Investigation of biodiversity resource use in biology teaching and learning at lower secondary schools in Oyam District

Abstract

Biodiversity resources are essential for contextual, hands-on, and competency-based biology education, especially in rural settings. However, their effective utilization remains under examined in Ugandan schools. This study investigated the use of biodiversity resources in biology teaching and learning at lower secondary schools in Oyam District, Uganda. Specifically, it aimed to identify the types of biodiversity resources used, evaluate students’ perceptions of their impact on understanding and confidence in biology, and explore the challenges faced by teachers and learners in utilizing these resources. A descriptive cross-sectional survey design was employed, combining quantitative and qualitative approaches. A total of 143 participants—including biology teachers, head teachers, and Senior Four students were selected using purposive, and simple random, sampling across 11 secondary schools. Data was collected using questionnaires and interviews, analyzed using SPSS (version 22), and subjected to descriptive statistics, correlation analysis, and multivariate logistic regression. Thematic analysis was applied to qualitative data. Findings revealed that 95% of teachers used tangible biodiversity resources such as preserved specimens, water samples, and local animals, while only 42% reported using digital tools. Students reported improved conceptual understanding (99%), critical thinking (83%), and confidence (90%) through biodiversity-based instruction and fieldwork. However, challenges included limited ICT access, curriculum rigidity, large class sizes, inadequate teacher training, and minimal community engagement. The study concludes that while biodiversity resources significantly enhance biology learning outcomes, their potential is constrained by systemic and logistical barriers. Strengthening teacher capacity, promoting community involvement, and investing in low-cost innovations and ICT infrastructure are essential. Education stakeholders should integrate biodiversity into national curriculum frameworks and support its implementation through coordinated policy and resource allocation.