Biology Instructional Resources Availability and Extent of their Utilization in Teaching Pre-Service Biology Teachers

Abstract

Education of pre-service science teachers necessitates inquiry and resource-based instruction to ensure the production of both hands-on and mind-on skilled science teachers. This becomes possible when a variety of instructional resources regularly support the teaching process. This study aimed to identify the types of available biology instructional resources and their extent of use in teaching pre-service biology teachers. The study used a descriptive survey research design and was conducted in three private Universities selected from those offering education in Rwanda. Eighty-two pre-service biology teachers and five biology lecturers participated in the study. Observational checklist of biology instructional resources and questionnaires aided the collection of data analyzed by frequency counts and percentages. The findings revealed that biology instructional resources like classroom chairs, chalkboards, laboratories, microscopes, centrifuge, slide projectors, biology textbooks were available while resources like a class whiteboard, classroom overhead projectors, electrophoresis unit, recorders, Polymerase chain reaction machines, among others, were absent. The findings also revealed low-level use of available biology instructional resources in teaching pre-service biology teachers. The implication is the likelihood of producing less competent future biology teachers. The provision of adequate biology instructional resources, as well as the monitoring of their use in teaching biology, was recommended

Effect of resource-based instructions on pre-service biology teachers’ motivation toward learning biology

“…Besides, the effect of different instructional methods on student's motivation toward learning biology was found out (Bulic & Blazevic, 2020;Corkin et al, 2017;Dyrberg et al, 2017;Hewitt et al, 2019;Keraro et al, 2007;Özarslan & Çetin, 2018), but minor studies focused on the effect of resourcebased instructions on pre-service biology teacher's motivation toward learning biology. Likewise, a recent study done in higher learning institutions in Rwanda (Mukagihana et al, 2020) showed low use of resource-based instructional tools prevailed to teach and learn biology. Therefore, to bridge the gap, this study aimed to determine the effect of animation-based instruction and small group laboratory activities as resource-based instructions on pre-service biology teachers' motivation to learn biology.…”

How Pre-service Teachers Learn Microbiology using Lecture, Animations, and Laboratory Activities at one Private University in Rwanda

“…The study was carried out at the University of Technology and Arts of Byumba (UTAB), a private university that trains pre-service biology teachers. As Mukagihana et al (2020) described, the university was one of three selected private universities to participate in this study. Unfortunately, due to Covid 19 issues, twouniversities closed before data collection was performed (February to April 2021).…”

“…Instructional resources create professional critical thinking skills, and hands-on and minds-on skills in pre-service biology teachers, which assist them to be competent future biology teachers (Mukagihana et al, 2020). Furthermore, instructional resources link instructional methods to the learning theories that emphasize students' involvement in classroom activities and the construction of knowledge.…”

Assessing the Implementation of the MBHTE-BARMM Science Learning Modules: Exploring Issues, Challenges, and Suggestions for Policy Development

“…Furthermore, previous studies also disclosed the lack of learning resources, especially in teaching science subjects in secondary schools. Specifically, some resources or materials were available, but some were not available, or were not adequate in the basic education schools and early childhood education and that despite the training that teachers received for the instructional resources, teachers still have average competence (Mukagihana et al, 2020). Unfortunately, the scarcity of available learning resources tends to result into some teachers (e.g., Science teachers) to neglect the use of relevant teaching aids when teaching under the pretense that they are not available, inadequate, or costly to improvise.…”