Utilization of Indigenous Materials by Biology Teachers and Its Effects on Students' Learning, Attitudes and Sustainable Development in Secondary Schools in Anambra East Local Government Area, Anambra State

Abstract

This study examined the utilization of indigenous materials by Biology teachers and its effects on students'
learning, attitudes, and sustainable development in secondary schools in Anambra East Local Government
Area, Anambra State. Guided by three research questions, the study adopted a descriptive survey design.
The target population comprised all Biology teachers and Senior Secondary School II (SS II) students in
public secondary schools within the area. A multi-stage sampling technique was employed to select 20
teachers and 200 students from 10 randomly chosen schools. Data were collected using a validated
researcher-developed questionnaire with a reliability coefficient of 0.82. Descriptive statistics (mean and
standard deviation) were used for data analysis. Findings revealed that indigenous materials are used to a
high extent in Biology classrooms, particularly those that are readily available in the local environment. The
study further showed that the use of such materials enhances teaching effectiveness, improves students'
understanding, and fosters positive attitudes toward Biology. Additionally, the use of indigenous materials
was found to promote environmental awareness and support sustainable development goals in education. It
is recommended that educational stakeholders encourage and support the integration of indigenous
resources in science teaching to enhance learning outcomes and sustainability.