology curriculum.
b) innovative instructional approaches for
augmenting the practical components of
Biology curriculum.
c) curriculum adaptation techniques to
complement the practical components of
Biology curriculum.
2.0
METHODOLOGY
This study adopted a descriptive survey research
design. Descriptive research enables a structured
investigation and detailed understanding of the present
conditions within the scope of the research aims
(Creswell & Creswell, 2017). The population consisted
of all the 206 Biology teachers in the 166 public
secondary schools in the four educational zones
namely. The sample size of 132 Biology teachers was
determined based on The Research Advisor (2006)
sample size table. To ensure fair representation from all
the four educational zones in Zamfara State, which are
Kaura Namoda, Talata Mafara, Anka, and Gusau
zones, cluster sampling technique was employed. From
each zone, a subset of secondary schools in both rural
and urban areas were randomly selected to form the
clusters. Within these clusters, 83 Biology teachers
were randomly selected from urban schools, and 49
were selected from rural schools.
A questionnaire with four sections was designed for
data collection from Biology teachers in resource-
constrained schools. Section one gathered
demographics, while sections two to four focused on
resourceful strategies (six items), instructional
approaches (8 items), and curriculum adaptation (5
items), respectively. Responses were rated on 4 Likert
scales. The average score was 2.50, calculated by
summing the ratings (4 + 3 + 2 + 1) and dividing by 4.
Therefore, the decision criterion was set; a mean score
of 2.50 to 4.00 indicated agreement, while a mean score
of 2.49 to 1.00 indicated otherwise.
The questionnaire was subjected to content validation
by Senior Lecturers in Science Education, and
Instructional Design. Their feedback was incorporating
in the final questionnaire. The questionnaire was
pretested by administering it to 18 Biology teachers not
included in the study sample. Its internal consistency
reliability, assessed using Cronbach's alpha coefficient,
yielded a high coefficient of α = 0.85. The researcher
personally administered and collected the
questionnaires with the assistance of two research
assistants. The collected data were analyzed using
measures of central tendency, specifically the mean
and standard deviation.
3.0
RESULTS AND DISCUSSION
3.1 Results
Research Question One: What resourceful strategies
are employed by Biology teachers in resource-
constrained secondary schools to complement the
practical component of the Biology curriculum?

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Table 1: Resourceful Strategies for Biology Practical in Resource-Constrained Schools
SN
Item Statement
n
M
SD
Decision
1
I frequently use locally available materials to improvised needed
materials/apparatus for conducting practical
132
3.05
.79
Employed
2
I encourage students to bring everyday items from home (e.g.,
empty bottles, containers) for use in experiments
132
2.15
.96
Not
Employed
3
I collaborate with colleagues to share teaching resources and
materials for practical science concepts
132
1.89
.81
Not
Employed
4
I organize field trips to local science-related facilities (e.g., farms,
factories) to supplement practical learning
132
2.45
.88
Not
Employed
5
I seek donations or sponsorships from local businesses or
organizations to acquire laboratory equipment and materials
132
1.61
.72
Not
Employed
6
I collaborate with nearby schools to share laboratory equipment and
resources for practical science experiments
132
3.15
.80
Employed
Grand Mean ± SD for Resourceful Teaching
2.38 ± 0.83
Keys: n = Number of teachers; M = Mean; SD = Standard deviation; Decision mean: 2.5
Source: Field survey, 2024
Table 1 presents statistics on resourceful strategies for
conducting Biology practical in resource-constrained
secondary schools. Biology teachers frequently use
locally available materials (Mean = 3.05, SD = 0.79)
and collaborate with nearby schools (Mean = 3.15, SD
= 0.80). However, they are less effective in
encouraging students to contribute items (Mean = 2.15,
SD = 0.96), organizing field trips (Mean = 2.45, SD =
0.88), seeking external support (Mean = 1.61, SD =
0.72), and collaborating with colleagues (Mean = 1.89,
SD = 0.81). The grand mean of 2.38 ± 0.83 indicates
overall low effectiveness in employing resourceful
strategies.
Research Question Two: How do Biology teachers in
resource-constrained secondary schools utilize
innovative instructional approaches to argument the
practical component of the Biology curriculum?
Table 2: Innovative Instructional Approaches for Biology Practical in Resource-Constrained Schools
SN
Item Statement
n
M
SD
Decision
1
I use visual aids such as diagrams and charts to facilitate students'
understanding of practical components in Biology.
132
2.15
.70
Not
Utilized
2
I use multimedia (video/computer) to supplement Biology
practical when apparatuses are unavailable.
132
1.02
.41
Not
Utilized
3
I offer extra time for discussions with students struggling to
understand concepts requiring hands-on lab work.
132
1.45
.60
Not
Utilized
4
I organize students into groups whenever possible to conduct
laboratory practical.
132
1.98
.65
Not
Utilized
5
I integrate problem-solving activities to stimulate critical thinking
in topics that require practical experiments.
132
1.61
.45
Not
Utilized
6
I use demonstrations to compensate for practical given the
constraints of Biology learning resources in my school.
132
2.78
.80
Utilized
7
I employ guided inquiry method to teach abstract concepts that
require ample resources for laboratory practical
132
2.11
.68
Not
Utilized
8
I resort to providing detailed instructions because of limited hands-
on resources.
132
2.41
.79
Not
Utilized
Grand Mean ± SD for Innovative Instruction
1.94 ± 0.64
Keys: n = Number of teachers; M = Mean; SD = Standard deviation; Decision mean: 2.5
Source: Field survey, 2024
Table 2 provides statistics on innovative instructional approaches for Biology practicals in resource-constrained
secondary schools. The use of demonstrations (Mean = 2.78, SD = 0.80) and detailed instructions (Mean = 2.41,
SD = 0.79) are relatively effective. However, challenges persist in using visual aids (Mean = 2.15, SD = 0.70),
multimedia (Mean = 1.02, SD = 0.41), allocating extra discussion time (Mean = 1.45, SD = 0.60), organizing

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group activities (Mean = 1.98, SD = 0.65), integrating problem-solving (Mean = 1.61, SD = 0.45), and guided
inquiry methods (Mean = 2.11, SD = 0.68). The grand mean of 1.94 ± 0.64 indicates that Biology teachers in
Zamfara State are generally not highly effective in using innovative instructional strategies to augment Biology
practical due to limited resources.
Research Question Three: What curriculum adaptation techniques are employed by Biology teachers in
resource-constrained secondary schools to complement the practical component of the Biology curriculum?
Table 3: Curriculum Adaptation Techniques for Biology Practical in Resource-Constrained Schools
SN
Item Statement
n
M
SD
Decision
1
I modify the sequence of experiments in the curriculum to align
with the availability of laboratory facilities
132
3.35
.85
Employed
2
I adapt the curriculum to focus on only practical components that
require minimal resources
132
3.55
.68
Employed
3
I complement Biology practical with real world examples to
enhance students' understanding
132
2.88
.79
Employed
4
I integrate virtual experiments as alternatives to physical
experiments in my teaching
132
1.15
.20
Not
Employed
5
I consistently update my teaching materials to stay current despite
the limited hands-on resources at my school
132
2.61
.71
Employed
Grand Mean ± SD for Curriculum Adaptation
2.71 ± 0.65
Keys: n = Number of teachers; M = Mean; SD = Standard deviation; Decision mean: 2.5
Source: Field survey, 2024
Table 3 provides statistics on curriculum adaptation
techniques for Biology practical in resource-
constrained schools. The most effective practices are
adapting the curriculum to focus on practical
components requiring minimal resources (Mean =
3.55, SD = 0.68) and modifying experiment sequences
to match available facilities (Mean = 3.35, SD = 0.85).
Supplementing practical with real-world examples
(Mean = 2.88, SD = 0.79) is also effective. However,
integrating virtual experiments (Mean = 1.15, SD =
0.20) and updating teaching materials (Mean = 2.61,
SD = 0.71) are less effective. The grand mean of 2.71
± 0.65 indicates general effectiveness of Biology
teachers in resource-constrained schools in curriculum
adaptation techniques.
3.2 Testing Null Hypothesis
H0: There is no significant difference between urban
and rural Biology teachers in the utilization of (a)
resourceful strategies, (b) innovative instructional
approaches, and (c) curriculum adaptation techniques
to complement the practical components of the Biology
curriculum.
Table 4: Comparison of Urban and Rural Biology Teachers' Adapted Strategies for Augmenting Biology Practical in
Resource-Constrained Schools
Variable
Group
N
Mean
Std.
Dev.
df
t-
value
p-
value
Remark
Resourceful Strategies
Urban
83
20.04
3.011
130
2.00
0.048
Reject H0a
Rural
49
17.13
4.126
Innovative Instruction
Urban
83
16.03
2.503
130
1.80
0.073
Fail to Reject
H0b
Rural
49
15.10
3.210
Curriculum Adaptation
Urban
83
22.41
4.001
130
2.50
0.014
Reject H0c
Rural
49
19.01
3.503
p-value

0.05
The analysis in Table 4 shows significant differences
between urban and rural Biology teachers' strategies
for augmenting practical components of Biology.
Specifically, the p-values for resourceful strategies (p
= 0.048) and curriculum adaptation (p = 0.014) are
below the significance level (α = 0.05), leading to the
rejection of null hypotheses H0a and H0c. This
indicates significant differences between urban and
rural teachers in these areas. However, the p-value for
innovative instructional approaches (p = 0.073) is
above α, resulting in the failure to reject null hypothesis
H0b, indicating no significant difference in this aspect.
4.0 DISCUSSION
The findings from Table 1 reveal the resourceful
strategies of Biology teachers in resource-constrained
secondary schools to complement the practical
components of Biology curriculum in resource-
constrained schools in Zamfara State. The most
proactive measures employed was utilizing locally
available materials and collaborating with nearby

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schools, while seeking external support and
collaborating with colleagues were less common. This
infers that teachers in resource-constrained
environments often rely on utilizing materials
accessible within their communities and collaborating
with nearby schools. These results are consistent with
previous studies. For instance, Abdullahi and Umar
(2020), Safo-Adu et al. (2020), Ogbuze and Okoli
(2020) and Ibrahim and Abdullahi (2019) findings
have reported Biology teachers' resourcefulness in
using local materials for experiments. This contrasts
with Daba's et al. (2016) findings, which revealed that
Biology teachers in the Borena zone of South Ethiopia
do not make attempts to utilize local materials in their
resource-constrained schools. The emphasis on
collaboration with nearby schools is in line with
Ajibade and Tella's (2017) research, which highlighted
the benefits of collaborative partnerships in resource
sharing. However, challenges in seeking external
support may not be far-fetched, as Abdussemiu's
(2022) report revealed a scarcity of external funding
and support for education initiatives in Lagos.
The findings presented in Table 2 offer an
understanding into how Biology teachers in resource-
constrained secondary schools utilize innovative
instructional approaches to augment the practical
component of the Biology curriculum. The data reveal
that, only Demonstrations stand out as a compelling
approach, with a mean score of 2.78. This finding
implies that demonstrations serve as an effective
alternative when resources for hands-on experiments
are limited. This contrasts with Daba's et al. (2016)
findings, which revealed that Biology teachers in
resource-constrained schools in the Borena zone of
South Ethiopia made no efforts to use demonstrations
for their students. Detailed instructions also show
relative effectiveness (mean score: 2.41). However,
responses from Biology teachers indicated challenges
persist in utilizing visual aids, multimedia, and
problem-solving activities. These findings resonate
with previous research in similar contexts. For
example, studies by Abdullahi and Umar (2020) and
Oladokun (2015), affirming the ease with which
teachers utilize demonstrations as replacements for
hands-on laboratory activities.
The findings in Table 3 reveal curriculum adaptation
techniques used by Biology teachers in resource-
constrained Zamfara State secondary schools to to
argument practical components of Biology curriculum.
Adapting the curriculum to focus on resource-minimal
practical components was common. This could reflect
teachers’ commitment tin ensuring hands-on learning
despite limitations. Similarly, modifying experiment
sequences to match available facilities was second
most admitted adaptation techniques employed by
Biology teachers in Zamfara State. This could be
attributed to teachers’ efforts in prioritizing
experiments having existing resources to optimize
student laboratory skills. Supplementing Biology
practical with real-world examples was also prevalent
among the teachers. This may be attributed to Biology
teachers' belief that connecting theoretical concepts to
real-life applications enhances students' scientific skills
in resource-constrained environments, which could
have been achieved through laboratory practical. These
findings corroborate previous research by Abdullahi
and Umar (2020) and Oladokun (2015), whose study
also revealed that teachers are aware of the underlying
significance of curriculum adaptation and real world
contextualization as substitutes for laboratory practical.
The findings from the analysis of Table 4, significant
differences observed in resourceful strategies and
curriculum adaptation between urban and rural
teachers could be as a result of varying approaches to
addressing limitations in Biology practical resources.
Biology teachers in urban secondary schools appear to
take advantage of available resources more effectively
and adapt their teaching methods to suit the context of
practical components of Biology curriculum,
potentially benefiting from greater access to resources
opportunities. Conversely, the absence of a significant
difference in innovative instructional approaches could
be because of commonality between urban and rural
Biology teachers in employing these methods. While
both groups may employ similar approaches in
delivering instruction, the findings stressed the need for
targeted support and resources to ensure equitable
access to effective teaching strategies, particularly in
rural areas. This is consistent with the findings of
Okpaje et al. (2018), who found significant differences
between urban and rural science teachers in utilizing
resources to complement practical in Abuja. Okpaje et
al. (2018) also found that, rural teachers lacked
awareness of techniques and opportunities for sourcing
resources, unlike their urban counterparts in Abuja.
4.1 Implications of the Findings for Pedagogical
Practices
The lack of effective utilization of resourceful
strategies and innovative instructional approaches by
Biology teachers in Zamfara State not only hampers
students' academic performance but also severely
inhibits the development of their scientific skills and
competencies. The total neglect of practical
components deprives students of key hands-on
learning experiences essential for understanding
complex biological concepts and honing their

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scientific inquiry skills. Consequently, students are at
a disadvantage, as they are unable to fully grasp
fundamental principles and apply them in real-world
contexts. It also limits students' future academic and
career prospects in scientific fields. Urgent
interventions are imperative to rectify this situation
and ensure that students receive a comprehensive
Biology education, especially the practical
components, that nurtures their intellectual growth
and prepares them for success in higher education
and beyond.
5.0 CONCLUSION
This study found a significant difference between
urban and rural Biology teachers in resourceful
strategies and curriculum adaptation, while no
difference was observed in innovative instructional
approaches. Despite the challenges posed by limited
resources, Biology teachers employ various adapted
strategies to augment Biology practical experiences for
students, including utilizing locally available materials,
collaborating with neighboring schools, and adapting
the curriculum to focus on practical components.
Obstacles remain in encouraging student participation
in resource collection, accessing external support,
integrating virtual experiments, and effectively
integrating innovative instructional approaches.
6.0 RECOMMENDATIONS
Based on the findings of the study, the study
recommended that;
i. To optimize the utilization of limited available
resources, school principals should encourage
collaboration among schools within Zamfara
State to share laboratory equipment, materials,
and resources,
ii. Zamfara State Ministry of Education should
provide training for Biology teachers, focusing
on innovative instructional approaches that
encourage practical learning experiences.
iii. Relevant curriculum development committee
should review and revise the Biology
curriculum to prioritize hands-on practical
components that require minimal resources.
iv. Zamfara State Ministry of Education should
invest in technology infrastructure to integrate
virtual experiments and digital resources into
Biology education, as alternative avenues for
practical learning.
ACKNOWLEDGEMENTS
I wish acknowledge the enviable support of Ismail
Akilu of the department of Science Education,
Federal University, Gusau for his assistance in data
collection. The effort of Dr. Elizabeth Julius of the
department of Science Education, Kebbi State
University of Science and Technology, Aliero in
proofreading the article and providing grammar
checks is highly appreciated.
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