Gender and School Location as Factors on Students’ Perceptual Understanding of Teachers’ Teaching Styles in Biology
The study examined gender and school location as factors on students’ perceptual understanding of teachers teaching styles in biology. The study examined the perception of male and female students on teachers teaching styles and also determined the perception of urban and rural students on teachers teaching styles. Descriptive survey research design was applied in this study. This design is appropriate for this study because the emphasis was on collection of data and systematic description of the data collected. Population for the study was made up of 3100 senior secondary two students. Samples of 310 students were used in carrying out the study from the study area. Two research questions and two null hypotheses guided the study. A 20 item questionnaire based on teachers teaching styles were administered to biology students living in urban and rural area. The rating of the questionnaire was on a 4-points scale of strongly agree, agree, disagree and strongly disagree with 2.5 as bench mark for acceptance and below 2.5 as bench mark for rejection. Therefore, any mean score within 2.5 and above was accepted as approved and appropriate teaching styles as perceived by the respondents (students), while below mean score below 2.5 was not accepted. Mean scores and standard deviation were applied in answering the research questions while t-test was used in testing the null hypotheses and analyzing the data. The findings revealed that there was no significant gender discrimination in the perception of students on teachers teaching styles, the perception of students on teachers’ teaching styles in biology was not influenced by school locations. That is students whose location is in urban area and those located in rural area.
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