Prof. Maryann C. Ndrika (PhD), Gloria T. Orafu, Prof. Stella C. Obasi


This   study    investigated    Biology   teachers’   knowledge,    attitude    and pedagogical  practices  in  Anambra   State.  Descriptive  Survey  design  was utilised.   Three   research    questions    were   posed    and    two   hypotheses formulated  at 0.05  level of significance. Twenty five Biology teachers  in 12 secondary  schools  served  as  sample  for the  study.  Questionnaire was the instrument  used  for  data  collection.  The  questionnaire,  made  up  of four sections,  A –  D,  comprised  47  items  designed  to  illicit  information  from biology   teachers   on   their   demographic  data,   knowledge   on   inclusive education,   attitude   to  inclusive  education   and   pedagogic   practices   for inclusive education,   respectively.  Data  from the  study  were  analysed  with Mean, Standard deviation,  t-test and  ANOVA. Results showed  that; there is high  level  of  knowledge  on  the  concept   of  inclusive  education   among biology teachers, biology teachers have good attitude towards inclusive education,   biology  teachers   agree   to  pedagogic   strategies   effective  for inclusive  classrooms  as  their  preferred   strategies,  there  is  no  significant difference in the level of knowledge of male and female biology teachers  on the  concept  of inclusive education,  there  is no  significant difference in the attitude  of biology teachers  to inclusive education,  based  on  their years  of experience.    Recommendations   were   made    which   are   that;   Teacher education  programmes  should  sustain  and  improve  the  special education aspect  of their  curriculum;  Biology teachers  need  trainings  to  adequately prepare  them  for accommodating students  with any sort of special need  in their classrooms.



Biology, Teacher, Attitude, Knowledge, Inclusive Education, Pedagogy

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